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MTC Daily Lesson Plan

Link to slides:
https://docs.google.com/presentation/d/1ZCMfbiULN6306sD1tSXC5VnhSr8fZIWoqGBqjPPl4Dc/edit?usp=sharing

Name: Emma Hale Class/ Period: Mock Lesson Date: 6-9-22

1. Objectives:
Objective(s) DOK Level State Standard

Interpret the impact of the New Industrial Age on life in urban areas, 2 2.3
including: living conditions, political machines, Jane Addams and the
Social Gospel

2. Materials:
Item(s) Quantity:

pencils 1 per student

Bell ringer sheet 1 per student

Guided notes 1 per student

Graphic organizer and sources 1 per student

White board and marker 1 (have already written on board when students arrive)

TF36 Strategy 1. Greeting students at the door

3. Opening (SET): Strategy 2. Effective SET

What will be done? (narrate the SET):

Look around the classroom. It’s been raining a lot lately, and every other classroom has flooded, so we’re
going to have to combine classrooms. What is going to happen if everyone from all the other classes
suddenly moves into this classroom? There is nowhere else for them to go, and people have to cram
together here or miss out on learning. Our classroom is the only place for this educational opportunity.
People are arriving faster than we can get more supplies.Should we turn the other students away? Or should
we let them cram in? What is going to happen if we try to have the entire summer school just in this single
room? How will that affect learning? What will we do in the meantime? How can we fix the problem?
Everyone trying to use the same bathroom, share the same desks?

This is what happened with urbanization in American cities. In 1900, New York was one of the most crowded
places in the world. People were moving to New York faster than the city could grow to accommodate them.
The city was bursting at the seams. People were crowded together in ways they could never imagine, many
having moved from rural areas on farms to these big bustling cities. We talked about some of these issues.
(Show Jacob Riis picture of tenements.) Do you remember this photo? Who took it?
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Statement of Learning (your objective in language that students will understand):
I can identify the impact of the New Industrial Age on life in urban areas, including : living conditions, political
machines, Jane Addams and the Social Gospel.

Engagement (Explain how the student will participate in the SET):

Students will answer questions with a quiet raised hand.

Ties to the lives of students (Explain how this topic relevant to their lives):
Everyone has been in an overcrowded room or part of a crowd at some point. I’m connecting the problem of life in
Urban America in the Gilded Age to the uncomfortable feeling of having an overcrowded classroom.

4. Learning Tasks (Procedures):

Time Activity name What the teacher will be doing What the students will be doing
needed (See full script at bottom of
document)

2 min bellringer Sheets will already be on the desks. Students will answer the question on their
10:00- The question will be on the board. bellringer sheet. Students will volunteer and
10:02 Teacher will take attendance. Then answer the question with a quiet raised hand.
the teacher will ask students for a
silent raised hand to answer the
question and explain why.

● Anticipated question: Will

this be graded?
○ Planned answer: Just
try your best

2 min Bellringer TTW call on students to explain the TSW raise hand and answer teacher
10:02- discussion incorrect answers, explaining why all
10:04 the other choices are wrong before
telling the correct one

2 min Introduce myself Show one slide introducing myself Listening

and talk about my educational
10:04- background, hobbies, and where I’m
10:06 teaching
● Anticipated question: How
old are you?
○ Planned answer: 46

5 min SET Teacher will describe the SET (see Students will respond using a quiet raised
narration above) using slides on the hand
10:06 - smartboard then ask students for
10:11 responses to the questions
● Anticipated question: what is
a tenement?
○ Planned answer:
Perfect answer. We’re
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about to talk about it.

14 min Guided Notes Teacher will ask for student
volunteers to read through the notes
10:11 - on the board, and instruct students to
10: 25 write the bolded words in the blank
sections of their notes.
Students will volunteer to read bullet points on
the lecture slide and they will copy the bolded
information into appropriate section of their
guided notes.

Read the slides then point to the map.

What do you see here? Look at this
giant spike from around 1870 to
1920. That is the period we are going
to talk about. The Civil War is over,
industry is rising. And people are
moving to the city like never before.
“So now that we have talked about
urbanization, let’s talk about where all
these people were going once they
moved into the city. Strategy 16.
Seamless Transitions

So we went over the specifics of

tenements. But what were they really
like? Let’s look at these pictures.
What impression do you get from the
image? Strategy 13. Implied Passion

Now that we have talked about what

political machines did. What are your
thoughts? Why would immigrants
support these groups? Do you see any
potential problems?..Great, let's talk
about how they kept their power.

● Anticipated question: How

big is 25 by 100 feet
○ Planned answer that
is about five guys
lined up (or a little
less than the length of
the classroom) by the
length of a blue
whale or the Distance
from pitchers mount
to the outfield grass

15 min Activity The teacher will pass out the primary Students will work together in pairs to read
sources (sections from Hull House through map and primary source page they
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10:25- yearbook labeled 1-4), putting were assigned.They will then identify the
10:40 students into 4 groups of 2. They will service provided and describe how it
read the instructions on the slide. improved society (using at least one complete
Then I walk around the room as sentence for each).
students look through their sources to
find the answer to put in their
assigned section of the graphic
organizer.

“Quickly skim through your

handouts. We are not worried about
the details and specifics. Instead, I
want you to use your knowledge of
life in urban America to answer the
what? And why questions? Hopefully
by briefly reading your section, you
will see what the service was and how
it worked. Then you can start thinking
backwards. If these services were
proposed solutions, what was the
problem?

● Anticipated question: I can’t

read all the text on the map
○ Planned answer:
Don’t worry, that’s
why I typed the
important
information that you
will be discussing.
TTW introduce extension activity if
students finish early
Strategy 3. Always Working

7 min Share and discuss The teacher will call on the individual
Activity groups of students to come tape their
10:40 - answers to the board on the graphic
10:47 organizer (already copied on the
whiteboard). The teacher will then
ask the students to share one other
thing they learned about the topic.
What possible problems was Hull
House trying to address?
Students will write down their contribution on
the appropriate line on the white board. They
will then copy the other information into their
own graphic organizer to keep as part of their
notes. Students will then share one other thing
they learned about the topic.

● Anticipated question: I can’t

read someone’s handwriting
○ That’s ok. That is
why we are going to
read everything out
loud.
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5 min, reading what they wrote. Then
3 min answering extension questions

8 min Lesson review The teacher will then summarize the Students will listen to the teacher’s summary
and SET lesson, using a slide with the key of the lesson. They will then answer the
10:47- Connection words. (Today we have covered the questions about the SET scenario with quiet
10:55 problems of overcrowded conditions raised hands.
in tenements and talked about how
people responded to them. We
discussed political machines which
offered services to immigrants at the
price of their votes. Political machine
leaders like Boss Tweed stole millions
of dollars of government money for
himself. So while political machines
did provide some services, they
mostly helped corrupt leaders get
more money. We also discussed
another solution to the problem of
urban lifes: settlement houses which
offered food and services to the poor
while promoting education. The first
and most famous of these was Jane
Addam’s Hull house. Which
represented the idea of social gospel,
or the idea of using Christain ethics to
address social problems. Basically,
you should help others as much as
you can. )

Then the teacher will refer back to the

scenario of the overcrowded
classroom from the SET. The teacher
will give students different scenarios
and ask how they connect to the key
words (see script below).
● Anticipated question: What is
the gilded age?
○ Planned answer: the
Gilded age is the
period between 1870
and 1900 that
describes rapid
economic growth.

5 min Exit ticket The teacher will pass out the exit Students will silently answer the multiple
tickets and walk around the room as choice questions then turn them into the bin as
10:55 to students complete them. they leave.
11 ● Anticipated question: Will it
be graded?
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○ Planned answer: Yes,
I want to see what
you learned in the
lesson.
Early exit: do as a class

Three minutes on question and 2 to

clean up

5. Closure (2-5 min):

Describe the closure [be sure to include restating the objective(s)].
I will summarize the lesson. Saying that “Today we have covered the problems of overcrowded conditions in tenements
and talked about how people responded to them. We discussed political machines which offered services to immigrants
at the price of their votes. Political machine leaders like Boss Tweed stole millions of dollars of government money for
himself. So while political machines did provide some services, they mostly helped corrupt leaders get more money. We
also discussed another solution to the problem of urban lifes: settlement houses which offered food and services to the
poor while promoting education. The first and most famous of these was Jane Addam’s Hull house. Which represented
the idea of social gospel, or the idea of using Christian ethics to address social problems. Basically, you should help
others as much as you can.

What questions will you ask for the review?

Thinking back to our analogy of the classroom. If everyone from Summer school was crowded together in the
classroom what living condition would this be like from the gilded age? (Tenements). If Mr. Burse took control of all
the desks and allowed people to use them in return for supporting him as class president what institution would this be
like? (political machine). If someone opened another building across the street and provided extra classroom supplies
and let some of you go study over there from our overcrowded classroom, what would that be like? (settlement houses).
And what religious movement promoting aiding others could motivate the people offering help? (social gospel). Ok,
now take these ideas and answer the exit ticket I’m handing out now.

What is going to happen next lesson?

Next class we’re going to talk about the role of media in promoting change, so get ready to grab your notebooks, think
like journalists, and stir up some controversy

6. Assessment: How will students show that the objective was achieved?
When and how will you formally guage learning I will formally gauge student learning through their answers
throughout the lesson? (projects, essays, quizzes, tests, to their assigned section of the graphic organizer. I will also
worksheets, etc.) grade the 5 question exit ticket.

When and how will you informally guage learning I will informally gauge learning through the students'
throughout the lesson? (discussions, questioning, presentation of their findings to the class and through their
review activities, worksheets, etc.) closing discussion of the SET’s connection to lesson key
words.

7. Differentiated Instruction:
*Enrichments and interventions should be some change in the content taught, the process in which the material is taught,
or the product produced by the student.

Enrichment: What will you do to challenge your
higher-achieving students?
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I will ask students who finished the activity early to look
at the services offered by Hull House on the map and to
come up with one that is not listed and to write 1-2
sentences explaining how it would help immigrants in
New York City in the gilded age.

Intervention (students struggling or in the tier I will walk around and ask students who are not working if
process/response to intervention): What will you do to they have any questions. I will make sure that everything
support/remediate learners? written on the board and in the graphic organizer is also
said out loud.

Accommodation (Students with IEPs): What will you do If a student is having trouble sitting still, I will use a break
to accommodate students’ needs? between topics to ask everyone to stand up and stretch,
saying we’ve been sitting awhile and give them a minute
to move.

Full script:

Bellringer: have students explain the wrong answers first

SET:
● Ok, everyone. I’m going to start by asking you to use your imagination. Look around the classroom.
● It’s been raining a lot lately, and imagine that every other classroom has flooded, so we’re going to have
to combine classes. We were really lucky, and this is the only room that escaped flooding. So everyone
in summer school is going to have to come do their classes here.
● What is going to happen if everyone starts piling in here? Just call out your answers. There is nowhere
else for them to go, and people have to cram together here or miss out on learning, miss out on
recovering credit. Our classroom is the only place for this educational opportunity. People are arriving
faster than we can get more supplies. How will that affect learning? What will we do in the meantime?
How can we fix the problem? Everyone trying to use the same bathroom, share the same desks?
● This is what happened with urbanization in American cities. In 1900, New York was one of the most
crowded places in the world. People were moving to New York faster than the city could grow to
accommodate them. The city was bursting at the seams. People were crowded together in ways they
could never imagine, many having moved from rural areas on farms to these big bustling cities. And
that’s where we’re starting today’s lesson.

Slide 2: urbanization
● Between 1870 and 1920, 11 million people migrated from rural to urban areas in America. This rapid
growth and formation of cities was called urbanization
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○ So last class we talked about why people were moving to cities. Does anyone know an example?
■ Jobs
● The increasing population of cities (such as New York and Chicago) led to new challenges for city
governments because new demands were placed on housing and city services such as fire, police,
sewage, transportation, and water.
○ Ok so we’re now going to look at a map of how some of these cities grew
○ In case you can’t see the captions, this map shows New York, Los Angeles, and Chicago
between 1790 and 2010
○ Does anyone remember what time period we have been talking about
■ Yes, around 1900, so lets look at what happened between 1870 and 1930. What do you
notice?
● Yes, there was a giant population spike
■ So now we are going to talk about what happened when a city’s population is suddenly
doubling, tripling, quadrupling
■ Where is everyone going to live?
Slide 3: Tenements
● A typical tenement building had five to seven stories and occupied a single lot
○ This means that these buildings used to be single family homes - right? So at one point only one
family had lived in this building, but now they’ve divided it up and are fitting in like 5, 7, 10,
maybe even 20 families!
■ First of all, why was this happening? Why were they putting so many families into one
house that used to be for just one family?
● Yes people are coming for jobs. So its just like our crowded classroom example
where you have more people in the same amount of space.
■ So what’s it going to be like in this house? If it was for one family but now has you know
let’s say 10 in there?
● Blank - ok so everyone go ahead and take a look at this map. This is a map of a tenement. What is it in
the shape of?
○ Yes, a dumbbell because that allowed them to meet minimum standards for light and air while
fitting the most people in
● By 1900, some 2.3 million people (a full two-thirds of New York City’s population) were living in
tenement housing.
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○ So when we’re talking about life in urban America, this is what we need to think about –point to
photos
■ Dirty, crowded, unsanitary, dark, sad
○ Ok, so take a look at these photos and tell me what you see
Say on political machine slides:
● Political machines controlled the activities of a political party in a city and offered services to voters
(typically immigrants) in exchange for votes.
● They provided food, clothing, and temporary housing, helped immigrants to gain citizenship, and
expanded public-works projects such as building bridges, parks, and waterworks.
○ Many precinct captains and political bosses were first-generation or second-generation
immigrants.
○ Does anyone know why that would have been important?
■ They could speak to immigrants in their own language and understood the challenges
that newcomers faced.
● Now that we have talked a little about what political machines do, does anyone have any ideas about
potential problems when one group requires another to vote for them in return for services?
○ Ok, well we’re about to go over a few examples
● Now that we have talked about what political machines did. What are your thoughts? Why would immigrants

support these groups? Do you see any potential problems?..Great, let's talk about how they kept their power.

●
● Many leaders of political machines were corrupt and greedy. They committed graft: using public funds
for private interests.
○ For instance In New York City, an estimated 65 percent of public funds in the 1860s ended up in
the pockets of Boss Tweed (the political boss of the machine called Tammany Hall)
● Political machines were involved in voter fraud, encouraging people to vote multiple times and voting
with the names of dead people.
○ In one election in Philadelphia, a district with less than 100 registered voters returned 252 votes
● Now that we’ve talked about political machines lets talk about another response to life in urban America

Jane Addams:
● Jane Addams was born in 1860 to a wealthy and influential family.
● Addams returned to Chicago and opened Hull House in 1889.
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● Hull House offered accommodation, education and opportunity to the residents of the impoverished
Halsted Street area, a densely populated urban neighborhood of Italian, Irish, German, Greek,
Bohemian, Russian and Polish Jewish immigrants.
○ Thinking back to the last lesson, which processing place would these immigrants have come
through? Angel Island or Ellis Island?
● Hull House expanded to 13 buildings and its work resulted in reform through research and advocacy
groups.
○ And we're about to have the chance to look about some of the services they offered
● The success of Hull House caused the Settlement House Movement which provided large housing
projects like Hull House to help the urban poor.
● Jane Addams and people in the Settlement House Movement were inspired by the idea of Social Gospel.
● Promoters of the social gospel sought to apply Christian principles to social problems
○ So what does it mean to apply Christian principles to social problems?
■ Doing good work and helping your neighbor
Activity:
● Ok everyone, I’m passing out sources now. Each of you will work with a partner to read the short
passage and answer two questions on your venn diagram. Raise your hands when you think you have an
answer, and I’ll come review it before you write it on the construction paper. We’re going to tape
everything up on this paper.
○ As you read through your source, don’t focus on the little ideas. Try to get the general picture.
● I want you to use your knowledge of life in urban America to answer the what? And why questions?
Your source is to give you a sense of what the service was and how it worked. Then you can start
thinking backwards. If these services were proposed solutions, what was the problem?
● We are going to start by doing one example together. (I read the passage). Ok, what do people think is
the proposed service?
● Ok, I’m giving you ten minutes to answer the two questions (plan for 15)

As students are finishing:

● Great answer. Here is some tape to go put it up.

Summary: (probably skip and just say key words) Today we have covered the problems of overcrowded
conditions in tenements and talked about how people responded to them. We discussed political machines
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which offered services to immigrants at the price of their votes. Political machine leaders like Boss Tweed stole
millions of dollars of government money for himself. So while political machines did provide some services,
they mostly helped corrupt leaders get more money. We also discussed another solution to the problem of urban
lifes: settlement houses which offered food and services to the poor while promoting education. The first and
most famous of these was Jane Addam’s Hull house. Which represented the idea of social gospel, or the idea of
using Christian ethics to address social problems. Basically, you should help others as much as you can.

Reflecting back:
● Thinking back to our analogy of the classroom. If everyone from Summer school was crowded together
in the classroom what living condition would this be like from the gilded age? (Tenements).
● If Mr. Burse took control of all the desks and allowed people to use them in return for supporting him as
class president what institution would this be like? (political machine).
● If someone opened another building across the street and provided extra classroom supplies and let some
of you go study over there from our overcrowded classroom, what would that be like? (settlement
houses).
● And what religious movement promoting aiding others could motivate the people offering help? (social
gospel).
● Ok, now take these ideas and answer the exit ticket I’m handing out now.

Next class we’re going to talk about the role of media in promoting change, so get ready to grab your
notebooks, think like journalists, and stir up some controversy

Exit ticket:
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Link to Hull House yearbook: https://archive.org/details/hullhouseyearboo1906hull/mode/1up?view=theater

Print:
● Lesson plan (requested)
● Exit ticket (above and PDF on drive) (15) (requested)
● Arabic versions of everything
● Graphic organizer: (1) (requested)
https://docs.google.com/document/d/1D1kno-sIa1bk7B06Xz-uD5FE9I0zf8BpsI_RyGs85q8/edit?usp=sharin
g
● Primary sources: (1 per group) (requested)
https://docs.google.com/document/d/1eMa6LNnDZtUNeSzr9qtjM-s2rqdpVC1BMduOy76IUjA/edit?usp=s
haring
● Guided Notes: (15)
https://docs.google.com/document/d/1ricIZPWsYe5Yjj08zmOE3L0NgwXx4-iEynaCJHCAP-g/edit?usp=sh
aring (requested)