Portland+MS+Lesson+Plan



2) SSU that there are many different ways to assess the impact of the events of the Gilded Age. 3) SSU how societies progress in technology and social development created new opportunities and challenges for the U.S || 2) How did people’s different perspectives and opinions influence the events of the Gilded Age? || 1) U6.1 ||
 * **//CLASS://** 8th Grade U.S History through Reconstruction || **//DATE://**Monday, October 17, 2011 (Day 1 of Week Long Unit. 45 Minutes) || **//UNIT://**Introduce Development of Industrial, Urban & Global United States. **//Topic://** Gilded Age ||
 * **ENDURING UNDERSTANDING:** What will my students be able to do or understand by the end of class? ||
 * 1) SSU that there are several and interrelated events that influenced each other during the Gilded Age.
 * **ESSENTIAL QUESTION:** What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * 1) How did the events of The Gilded Age influence and change American society cultural, politically and economically. As well as, how did these change the American involvement globally?
 * **MICHIGAN HSCE:**Which three state standards does my plan address?

- I will monitor the class discussion, making sure that students are participating and being respectful to their peers. I will also make sure the discussion stays on the relevant topic. - I will then explain the activity that we will be working on for the rest of the class period. Then divide students up into the specific groups. || - Students will be expected to participate in the class discussion and contribute with their thoughts on the activity we did for the hook. - Students will be divided up into different groups where I will assign them a specific group of people from this time period to learn about. After, each group will present what they learned about their assigned group of people. Examples of the different groups of people would be; immigrants, railroad workers, Native American tribes, businessmen, factory workers of Pullman. Each group will be given newspaper articles, photos, government documents and other sources about their assigned people to help them research and develop an understanding of the conditions and experiences in society these people had during the Gilded age. I will give them a handout with questions that will help guide them in their research during class time (20 Minutes) - Students will then give a presentation after to the class. Each group will share their understanding of their assigned group of people’s role in society during this time and how their lifestyle were affected during the events of the Gilded Age (15 Minutes) || - Students will also demonstrate their understanding of the material by giving the presentation. Students will also be respectful and take notes during their classmates presentations to help them learn about other groups of people whose lives were influenced during the Gilded Age. ||
 * **HOOK/INITIATION:** What will you do to get the students invested in the lesson? ||
 * To start the lesson I will hand each student slips of paper. Each slip of paper will describe a particular event that took place during the Gilded Age. Each student will individually read through each slip and put them in what they think is chronological order of when each event took place in history. Students will be responsible to complete this activity on their own. After, putting each slip of paper in order and gluing them to a sheet of paper. We will then re-group as a class and students will discuss what the order of their slips of paper were and their reasoning to the order. After, we will go over what the correct order of the slips is, students will be given the opportunity to ask questions and then I will begin the lesson on The Gilded Age (10 Minutes). ||
 * **TEACHER ACTIVITIES:** How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * - I will hand out the hook activity and during this time make myself available for students to ask questions. I will also make sure students are staying focused on their own work and staying on task.
 * **STUDENT ACTIVITIES** What will the students do to demonstrate their understanding? ||
 * - Students will work individually on the hook by putting their slips of paper in order.
 * **CLOSURE/SHARE BACK:** How will the students share/interpret knowledge for others in the class? ||
 * - Students will demonstrate any previous knowledge they might have about the Gilded Age by completing the hook activity. During the class discussion period students will share what their knowledge is of the Gilded Age with their classmates.

**Begin Working on Hook.**
 * **BELLRINGER:**

**TICKET OUT THE DOOR: N/A** || **ANNOUNCEMENTS:** ||
 * ^  || N/A ||
 * ^  || **HOMEWORK:** ||
 * ^  || //-//Review presentation notes. Next class period you will be required to briefly write about each different group of people from the Gilded Age and their experiences in society. ||