Lesson Plan : Immigration and Urbanization
Teacher Name: | Mr. Shane Riter |
Grade: | Grade 11-12 |
Subject: | Social Studies |
Topic: | Immigration and Urbanization 1865-1914 |
Content: | Push and Pull factors of Immigration Challenges to Immigrants entering America Urbanization Key Vocab 1.Immigration:before 1850/between 1880�s and 1920�s(where from?) ethnic neighborhoods 2.Ellis Island/Culture Shock 3.Melting pot/Culture Pluralism 4.Nativism 5.Chinese Exclusion Act 6.Urbanization 7.Urban Issues: Housing, Sanitation, Transportation |
Goals: | Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in |
Objectives: | NCSCOS:Objective 5.01: Evaluate the influence of immigration and rapid industrialization on urban life. |
Materials: | 1.Computer 2.Digital Projector 3.Speakers 4.Notes 5.Primary Source |
Introduction: | Since the class will be on an early release day only allowing for 30 minutes I will quickly introduce the class by showing them our agenda for the day, followed by objectives and a quick review of the content the day before (big buisness, key terms). Students will be instructed to raise their hands for any questions and to define the key vocabulary throughout class in their own writing. |
Development: | 1. Lecture with discussion with connections to the present 2. Review short video in relevance the melting pot theory 3. Anyalze photos and cartoons on immigrants. 4. Review Primary Source (Chinese Exclusion Act of 1882, Instructions for homework based off of Primary Source |
Practice: | 1.Students will discuss the impact of the new immigrants on the urban areas and how the flood of immigrants will lead to urbanization and urbanization issues. 2.Students will be required to actively engage in class and show progression on the content for the day. |
Accommodations: | 1. Pictures as well as cartoons will be displayed on the power point for visual learners. 2. Lecture as well as audio from video will accomodate auditory learners. 3. The Chinese Exclusion Act primary source will allow for kinesthetic learners to hold a bill or law that restricted people from entering the U.S.A., which will hopefully in turn lead to a greater amount of evaluation and synthesis. |
Checking For Understanding: | 1. I will circulate around the room as my lecture and power point go on to check for completion of covered vocabulary terms. 2. I will continously call on students to share what we have just covered in class, either through discussion, video, or analyzing primary sources. 3. I will use blooms taxonomy in my instruction and judge the students abilities and levels during the instruction in order to better facilitate my instruction |
Closure: | 1.I will review the terms and events that we have covered in class. 2.Students will be verbally questioned on what we have learned. 3. I will tell students how what we learned today will correlate with what we will learn tomorrow. |
Evaluation: | |
Teacher Reflections: |
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