WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Mr. McDonough
Date November 2012
Length of Lesson 3-4 week Content Area U.S.
STAGE I – DESIRED RESULTS
LESSON TOPIC:The Big Ideas- Cause and Result.
Chronological thinking- Industrialization,
Immmigration, and the growth of cities,Political
corruption.
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives and skill
focus)
Historical context is needed to comprehend time and space.
Historical interpretation involves an analysis of cause and
result.
Perspective helps to define the attributes of historical
comprehension.
The history of the Commonwealth continues to influence
Pennsylvanians today, and has impacted the United States and the
rest of the world.
The history of the United States continues to influence its
citizens and has impacted the rest of the world.
World History continues to influence Pennsylvanians, citizens
of the United States and individuals throughout the world today.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: General accepted History of
Immigration and industrialization
VOCABULARY: Social, cultural, political, cause
and result. effects. political machines, bosses,
immigrant, Ellis Island, unions, horizontal
integration, vertical, Andrew Carnegie,
Rockefeller, assembly line, monopoly, tenements,
Jacob Riis, etc., William Tweed, exaggeration,
caricature, juxtaposition.
STAGE II – ASSESSMENT EVIDENCE
ESSENTIAL QUESTIONS: How does cause and
result affect historical study? How does chronological
organization work in history?
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
Analyze cause and result in regards to immigration
and industrialization. Explain historical context.
Produce a 4 paragraph essay discussing the
benefits and problems with the Industrial Rev.
Design a political cartoon to show the current
challenges faced by the U.S.
PERFORMANCE TASK:Explain cause and
results of the immigrant experioence. Write an
essay based on historical documents. Take notes.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
MATERIALS AND
PROCEDURES:
RESOURCES:
(Active Engagement,
Explicit Instruction,
Chapter 6 packet ,
Metacognition,
Graphic organizers.
Modeling, Scaffolding)
Timeline assignment.
Historical documents,
Students will be given an videos. Pittsburgh
opportunity to revise his
historical accounts. I.R.
or she work, if :they
DBQ. Thomas Nash
regualry attend and
political cartoons.
participate in class,
behave in an appropriate
manner, and turn the
assignment in on time.
Students will participate
in active discussions with
his or her peers.
Students will take notes
via lecture and
independent reading.
Students will answer
direct and indirect
questions posed by the
instructor and the
students.
MINI LESSON:
Warm-up/ Induction
Brief lecture
Independent or Small
group work
Large group discussion
Closure
OTHER EVIDENCE:Students will continually be
evaluated based on their: participation, behavior,
through formative and summative assessment,
discussion, and peer interaction.
INTERVENTIONS:
ASSIGNMENTS:
The instructor will
encourage students to
participate in "think,
pair, share."
The instructor will use
the Socratic Method to
assessment student
progress.
The instructor will
provide feedback for all
written assignments.
The instructor will
demonstrate
metacognition for his
students.
The instructor will
modify the difficulty of a
given assignment based
on the student's
individual needs.
Complete graphic
organizers.
Mini- research prject.
Chapters 6- 9 guided
readings. Anchor warm
ups. Imigration stations
assignment. I.R. DBQ,
Political Cartoon
assignment.