Lesson Plan #4
I. Objectives
The student will be able to identify important strikes and laws that occurred during the Progressive Era.
The student will be able to identify why people form strikes and/or union and will recognize that not all will succeed.
The student will be able to identify what it means to go on strike
The student will be able to make connections between strikes during the Progressive Era and strikes/unions of today (extension)
Essential Questions:
* What is a strike?
* Why do people go on strike/form a union?
* What were the results of strikes/unions during the Progressive Era?
Social Studies:
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
Computer Technology:
C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
· Work collaboratively and/or independently when using technology.
· Practice preventative maintenance of equipment, resources, and facilities.
· Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.
· State what students will be able to do as a result of this experience.
C/T 6-8.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
English:
6.5 The student will read and demonstrate comprehension of a variety of informational selections.
a) Identify questions to be answered.
b) Organize the main idea and details to form a summary.
c) Compare and contrast information about one topic contained in different selections.
d) Select informational sources appropriate for a given purpose.
NCSS:
-#10- Civic Ideals and Practices
Estimated Time: 60-80 minutes (depends on time needed for research)
II. Materials for Learning Activities
· Poster Board
· Markers
· Colored Pencils
· Rulers (to hold the poster board signs)
· Powerpoint on Progressive Reformers
· Internet access
· Library access (or cart full of books on the strikes/laws students will research)
III. Procedures for Learning Activities
· Instruction–
· Yesterday and the day before you all looked at pictures of children from the Industrial Revolution and learned about their daily lives. You also thought that it was unfair for children to have to live like that.
· Good news is, a lot of people agreed with you, people like Mother Jones who led the March of the Mill Children. Today, we will first go over a Powerpoint about the people and events that happened to help end child labor and improve the working conditions. The powerpoint will cover some of the strikes and laws passed, but most will be assigned for students to report on.
· Break students up into pairs or groups of 3 (depending how many students are in the class)
· Before starting the research, brainstorm with students what it means to have a strike and what it means when something is a law
· Students will use the library and/or internet to research their law or strike. After all students are finished, students will walk around the classroom reading other students’ findings and filling out a worksheet on them. (Note: this may take two classes to complete). This is only a brief summary about their law, it is not a blown out research project, it is simply for them to get prepared for the research they will have to do for their final project.
· Students will pick a law or strike and pretend like they will be a worker participating in a march or strike related to that law or strike. They will create a picket sign and a slogan to ‘shout’ when on their march. If it is possible, have students participate in a mock strike, where they must march from point A to point B shouting their rights and demands.
· Closure –
o Have class discussion on strikes. Were they always successful? If they weren’t then why did people continue to go on strike? What were the potential consequence or benefits for having a strike? Why was it important for laws to get passed? Do we still have strikes today? Are they about the same things? What about in other parts of the world, do you think they have strikes or still have to fight for proper working conditions or to end child labor?
IV. Assessment
· Poster- Were students able to create a strike poster that was elaborate, one that expressed thoughts or ideas that would be seen during a child labor strike. Were students able to create a catchy or reasonable slogan to shout?
· Research- Did students use their time wisely? Did they choose a law/strike relevant to the Progressive Era? Did they include who, where, and when the strike happened? When and how the law was passed and how the thought came about to make it a law? What the outcomes of the law/strike were? Why was this law/strike important to the Progressive Era?
V. Differentiation
· ADHD students(and all students)- simulating a march will allow students to move around, express themselves and their thinking in a different way other than on paper. It can also help them understand and see what it means when people go on strike.
· LD- copy of powerpoint can be given ahead of time
· LD- work in pairs to research strike or law. Teacher can ‘prefind’ information on their law/strike or find reading materials that is on their level and uses vocabulary they can understand.. Can be give extra time to complete research. Can also be given worksheet on exactly what type of information they should be able to find and/or key words that could help them research their law/strike.
· Extension: Why do people go on strike? We learned about one strike during the Progressive Era, have students research and present information they found on other strikes (try to have it so students find a strike occurring in other parts of the world or find strikes that are occurring today that were similar to ones during the Progressive Era). Students may also research more recent strikes, why they happened, how they happened (what the people did) and the results of the strike.
The student will be able to identify important strikes and laws that occurred during the Progressive Era.
The student will be able to identify why people form strikes and/or union and will recognize that not all will succeed.
The student will be able to identify what it means to go on strike
The student will be able to make connections between strikes during the Progressive Era and strikes/unions of today (extension)
Essential Questions:
* What is a strike?
* Why do people go on strike/form a union?
* What were the results of strikes/unions during the Progressive Era?
Social Studies:
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
Computer Technology:
C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
· Work collaboratively and/or independently when using technology.
· Practice preventative maintenance of equipment, resources, and facilities.
· Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.
· State what students will be able to do as a result of this experience.
C/T 6-8.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
English:
6.5 The student will read and demonstrate comprehension of a variety of informational selections.
a) Identify questions to be answered.
b) Organize the main idea and details to form a summary.
c) Compare and contrast information about one topic contained in different selections.
d) Select informational sources appropriate for a given purpose.
NCSS:
-#10- Civic Ideals and Practices
Estimated Time: 60-80 minutes (depends on time needed for research)
II. Materials for Learning Activities
· Poster Board
· Markers
· Colored Pencils
· Rulers (to hold the poster board signs)
· Powerpoint on Progressive Reformers
· Internet access
· Library access (or cart full of books on the strikes/laws students will research)
III. Procedures for Learning Activities
· Instruction–
· Yesterday and the day before you all looked at pictures of children from the Industrial Revolution and learned about their daily lives. You also thought that it was unfair for children to have to live like that.
· Good news is, a lot of people agreed with you, people like Mother Jones who led the March of the Mill Children. Today, we will first go over a Powerpoint about the people and events that happened to help end child labor and improve the working conditions. The powerpoint will cover some of the strikes and laws passed, but most will be assigned for students to report on.
· Break students up into pairs or groups of 3 (depending how many students are in the class)
· Before starting the research, brainstorm with students what it means to have a strike and what it means when something is a law
· Students will use the library and/or internet to research their law or strike. After all students are finished, students will walk around the classroom reading other students’ findings and filling out a worksheet on them. (Note: this may take two classes to complete). This is only a brief summary about their law, it is not a blown out research project, it is simply for them to get prepared for the research they will have to do for their final project.
· Students will pick a law or strike and pretend like they will be a worker participating in a march or strike related to that law or strike. They will create a picket sign and a slogan to ‘shout’ when on their march. If it is possible, have students participate in a mock strike, where they must march from point A to point B shouting their rights and demands.
· Closure –
o Have class discussion on strikes. Were they always successful? If they weren’t then why did people continue to go on strike? What were the potential consequence or benefits for having a strike? Why was it important for laws to get passed? Do we still have strikes today? Are they about the same things? What about in other parts of the world, do you think they have strikes or still have to fight for proper working conditions or to end child labor?
IV. Assessment
· Poster- Were students able to create a strike poster that was elaborate, one that expressed thoughts or ideas that would be seen during a child labor strike. Were students able to create a catchy or reasonable slogan to shout?
· Research- Did students use their time wisely? Did they choose a law/strike relevant to the Progressive Era? Did they include who, where, and when the strike happened? When and how the law was passed and how the thought came about to make it a law? What the outcomes of the law/strike were? Why was this law/strike important to the Progressive Era?
V. Differentiation
· ADHD students(and all students)- simulating a march will allow students to move around, express themselves and their thinking in a different way other than on paper. It can also help them understand and see what it means when people go on strike.
· LD- copy of powerpoint can be given ahead of time
· LD- work in pairs to research strike or law. Teacher can ‘prefind’ information on their law/strike or find reading materials that is on their level and uses vocabulary they can understand.. Can be give extra time to complete research. Can also be given worksheet on exactly what type of information they should be able to find and/or key words that could help them research their law/strike.
· Extension: Why do people go on strike? We learned about one strike during the Progressive Era, have students research and present information they found on other strikes (try to have it so students find a strike occurring in other parts of the world or find strikes that are occurring today that were similar to ones during the Progressive Era). Students may also research more recent strikes, why they happened, how they happened (what the people did) and the results of the strike.
lesson_4_worksheet.doc | |
File Size: | 25 kb |
File Type: | doc |
the_progressive_era.ppt | |
File Size: | 520 kb |
File Type: | ppt |