edTPA Lesson Plan

Name Albert Buchholz

Lesson #, Lesson Title Growth of Big Businesses
Date and Day of the Week 2/27/20
Grade Level and Class 11th Grade, US History
Period and Length Period 2, one hour
Materials Needed Writing utensil and something to write on
Standards and Objectives
Standards:
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights
gained from specific details to an understanding of the text as a whole.
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
Learning Objectives:
Students will be able to explain the significant importance & struggles of the powerful industrial leaders of the
time.
Students will be able to comprehend how the significant representation of the political cartoons.
Students will be able to identify themes of political cartoons.
Students will show how the information about how large corporations grew into power.
Central Focus:
How did the growth of big businesses change the country?
Academic Language Demands:
J.P Morgan Carnegie
Horizontal Consolidation Vertical Integration
Trusts Sherman Antitrust Act Social Darwinism

Time Action Rationale

Launch (Motivation) Students will active their prior

knowledge of the items from last
Students will review quickly from what was discuss from last class to class that will tie into the current
jog their memory of the previous material into today’s lesson. lesson and enhance the
experience. The “Do Now” serves
There will be a Do Now on the board asking the students, “What
as a preview to the lesson,
attracts you to a brand? Why are brands important?”
engaging the students to
 Students will be called upon in class to share what they have participate. Creating a connection
put down. between themselves and the
lesson that will be taught for them
to understand the importance of
the material covered.

Instructional Procedure (Explore) The graphic interpretation will

help students who have IEPs to
Teacher will use a slideshow presentation to convey the first part of the break down the information in bite
lesson which will be to direct the students to copy the information of size chunks. Making it easier for
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the slide. Once students copy down the information, the information the student to digest the
will be expanding upon of the type of business practices being used at information. The student lead
the time. Furthermore, discuss with the class the importance of certain examples will allow the students
philanthropist such as J.P Morgan, Rockefeller, and Carnegie, to educate each other, by
dissecting the term and breaking it
A graphic interpretation will be used to describe in detail what is down to a simpler form for their
Horizontal Consolidation and Vertical Integration. Providing an other students to understand.
example to students for them to understand. Allowing students to
restatement what the two topics are in their own words to give an The teacher will scaffold with the
easier translation for them to follow. students to establish the
identification skills when
Afterwards, the teacher will need to move to the next couple of slides analyzing the photo. Furthermore,
of which will have different political cartoons of the time that reflected the teacher will convey the notes
what the was going in America. There will be a general question ask to to the notes, but allow the students
the students to make them think as they review the photo, “Who is to explain it in their own words.
benefitting from the photo?”. Allowing the students to explain
the notes allows them to simplify
o Showing different photos of how big businesses
the notes for not only themselves
control or influence different aspects of life in
but their peers. The questions are
America.
used as informal formative
The teacher should use guiding questions for the students to dissect the assessment and support the photo
photo apart. Seeing what is in the photo and figuring out the being use as a mean of guiding
significance of the photo questions for the students to use.
The notes taken about the political
issue should be use as notes that
summarize the era.

Structured Practice and Application The work will be collected, used

as formative formal grading
The students will break into their groups where they will complete task procedure. The group work will
one and complete any other of the two tasks for extra credit. They will allow students to identify and
have to identify and annotate the reading given to them. The groups analyze the reading, stimulating
will highlight bold terms and define them. The groups will share what discussions within the groups
they have define for each and discuss about the word. about the growth of big business.
The extra credit is to entice the
 Task: 1
students to complete more of the
1. Who were Andrew Carnegie and John D. Rockefeller?
work to enhance the learning
What where they known for?
objective and experience
2. Who where robber barons and captains of industry?
3. Explain what social Darwinism is and if is still applied All the task focus on critical
today? thinking skills. Completing task,
4. What are the two types of monopolies? one is mandatory because it
5. How did Rockefeller avoid state regulations? ensuring the students
 Task 2: Describe and write one page about a company that is a understanding of the material and
result of social Darwinism. their able to write a summary of
 Task 3: what they read. Ensuring the
o Write about being either a worker for Carnegie or student’s reading and writing
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 Rockefeller or write about how you are a failing capabilities. Task two focuses of
business. connecting outside knowledge
with the knowledge that the
Once completed, the teacher will go around each group to answer the students learn. Reinforcing the
questions listed. The teacher will start with question one and so on extrinsic ideas of outside
base on what the groups completed. connections to the lesson,
demonstrating the practicality of
it. Task 3 is a creative narrative to
have students reflect of how
people felt about this time. How
this time moment in history did
not help everyone which
foreshadows the next lesson of the
Glided Age.

Assessment following Structured Practice Enhancing the lesson of the day

the completion of the homework
Then students will need to complete and copy homework 5. Students is about how these evil business
need to find a business that is practicing unethically and explain why in practices are still use today. It
one paragraph raises the question if we have
really moved on and progress.

Closure The exit ticket will serve an

informal assessment of whether
Students will complete the exit ticket, “Was big business good for the students understood the lesson.
America?” Prove your answer. Demonstrating to see of the
students understood the lesson and
whether I need to revisit some
points made.

PLANNING COMMENTARY

Describe your students.

How does this lesson connect to and build on prior learning or previous lessons?

How will this lesson prepare students for subsequent lessons?

Teacher Self-Assessment and Reflection

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