WOODLAND HILLS SECONDARY LESSON PLAN
Name: J. McDonough Date: 10-14 Length of Lesson: 4 Weeks Content Area: US History
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable): Immigration and
Industrialization
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
1.Historical Context is needed to understand time and space
2. Cause and result
3. The history of the Commonwealth influences
Pennsylvanians past and present.
4. The History of the United States influences its students
past and prtesent.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: 1. Learning about the past and its
different contexts shaped by social, cultural, and political
influences prepares one for participation as active, critical
citizens in a democratic society
2.Historical causation involves motives, reasons, and
consequences that result in events and actions. Some
consequences may be impacted by forces of the irrational or
the accidental.
3. How does continuity and change within Pennsylvania
history influence your community today?
4. Historical skills (organizing information chronologically,
explaining historical issues, locating sources and investigate
materials, synthesizing and evaluating evidence, and
developing arguments and interpretations based on evidence)
are used by an analytical thinker to create a historical
construction
ESSENTIAL QUESTIONS: 1. How did the 2nd Industrial
Revolution affect the US economy?
2. What were the key inventions of the 2 nd Industrial Revolution?
3. How did these inventions change people's lives?
4. What changes occurred in the way businesses were organized?
5. How did business leaders explain their success?
6. Why did some Americans oppose monopolies, and what
action was taken?
7. How did the 2nd industrial Revolution affect US Workers?
8. How did workers form labor unions, and how were they
organized?
9. How did major labor strikes effect workers?
10. Why did immigrants come to the United States?
11. What was life like for the immigrants?
12. What urban problems developed?
13. What technological advances made cities possible?
14. How did culture change in the late 1800's?
15. How did bosses control cities?
16. How did middle class reformers and muckrakers play a role
in government changes
17. How did labor organize to change working conditions?
18. How did women effect social and political change?
VOCABULARY: 2nd industrial rev., Bessemer Process,
patent, free enterprise, entrpreneurs, corporations, vertical
integration, horizontal, trust, collective bargaining, Knights
of Labor, AFL, Homestead strike, old immigrants, new,
steerage, tenements, benevelont societies, mass transit,
suburbs, Hull House, settlement housesmass culture, bosses,
political machines, Pendleton Civil Service Act,Progressives,
muckrakers, direct primary, 17th amndement, referendum,
recall, initiative, Wisconsin Idea, capitalism, socialism,
Triangle shirtwaist fire, 19th amendment, 18th amnedment
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to: 1. Analyze the interaction of cultural,
economic, geographic, political, and social relations for a
specific time and place.
2Evaluate cause-and-result relationships bearing in mind
multiple causations.
3.Contrast multiple perspectives of individuals and groups in
interpreting other times, cultures, and place
4. Analyze a primary source for accuracy and bias and connect
it to a time and place in Pennsylvania.
5. Summarize how conflict and compromise in United States
history impact contemporary society.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS: questioning, thumbs up,
discussuion, exit slips, graphic organizers, think pair share
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Do Now
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Textbook, internet, primary
documents, maps, tables,
speeches. Visual texts, cell
phones, laptop
Various
INTERVENTIONS:
ASSIGNMENTS:
chunking, scaffolding,
differentiated instruction,
one on one, etc.
various reading guides, text,
projects, tests, quizzes, do
nows.