L5+Cyr+Geoffrey

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mr. Geoff Cyr **Date of Lesson:** Lesson 5
 * Grade Level:** High School, Grades 11 and 12 **Topic:** Progressive Era, 1890-1914

__Objectives__
Half Lives// Shirtwaist Triangle Fire, Sherman Antitrust Act, Clayton Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, //Muller v. Oregon,// Chinese Exclusion Act, Interstate Commerce Commission, Federal Reserve Act.
 * Student will understand that** the Progressive Era took shape in a variety of different forms at a variety of different levels, that the Progressive Era was a response to the Industrial Revolution that followed the Civil War, which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business, and that the Progressive movement had some serious limitations, however, as it was tainted with sexist, racist, and nationalist overtones.
 * Student will know** Settlement House, Social Purity or Social Hygiene, temperance, Social Gospel, suffrage, segregation, trust, muckraker, American exceptionalism, progressive income tax, "Social Darwinism," Direct election of Senators, prohibition, eugenics, Jane Addams, Hull House, WCTU, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Upton Sinclair, Jacob Riis, Walter Rauschenbusch, American Federation of Labor, Samuel Gompers, Industrial Workers of the World, Eugene V. Debs, Social Democratic Party, Progressive Party, Populist Party, Women's Trade Union League, Margaret Sanger, Ellis Island, Angel Island, Tammany Hall, "Boss Tweed," Robert La Follette, Hiram Johnson, Coal strike of 1902, //The Jungle, How the Other
 * Student will be able to** describe the various movements and reforms of the Progressive Era.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies, E. History Grade 9-Diploma Progressive Era, 1890-1914 Students understand major eras, major enduring themes, and historic influences in the United States and World history, including the roots of democratic philosophy, ideals and institutions in the world.


 * Rationale:** This lesson will bring everything discussed in the previous lesson full circle. Students will need to discuss everything that they have learned as they revisit knowledge accumulated through previous lessons.

__**Assessment**__
The class will be revisiting the Inspiration document created in Lesson 1, and making additions and revisions to the idea web and outline as they recall everything from the previous lessons. This will serve to show the teacher whether any ideas or understandings need to be revisited. Students will also have the following blog entry: //as with any other aspect of American history, the Progressive Era had its shortcomings. What aspect of the Progressive Era (or lack thereof) best fits this characterization for you? Why is this so? If you could change one thing about the Progressive Era, or add one thing to the era, what would it be? Why?//
 * Formative (Assessment for Learning)**

Whereas this lesson is simply revisiting the pre-assessment from Lesson 1, there is no summative assessment for this lesson.
 * Summative (Assessment of Learning)**

__**Integration**__
//Technology:// The teacher and the students will be using Inspiration for this lesson. Students will also be making a blog entry on their blog accounts.

__Groupings__
Students will be sharing their blogs in a think-pair-share, and revisiting the Inspiration idea web from Lesson 1 will also be done as a think-pair-share as well.

__Differentiated Instruction__Strategies
Verbal:** Students will be responding to a blog prompt.
 * Strategies
 * Visual, Logical:** Students will be revisiting the graphic organizer or outline on the Progressive Era that they created in Lesson 1.
 * Intrapersonal:** Students will be blogging about what they know about "progress" and the Progressive Era now, and how that has changed since the beginning of the unit.
 * Interpersonal:** Students will be discussing their blogs in groups, and working as a class to revise the Inspiration document from Lesson 1.
 * Kinesthetic:** Students will be using laptops for Inspiration and for their blogs.

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students absent from class the first day of the lesson will need to see the teacher before or after school and will work with the teacher to revisit the Inspiration document from Lesson 1. Students absent from class the second day of the lesson will need to see the teacher before or after school to share their blog entry given for homework from the first class. Students absent from both classes will need to work out a plan for getting caught up with the teacher

For those students without access to a computer or Internet connection, blogs may be written on paper, and then submitted to the teacher by hand. The teacher may ask the student to post the blog on the Internet using school computers during class time or before or after school.

This lesson uses the following Type II technologies: Inspiration, blogs
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops (if laptops are not available, then a computer lab with desktop computers will suffice)
 * Internet access
 * Inspiration software
 * Overhead projector
 * Projection screen
 * Blog accounts
 * Deck of cards

__Source for Lesson Plan and Research__
No additional resources for this lesson

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson caters to many different ways of learning, with opportunities for students to work by themselves, with partners, and with the entire class, as well as opportunities to make real-life connections to the world around them.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//


 * Beach Ball**: The lesson offers personal freedom in that students can use the blogs to take whatever personal connections they need.


 * Clipboard**: Organization and use of class time, along with the structure and directions for the debate, will be clearly outlined. The routine for adding to the Inspiration document will be much the same as in Lesson 1.


 * Microscope**: Students will be engaging in class discussions to revise the Inspiration document from Lesson 1, and will be working collaboratively during these discussions and in review of student blogs.


 * Puppy**: The teacher will work to maintain a comfortable, respectful, and engaging learning atmosphere, and expects that all students will work to do the same.

Rationale:** This lesson will requirement substantial use of one of the six facets of understanding, and will require students to develop and practice higher-order thinking skills.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//


 * Explain:** In revising the Inspiration idea web from Lesson 1, students will be asked to explain anything that they contribute to the revisions, including why they chose to add something about the Progressive Era that was not originally there, or making a revision to something already there. This will be done as a class, and students will be encouraged to help each other else.

Rationale:** This lesson caters to a multitude of strengths and learning styles that students possess, using Type II technologies to help students map out their knowledge while making personal connections through blogging.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Students will be responding to a blog prompt.
 * Visual, Logical:** Students will be revisiting the graphic organizer or outline on the Progressive Era that they created in Lesson 1.
 * Intrapersonal:** Students will be blogging about what they know about "progress" and the Progressive Era now, and how that has changed since the beginning of the unit.
 * Interpersonal:** Students will be discussing their blogs in groups, and working as a class to revise the Inspiration document from Lesson 1.
 * Kinesthetic:** Students will be using laptops for Inspiration and for their blogs.

Students will be using Type II technology in the following ways: blogs, Inspiration.

Rationale:** This lesson uses a variety of assessments in order to track student progress and understanding, check for potential problem areas, and make adjustments as necessary.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

The class will be revisiting the Inspiration document created in Lesson 1, and making additions and revisions to the idea web and outline as they recall everything from the previous lessons. This will serve to show the teacher whether any ideas or understandings need to be revisited. Students will also have the following blog entry: //as with any other aspect of American history, the Progressive Era had its shortcomings. What aspect of the Progressive Era (or lack thereof) best fits this characterization for you? Why is this so? If you could change one thing about the Progressive Era, or add one thing to the era, what would it be? Why?//
 * Formative (Assessment for Learning)**

Whereas this lesson is simply revisiting the pre-assessment from Lesson 1, there is no summative assessment for this lesson.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
//Day 1://
 * Finish Lesson 4 (55 minutes)
 * Five minute break **(Total time: 60 minutes)**
 * Hook: the teacher will engage the students in a class discussion over the question: //Do you think we are living in a "Progressive Era" today?// The question will be posted on the board during the break. Desks will be rearranged into a semi-circle for this activity

//Day 2:// //Day 3// //Please note: where the agendas for all lessons in this unit are tentative, the agenda for this lesson is especially so. This lesson is designed to check for understanding. If there are things that students are struggling with, as evidenced by participation in class discussions and activities, be prepared to go back and prepare additional material as necessary.//
 * Teacher will refresh students on Inspiration activity from Lesson 1 (5 minutes)
 * Students will spend time revising on their own, adding to or changing their understanding of the Progressive Era reflected by the introductory document (10 minutes)
 * Students will then be paired by drawing from a deck of cards. Students will bounce their ideas off of each other, making further revisions (10 minutes)
 * Desks will be rearranged into a semi-circle, and students will engage in a whole group discussion of what they've learned, making further revisions on the Inspiration document. The teacher will document these changes on an Inpsiration document projected at the front of the class (10-15 minutes). For every addition/revision made by a student, the teacher will ask questions based on these ideas, probing the depth of understanding.
 * 5-minute break **(Total time so far:** **40-45 minutes)**
 * Students will spend time going through their notes and thinking about what they have learned. Students will then come up with at least two questions about things they are unsure of (10 minutes).
 * Students will then go to the front of the class and write these questions on the board (5 minutes)
 * Last twenty minutes of class will be spent going over these questions.
 * //Homework--blog entry: as with any other aspect of American history, the Progressive Era had its shortcomings. What aspect of the Progressive Era (or lack thereof) best fits this characterization for you? Why is this so? If you could change one thing about the Progressive Era, or add one thing to the era, what would it be? Why?//
 * Students will get into groups (size depends on size of the class). Students will be allowed to choose their own groups, and the teacher will facilitate this process, if necessary. Groups will proceed to review and comment on the blogs of its members (10 minutes).
 * Proceed to Lesson 6

After the debate, desks/tables will be rearranged into a semi-circle for the hook. When students come into the classroom the second day, the desks/tables will be arranged in traditional rows, but they will not remain this way for very long. After revising the Inspiration document from Lesson 1 on their own, they will then rearrange desks/tables to form groups as necessary. After this portion of the think-pair-share is complete, the desks/tables will be rearranged again into a semi-circle, to facilitate discussions between students and between the students and teacher. For the third day of class, students will immediately come in and rearrange the desks/tables into groups for discussion and comments on blogs as necessary.

Lesson 5 brings everything full circle. Lesson 1 introduced the Progressive Era, while Lessons 2-4 discuss various aspects of the era. Lesson 5 looks back on Lessons 2-4, using the Inspiration product from Lesson 1 to do so. Before looking back on what they learned through the previous lessons, the teacher will engage the students in a discussion that will relate their understanding of the Progressive Era to their lives with the following question: //Do you think we are living in a "Progressive Era" today?//
 * Where, Why, What, Hook, Tailors: Interpersonal, Intrapersonal, Visual, Verbal, Logical, Kinesthetic**

Students will need to investigate their own knowledge of the Progressive Era in this lesson in order to reveal, to themselves and to the teacher, what they have learned. The teacher will facilitate this process through grouping students, class discussions, and answering questions from students as part of whole or small-group discussions. The revision of the Inspiration document, generation of student questions, and class discussions will reveal student understanding of content. In this regard, the teacher needs to be active, alert, and making sure that all students are active in discussions and asking questions.
 * Equip, Tailors: Interpersonal, Intrapersonal, Visual, Verbal

Content notes:** no additional notes for this lesson

Students will need to be using higher-order thinking to make real-life connections. They will need to do this in two ways: through their blogs, where they will be deciding what they would change or add to the Progressive Era based on their values and life experiences; and through class discussions of the hook (Class 1) and blog assignments. Students will also need to look into their own knowledge of the Progressive Era and explain what they know and what they've learned. This will be done so through revision of the Inspiration document from Lesson 1, which will be facilitated by the think-pair-share process outlined in the agenda.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Logical**

The teacher will provide feedback to students in the form of class discussions. Students will have opportunities to reflect and self-assess through revision of the Inspiration document, and the blog assignment.


 * Handouts:** no additional handouts for this lesson