ACP Lesson Plan Template

NAME

Zachary Cokely

DATE

10/31/16

DAY OF WEEK

Monday

COURSE

U.S. History

PERIOD(S)

UNIT TOPIC
LESSON TITLE

Progressivism
Beginnings of Progressivism

LESSON OBJECTIVES
Students will be able to identify key problems of industrialization and use critical thinking
to analyze the solutions put forth.
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
How will the problems of industrialization be solved?
CCSSELA: with Numbers of standard and details of standard. (one of how many you use)
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
INSTRUCTIONAL OBJECTIVES
Progressive reforms. Labor restrictions. Prohibition. Muckraker journalism
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted 20 min
https://twitter.com/opticmaniac/status/793310375517315072 Students will write down 5
problems they see in our world today. They will have 3 minutes to complete this. After
this time, the students will share out some of their responses. I will write their their
responses on the board and at that time, students will get in groups of three or four and
come up with solutions to these problems. After they have a few minutes, the students
will share their solutions to the problems. I will then highlight a few of the problems that
existed during industrialization to show the students that these problems arent new. I
will then tell them that this next chapter on progressivism is simply an attempt to fix the
problems in America.

BODY OF THE LESSON (TPE1, 4,5,6,8,9,10)

Direct Instruction: Approximate Time Noted
After explaining progressivism, I will tell the students to keep the paper on which they
decided to write their answers. They will then write down the leading problems of the
progressive Era. Today we will get to methods of change, corruption, and working
conditions.
Guided Practice: Approximate Time Noted
Students will stay in their group of three or four for the entire lesson. I will first explain to
students the new methods of enacting change and bringing solutions to the problems of
industrialization such as new forms of local government and muckraking. At the end of
this mini lecture, students will take notes and discuss whether they believe this is a good
or bad solution and why. I will do the same for corruption and working conditions. At the
end of the activity, students should have opinions about each. At the end of the activity,
students will have a chance to voice their opinions and share why they believe the
solutions are good or bad. They will share how they could have been better and will have
a discussion with the class.
CONCLUSION OF LESSON: (TPE 4, 5, 6, 9, 10)
Lesson Closure/Summary: Approximate Time Noted
The conclusion of the lesson will be a quick write. Students will respond to the prompt:
How well do you think progressives solved their problems? How do we attempt to solve
our problems today?
ADAPTATIONS (TPE 6, 7)
Students will be grouped to complete the assignment which means they will be able to
work with students they feel comfortable with and be able to speak another language
during the activity if they wish. As well as this, the students will be given an outline of
the notes to follow along and highlight important information. This will help students to
organize the information. Next, as the information is being presented, there will be a
presentation showing pictures and other relevant information such as graphs and
statistics that will help students that learn better through visuals. Lastly, there will be an
organizer to filter the progressive reforms into different categories as the week
progresses. Students will have a chance to label the information keep it in the
appropriate spot.
ASSESSMENT (TPE 2, 3)
The assessment in this lesson will be the quick write at the end of the lesson as well as
the students organizer. They will both help to gauge student understanding of the lesson
and see the depth of their understanding. They should understand the link between
progressive era and modern day problems. They should also be able to align the solution
with the problem and understand how the problem led to the solution and the standing
of the problem today.
MATERIALS NEEDED
Notes outline, Organizer

REFLECTIONS/EVALUATION (TPE 11,12)

What do you anticipate as a problem, concern, or stumbling block for your students? By
thinking ahead, you have eliminated classroom management problems, as much as
possible. Proper planning prevents poor performance.
The biggest stumbling block I see for my students is that my students will get wrapped
up in the solutions to the problems. They may find some of the solutions funny which is
okay, but it could get carried away. To combat this, I will try to set a serious tone to the
assignment, and although the students can have fun during the activity, I will front load
them by asking for serious problems and solutions only. By doing this, the students know
that their solutions must be workable and reasonable.