Date: October 14 and 15 Title: Societal changes in the 19th century Description (1-2 sentences): In groups, students will

analyze articles about changes taking place in the early 19th century and present their findings to the class. After each group presents, students will participate in a class discussion about the importance of these changes. Subject: US History Instruction time: 82 Minutes Students level by grade: 11th and 12th grade Standard(s) to be addressed: Understand the effects of geographic factors on historical events. Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. Understand relationships between and among significant events.

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): The United States went through many changes in the first half of the 19th century that helped shape society today. Did the changes of the early 19th century open the door to opportunity for all Americans? Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Describe how the Louisiana Purchase and the Lewis and Clark expedition affected how America expanded and changed. Identify major reform efforts of the early 19th century. Determine the central idea of primary and secondary sources. Identified student needs and plans for differentiation: In the ELL class, students will read one paragraph aloud to the rest of their group members. Then the group will write down one thing they learned from the paragraph. Students can draw pictures and symbols or write their responses on the worksheet to demonstrate their understanding of the content. Students will repeat this process until the article is complete. In all classes, as students work in groups to complete the tasks, the teacher will walk around the room to monitor student progress and clarify any misconceptions students have about the assignment or the content. Also, the teacher will repeat directions to assure students understand the purpose of the activity.

Specific resources needed for this lesson: Atlas History Alive! Textbook

Six articles from the textbook about changes in the early 19th century Worksheet that accompanies articles

Instructional method(s) used in this lesson: Lecture/Interactive Presentation Cooperative Learning Discussion and Debate

Lesson Sequence: Instruct students to open the atlas to pages 22-23. Administer geography quiz on the Mississippi River. As students share their answers, emphasize the major cities along the Mississippi River and the rivers that connect to the Mississippi River. Upon completion, ask for volunteers to share their answers. Collect quizzes. Distribute note sheet for the PowerPoint to the students. Present PowerPoint introducing changes in society in the early 19th century As the teacher presents, emphasize important points, and ask how the changes improved society and if everyone benefited from the changes. Upon completion of the PowerPoint presentation, have students pick a card from a deck. The card students pick will be the group they will be in for the next activity. Instruct students to move into their groups. Pass out articles and worksheets. Put transparency sheet of an article about westward expansion on the overhead. Model for students the task they are to complete in groups. Read the first paragraph of the article aloud to the class, write the most important piece of information on the board. Instruct the class that group members will take turns reading paragraphs aloud from their articles. After each paragraph, students will discuss the most important point about the article and write it down on their worksheet. Read the last paragraph of the article about westward expansion aloud to the class. Write down the most important piece of information on the board. Discuss with students the main points of the article about westward expansion. Ask students to consider the positive and negative effects of expansion and its influence on society today. Write student responses on the board. Instruct students that they will each come up as a group and share their most important pieces of information from their articles with the class. The class will then write down this information on their worksheets. Instruct students that they will also need to consider how the changes they read about positively and negatively affected society and the impact these changes have on society today. Ask students if they have any questions. Allow students time to work on the assignment. As students complete the assignment, walk around the room to assess student progress and answer any questions students may have. After the groups have completed the worksheet, instruct students to come up one group at a time. Each group member will state one important piece of information to the class. The rest of the class

will take notes on their worksheet. Emphasize that students must speak clearly for the rest of the class to hear them. As groups present, ask questions to clarify student responses. After each group has presented their article, draw a line in the middle of the board in the front of the room. Label one side positive and one side negative. Ask groups how the changes they read about positively and negatively affected society. As groups share their responses, encourage all students to consider the effects the changes had on society. When all the groups have shared their answers, pass out a slip of paper and have students answer the following prompt: Describe two ways the United States changed for better and two ways changes did not help all Americans. Collect student responses. Tell the class that next time, they will look at how the United States changed through war with Mexico and expansion in the present day Southwest.

How will you modify or adjust this lesson in the future? I thought that this was a very effective lesson as it began with content students were familiar with and progressed to new information. In the future, I think that I need to find more ways to have students share their information with the class. It seemed that the group activity became a little repetitive and some students were not as engaged as they could have been. One way to modify this lesson in the future would be to have students work in groups and use their textbook and primary and secondary sources to write a newspaper article about the changes in the early 19th century. I think that this would help maintain student engagement and I think make learning more meaningful to students because they are creating a product out of the content.