ee cu th maloty oN Re we - leek ‘Mr. Chevalier/9th Grade US History/April 22 (G) and 23 (C), 2021 L tone a @ * asthe Bao of urbanizatlon'in America as a consequence of industrialization and a segway into immigration. OBJECTIVE/STANDARDS, Following a Nearpod presentation on the effects of urbanization in America, TSWBAT analyze the negative ‘consequences of urbanization in relation to industrialization to 90% accuracy. Standards: 8.3.9.A, 8.3.9.C, 8.3.9.0 M. TEACHING PROCEDURES pwd srl per Anticipatory Set (5 minutes) @. Pass out (or back) any necessary materials. b. Have all students enter the classroom code for Nearpod (varies for each class period). ¢.Have students brainstorm what comes to mind when they think of urbanization (characteristics, qualities, cities, etc.) on the collaborate board on Nearpod. oe 1. Goover some responses and note common themes. ~. i Development 1 (2 minutes) 3° laden. Introduce urbanization as the growth of cities. i . Rise of industry -> more urban growth because most industries were located in cities. ‘Neu A © Chicago's population tripled between 1880 and 1900. Independent Practice 1 (3 minutes) a. Have students ponder the potential problems of urbanization and people flocking to cities?) , e 1. Gover some student responses after 2 minutes. gy Se Development 2 (5 minutes) a. Mention huge increase in demand for cheap housing. a Upah iL Led developers to build tenements (cheap apartment buildings) a b. Within tenements lived multiple family units, lacking heat and water. s") About % of New Yorkers lived in tenements by 1900. fe 4 d. Potential problems of tenements: WE ae Unclean and unsanitary re Dangerous, especially because few rooms had windows with natural light Usually only source of water was a faucet in a courtyard, shared by all ites des tenement Lacked sewage: allowed diseases to flourish, especially typhoid and cholera Constant worry of fire Independent Practice 2 (10 minutes) ‘a. Have students do a brief web quest in which they examine different rooms of atypical tenement house from 1870. After examining the different rooms ofthe 1870 tenement, students in the Google Meet will type in the chat one problem that families faced in tenements. b. Next, students wll do the same thing with the interactive 1915 tenement house. |. Students in the Google Meet wil type in the chat one other problem that families faced in tenements. Guided Practice 2(6 minutes) @ _ ® Students wit watcha ri vdeo on former tenement resident, Rta Ascione, visting her former tenement 9 child while noting some of the dificultes living there. i. Atthe end of the video, students will note aspects of the video (both verbal and observed) in which they learned more about the struggles of tenements.Me. Chevalier/9th Grade US History/April 22 (G) and 23 (), 202, Independent Practice 2.5 (2 minutes) i : a. Have students predict what builders may have done to add more living spaces for families in urban areas without having to buy more land (because the price of land in cities has skyrocketed). i. After students respond, try to get students to start thinking they may and build vertically. Development 3 (3 minutes) 2. Since land prices were increasing rapidly ($80 -> $8,000 in NY), builders expanded upward. b. This was made possible by inventions of industrilization (steel beams, elevator by Elisha Otis). © Asmore people flocked into cities, urban areas became overcrowded. About 1.6 million people lived in Manhattan's 42,700 tenements in 1900. 4. Cities were overflowed with garbage, horse urine and manure, pigs, sewage. |. 300,000 tons of manure each year in Chicago - about same weight of Empire State building. Independent Practice 3 (2 minutes) 2. Have students match terms with the correct answer about overcrowded cities. Development 4 (3 minutes) ‘2. Introduce Jacob Riis and the impact of his photographs, especially in his report “How the Other Half Lives.” Helped to focus public attention on unhealthy living and working conditions experienced by the working class. Independent Practice 4 (17 minutes) . Have students read an excerpt of “How the Other Half Lives” (with a partner in person on Thursday, when remote on Friday). i. Once students have read the excerpt, they will answer the following questions. 1. Jot down atleast 3 diferent points that Ris mentions to display the poor working and ving = @ conditions of working class people living in NYC. 2. How might readers of different status react to this report? Be sure to mention how wealthy and poorer people might react. Guided Practice 4 (6 minutes) 2. Display 3 different images by Jacob Rils to evoke a reaction from students, b. Have students put themselves in Rls’ shoes to react to these images. i. Discuss some responses as a class after 2 minutes. Development 5 (3 minutes) a. Mention different positive aspects of urbanization: i. Rise of mass transit Increase in outdoor leisure opportunities iii, More people could attend vaudevilles and theaters iv. Increased participation in spectator sports (baseball) Closure (7 minutes) a. Students will answer the essential question that was presented at the beginning of class: i. What were 3 effects of urbanization as a result of industrialization? Especially focus on the negative effects and how it impacted the lives of average Americans. Bonus Opportunity (6 minutes) ‘a. Students have the opportunity to complete the “Time to Climb” activity at the end of the Nearpod. @ b. Students with the top 3 scores in each class period will receive bonus points. P “add on” to the current tenements \dividually IV, MATERIALSNearpod on Urbanization, web quest on tenements, video of person revi Mr. Chevalier/9th Grade US History/April 22 (G) and 23 (C), 2021 ing tenement, “How the Other Half ives” excerpt, images by Jacob Rils. ADAPTATIONS/PLAN MODIFICATIONS If there is not enough time, have students complete the “Time to Climb” on their own with the opportunity to ain bonus points. If there is extra time, introduce immigrants as one of the main groups in cities (foreshadow the next topic of immigration). VI. EVALUATION a. Formative: Collaborative board, open ended questions, mini web quest, video analysis, drawing, matching, primary source analysis, image analysis, reflection. b, Summative: The Nearpod participation will be recorded for points. Students will be able to use their learning. from this class and use it in their immigration group presentation. Vil: REFLECTION a. Students: Could students better follow along with Nearpod, especially that thelr screens were controlled by the teacher? Did students need further scaffolding and modifications for the primary source analysis? Could students analyze the different consequences of urbanization? Were all activities fully engaging forall students? b. Teacher: i. Could have made the Nearpod more user-friendly for students? Were all activities easy for students to access? i, Was | able to effectively portray the consequences of urbanization? Could | have further aided any students in their understanding? ili. Did | have enough time to complete this lesson in its entirety? iv If performed this lesson again, what changes would | make to produce better results?