Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Mr. Craig Travis

Subject/ Topic/ Theme: History (Immigration/Urbanization)
Grade: 9th

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson and continues on from the textbook about immigration and urbanization. This section will focus on the push/pull factors of urbanization and
introduce the political machine.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate why the immigrants moved into the cities E, An
Define urbanization; describe the push/pull factors that brought the immigrants into the cities (urbanization definition U, An, R
previously discussed in section 1)
Be able to see a link forming between immigration and the political machine C, E, An
Understand social reformers and apply their actions to the problems with urbanization (why did they do it?) U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
GLCE-
6.1.4 Population Changes- Use census data from 1790-1940 to describe changes in the composition, distribution, and density
of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.
6.1.1 Factors in the American Industrial Revolution- increase in labor through immigration and migration
6.3.1 Social Issues- Describe at least three signicant problems or issues created by Americas industrial and urban
transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political
corruption, public health, poor working conditions, and monopolies).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite Have an understanding of the previous lesson on Immigration- who they were, where they came from,
knowledge and skills. why they left their homes

Pre-assessment (for learning):

Formative (for learning):

Be able to identify push/pull factors that lead to urbanization
Be able to identify the negatives of urbanization (fires, overcrowding, sanitation, lack of food)
Outline assessment Understand the Social Reformers and why they did what they did
activities Formative (as learning):
(applicable to this lesson) Have the students put into their own terms the reasons why immigrants moved to the city
(urbanization); assess the risks and dangers the immigrants faced; identify how this opened the door
for the political machine to develop; identify the social reformers response to the problems that arose
from urbanization
Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Unfortunately, with this lesson and Reading the text book and There will be classroom discussions
idea, the students have to do PowerPoint slides will be the and small group discussions. A
reading on their own and listen to primary source for this lesson. video will be shown to highlight the
me discuss the information. I will Having the students discuss what dangers of urbanization and there
try and have them put the they learned and encouraging them will be discussions about the unsafe
information into their own words to to word it in a way that reflects conditions that came from
help them better understand what is their own understanding is the goal. urbanization.
going on instead of just reciting There is a YouTube video on The small groups will write their
what the book says. the San Francisco fire that will ideas for these organizations up on
Have the students, in small groups, the board and the rest of the class
be shown to illustrate the
create an organization to help the will vote to see if this is a viable
dangers of urbanization.
less fortunate people in their idea that can succeed.
community. This is done to help the
In small groups, come up with
students relate to the social an organization like those that
reformers. were developed by the social
reformers.
Text books (students; teachers edition for me)
Notebooks for personal notes and writing out definitions (students)
Writing utensils (students)
Projector to display PP (me)
Laptop connected to projector to display PP (me)

Ideally, two tables set together side by side; four students at each set of tables, 2 students per table; all
How will your classroom facing toward the front screen/front of the class
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
We will begin by discussing the previous lesson to This is the students opportunity to raise any
Motivation ensure the students understood the point of questions they have about whats been covered so
(opening/ discussing the American dream. There will be a far. They have been assigned reading homework so
introduction/ time to ask questions about the reading if they were unclear about anything, now is the
engagement) assignments and to answer and questions or clear time to ask about it.
up any confusion. We will also briefly discuss
Abigail Addams and her actions with the social
reformers. (10 minutes)
I will introduce urbanization by going over the Students will discuss the material they have read as
assigned reading homework. There are questions homework. They will respond to my questions and
about the text I have along with vocab words that I will call on students randomly so as to check that
will be discussed and I will ask the students to put the students have kept up with the reading. This
this information into their own words. I will have will also allow for me to assess what the students
students add onto what others have said about a have understood or are failing to understand.
Development
certain topic or definition. In small groups, the students will write a proposal
(the largest
The students will then be broken up into groups for a new organization. They will come up with
component or
and will be instructed to come up with an funding and focus on people less fortunate than
main body of
organization like that formed by social reformers them.
the lesson)
(The YMCA, The Salvation Army, etc.) The
students will write a brief proposal of their
organization on the board and the rest of the class
will vote on whether the organization is something
they would support or not. (40 minutes)

Closure I will conclude by showing part of a YouTube The students watch the video on the San Francisco
video about the San Francisco fire of 1906. I will fire and ask any remaining questions.

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 (conclusion, leave a few minutes to answer any lingering
culmination, questions about the material. (10 minutes)
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson plan ended up getting broken into two classes. The discussions about social reform was large and the students
didnt take the activity as seriously as I had anticipated so keeping the class engaged was hard and Mr. Travis had to step in
and refocus the class. Some of the students had not done the assigned reading homework and when I called on them, there
was an awkward silence as the student was embarrassed for not having an answer and for not having done the assigned
reading. Mr. Travis applauded me not letting them off the hook and sending an example in the importance of keeping up with
the homework and reading.

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