Gregg's+UbD

**Title of Lesson** |||| The Emergence of Modern America: History, Culture, and Perspectives in the Late 19th, Early 20th Centuries || **Grade Level** |||| 11 || **Curriculum Area** |||| Social Studies || **Time Frame** |||| 3 days (block scheduling – 90 minutes a block) || **Developed By** |||||||||| Gregg Braff || ** Identify Desired Results (Stage 1) ** || ** Understandings ** |||||| ** Essential Question(s) ** || ** Overarching Understanding ** |||| ** Overarching ** || **Topical** || Students will understand… 1. How important technology and immigration were on agriculture, industry, and urban culture circa 1900. 2. How many of the problems the Untied States had both socially and politically circa 1900 still exist today. |||| 1. What impact did technology and immigration have on agriculture, industry, and urban culture circa 1900? 2. Was the United States more moral or looking out for its own interests in regards to its foreign policy? Has the United States changed in the last 100 years? 3. What struggles did women endure in order to receive equal rights with men? || || ** Related Misconceptions ** || 1. Immigration hinders the American economy. 2. The problems America faced (both politically and culturally) circa 1900 are over. || Students will know… |||||| Students will be able to… || 1. How important technological advancements and immigration were on agriculture, industry, and urban culture in New Jersey and the United States. 2. How American intervention/dominance over others around the world is nothing new. 3. How tough women had it/still have it receiving equal rights with men in the United States. |||||| 1. Become enlightened on modern political issues (i.e. the current topics of immigration, American intervention in foreign countries, and equal rights) with this historical background and become politically aware voters and potential political activists. || ** Assessment Evidence (Stage 2) ** || **Goal** |||||||||| Students will become historical detectives and see how the past is related to the present via using primary source documents || **Role** |||||||||| Students will become historians and teach each other || **Audience** |||||||||| Jigsaw groups and themselves || **Situation** |||||||||| Day 1: Students will receive primary documents and individually analyze them, first as a class and then individually Day 2: Students will form Jigsaw groups and look over primary documents Day 3: Students will form new Jigsaw groups and look over primary documents || **Product/Performance** |||||||||| Towards the end of each class day, students will be given short answer questions about the overarching themes the primary sources hit upon. Some of the questions will be opinion questions based on current issues that link up to that days’ lesson. The students will be asked to support their answers. || **Standards** |||||||||| How the students support their answers… a rubric will be given to the students at the beginning of the year. || Day 1: I will guide the class through the first few primary sources as a model, then the students will be on their own. They will be jotting down notes as to what they see in the primary documents. I will walk around the room and look at their notes to see if they understand the concepts. Right before the quiz, we will come back as a class and briefly go over how they interpreted the documents. Days 2 and 3: I will walk around the room and listen in on conversations the expert groups and home groups are having on their documents (checking for understanding). || ** Learning Plan (Stage 3) ** || My students will be headed for the present and the future, whether it be the next unit plan or the knowledge that politics is not so cut and dry or how change affects us all. The students have played the roles of presidents, paupers, African Americans, women’s rights leaders, legislative leaders, newspaper readers and more by analyzing the primary documents and being placed in a time period different and similar to our own. As mentioned before, I will be modeling as to how to analyze primary documents properly. || I will explain to students they will be taking a time machine to the past and read/interpret first hand (primary documents) what was going on circa 1900 in the United States. Students will be sharing ideas with each other and moving from document to document. || See previous answer to the “hook.” Students will also be able to compare the problems of the past to the problems of today. Students will be receiving primary sources and I will be modeling how they are used to the class. In turn, students will also learn the basics of how historians decipher primary documents. || For homework the class before each assignment, I will ask students to bring in newspaper articles of something that will reflect the next class. For example: before day one, I will ask the class to find an article that has to do with how technology or immigration affects us today. Quizzes will also have the students make comparisons between 1900 and the present day issues of said topic. || I will walk around the classroom all three days, listen in on conversations and give feedback, while trying to steer them in the right direction if they are off track. I will also model how I want my students to interpret the primary sources. || When selecting the Jigsaw expert groups, I will place the struggling students with students who receive good grades so they can receive the help they need. When the struggling students go back to their home groups, hopefully the better student from the expert group helped them understand the primary document. || I will be planning these lessons days before they begin and I will be selecting the home and expert groups to maximize student learning. Students will be timed to move from home group, to expert group, then back to home group, etc. ||
 * Content Standards ** ||
 * 6.1.12.D.6.a. -** Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.
 * 6.1.12.D.6.b** - Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.
 * 6.1.12.D.6.c** - Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment. ||
 * 6.1.12.D.6.b** - Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.
 * 6.1.12.D.6.c** - Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment. ||
 * Knowledge **
 * Knowledge **
 * Skills **
 * Performance Task Description ** ||
 * Performance Task Description ** ||
 * Other Evidence ** ||
 * Other Evidence ** ||
 * Where are your students headed? Where have they been? How will you make sure the students know where they are going?** ||||||||
 * Where are your students headed? Where have they been? How will you make sure the students know where they are going?** ||||||||
 * How will you hook students at the beginning of the unit?** ||||||||
 * How will you hook students at the beginning of the unit?** ||||||||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?** ||||||||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?** ||||||||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?** ||||||||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?** ||||||||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?** ||||||||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?** ||||||||
 * How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?** ||||||||
 * How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?** ||||||||
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?** ||||||||
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?** ||||||||

-I thought this was pretty difficult. Although I am not a teacher yet, one would think I would have an advantage with this assignment because I haven't made lesson plans for 10, 20, 30 plus years like some of my classmates, however this is not the case. I have been told so many different ways to lesson plan during my grad school tenure at MSU and this is totally different than everything I've done before! -I think the hardest part of this assignment (other than the format) was the beginning of it. I had to think as to how to connect these lesson plans to a unit... which is something I have not learned yet at Montclair. I picked these three topics for my unit plan because they were all happening at the same time in U.S. history, were very important in the formation of the modern U.S. and we still have issues related to all three topics so I could relate this to my students and the world of today. -I'm not sure if I am a fan of the UbD format or not. I have used the other formats I have learned on people before and made judgments afterwards. So until then, I don't think I'll make a judgment just yet. -Overall, I spent a lot of time on this assignment and made many changes to it as I went along. I'm pretty confident I did a good job.
 * Reflection on the Process and Self Evaluation**

I am not sure if I have any at this time. Maybe I will have some questions after I receive some comments on what I need to improve on.
 * Additional Questions**