LU Title: Moving Toward Modern America (1919-1929)

Author(s): Lisa Clark

Grade Level: 8

School Address: Waterville Central

Subject Area: Social Studies (Applied Class in Special Education)

School Phone/Fax: (315)841-3800

Declarative

Procedural

• Student will summarize the 5 contributing factors to the Industrial Revolution.

• Will create a computer generated graphic organizer.

• Identify how the Industrial Revolution changed the way people lived.

• Will use writing process.

• Demonstrate understanding of American Society in the 1920's.

• Will access Internet for information.

• Analyze resistance to new social trends.

• Will write a report (Internet as reference) about one of the aspects of the 1920's

• Identify the major events and policies under Harding and Coolidge.

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Students will understand that there is a connection between the Industrial Revolution and the changes in peoples lives during this era and will write a research paper on a change that occurred during this time.

The student will research their topic.

The student will take notes on their topic.

The students will organize their notes under main ideas. They will write a topic sentence for each main idea.

The student will write their rough draft, including a bibliography.

The student will write their final draft.

The students will orally present their topics.

Students will create a graphic organizer (using power point) labeling the areas of change. Classroom instruction and notes will allow the student to glean the following changes: a) American factories - output and workforce b) the use of installment plans c) prohibition d) increased travel results in the building of new highways e) women working outside of home - new appliances easing women's workload f) tabloids g) professional sports h) radio and movies I) black experiences and perspectives - musicians produce new kinds of music (jazz) j) fear of communism k) isolationism

The student will search the Internet and the library for information on their topic. The teacher and librarian will be available to assist the students.

The student will read information about their topic from the sources they have located and will take notes. The teacher and librarian will be available to help them with any questions they may have regarding the source's meaning.

The students will sort their information into subtopics and write a topic sentence for each subtopic.

The student will use knowledge of the writing process to piece together their rough draft. The student must write an introductory and concluding paragraph to go with subtopic paragraphs. The student will need a controlling idea for their paper. (Thesis statement)

The student at this point will refine their information into a finished product.

The teacher will present a topic in this era to demonstrate how the student should present their topic.

Student will visualize the connection being sought through the use of the graphic organizer.

The students will be given a packet listing the types of sources they can use. Attached to each source, the students will have a list of the necessary information needed for citation of the source: example - Encyclopedia author (s) if given entry (what was looked up? ) Title of encyclopedia, Year published

A pocket folder will be made available to each student to hold and organize all the information he/she finds.

Notecards will be made available to the students. The student will write one not on each notecard.

The student will create a web (computer generated) to see a visual display of the areas they are covering.

The student can use their graphic organizer to sort their topic into appropriate paragraphs. Samples of proper MLS for bibliography will be distributed to the students.

The student will use teacher suggestions and their rough draft as a guideline.

The student will be allowed to use notecards while speaking to the group. The students will be given a checklist of things expected while making a presentation.

Students will take notes and discuss the changes in America during the 1920's as the teacher reads Scott Foresman: America. Outlines will be given by the teacher prior to the discussion and filled out as a group. The discussion will be teacher directed. The students will transfer those notes from paper to a graphic organizer. As a concluding activity, each students will receive an area to research (teacher will distribute) to find a correlation between their event and change.

The student will search the Internet and the library for sources of information on their topic. Some sites on the web will be given to them that have been previously researched by the teacher and librarian. examples: 1-http://www2.idsonline.com/jeff/eventbrowse.html 2 - www.geocities.com/Athens/Forum/1148/

The students will search the web as well as books, encyclopedias, and periodicals. The student will determine what sources he/she can use and fill out the information sheets on the source they have chosen.

The teacher will hand out the notecards the students are required to use. The teacher will explain that all information used is from the work of other people and that their sources must be given credit. The teacher will also explain that they must read the information they have found and just take notes on what they feel is important. They are by no means to copy any information word for word unless they plan to quote their source. The students will then read their information and fill out their notecards. The librarian, teacher and teacher assistant will be on hand to assist any student needing help. They will be given class time to take notes. They will be given 4 days to hand in 50 notecards.

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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 The student will construct a computer generated graphic organizer.

The student will learn to access information from the Internet.

The student will take notes on the information he/she has found.

The students will learn to write topic sentences.

The student will write a bibliography.

The student will cite sources used.

Visual aide - an overhead displaying the computer screen of the teacher will be provided for the students to follow.

The teacher will again use an overhead displaying her computer screen to demonstrate how to access specific sites on the world wide web.

The students will copy from the board examples of notes the teacher has taken on a specific topic.

The teacher will provide a visual of short paragraphs (overhead projector) and will give examples of topic sentences for the paragraphs.

The teacher will provide the students with examples of bibliographies from each type of source they used for research. The teacher will show (overhead) the students how to put the information together for a finished bibliography.

The teacher will show examples of how sources are cited. (overhead)

The students will make their graphic organizers. The students will successfully use PowerPoint. The students will follow directions on the list of written steps provided by the teachers to produce their graphic organizers.

The students will locate specific sites provided by the teacher to access information for their research. The student will search the web for additional information that might be available. The student will ask the teacher or teacher assistant for help when needed.

The student will read short passages on lifestyles of the 1920's accessed from the Internet. The students will read the passages and take notes as it is being read. The teacher will discuss the notes with the students as the students take them. The student will actively participate in the note taking process.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 The students will be refining their knowledge of America in the 1920's.

The students will be extending their skills in written language by creating a research paper.

Comparing

• Classifying
• Inductive Reasoning
• Deductive Reasoning
• Error Analysis

 Analyzing Perspectives

• Constructing Support
• Abstracting
• Other:

 Each students will present orally what they feel the relationship is between their topic and American lift in the 1920's. They will need to draw the information they researched and present this information to the class for peer review. The students listening to the presentation will score the speaker, using a checklist provided by the teacher. They will be asked to rate them on each area given a scale of 1 to 5.

The students will publish their papers in LIFE IN THE 1920's - a booklet put together in the classroom. All the papers will be compiled and available in the classroom for future reference.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Research Paper: interprets information

Oral Presentation: articulates conclusions

Computer Generated Graphic Organizers: organizes information

Power Point Graphic Displays: Internet Sources

Weights

4

Provides accurate support for the cause/effect relationship through examples and details. Organizes information logically, noting all sources completely and logically. Effectively unifies the report by concluding with an idea or statement that clearly reinforces the central idea.

States main points and precise details of subject area thoroughly and clearly. Effectively and creatively delivers accurate information. Enhances presentation using voice, posture and eye contact. Presentation shows detailed preparation as well as practice in delivery. Visual aids enhance the presentation.

Shows superior skill in graphing data. Project is error free. Correct units and labels are in place. Time has been taken to enhance graph with color, layout, etc.

Shows superior skill in accessing Internet sources and creating a graphic display using power point. Correct units and labels are in place. Internet sources are extremely relevant to topic.

3

Provides adequate support for central idea. Organizes information with appropriate transitions. Most sources are completely and accurately noted. Adequately unifies report by concluding with an idea that somewhat reinforces the central idea.

States the relevant points and details clearly. Accurately focuses on topic. Effectively delivers information while accurately keeping to the purpose.

Organizer contains accurate and sufficient information. Errors, if any are not in concept. However, the units or labels associated with areas are not well defined.

Graphic displays contain accurate and sufficient information. Errors are not in concept. Units and labels may not be well defined. Internet sources are helpful and relevant but may be off main theme.

2

Provides accurate but not adequate support for the central idea. Additional examples, details, etc. are needed. All sources are given but information is not accurately noted. Attempts to unify report by concluding with an idea or statement that reinforces the central idea but the conclusion falls short.

States most of the relevant points and details that focus on the topic. May include some unfocused information. Delivers the information, but does not keep the purpose throughout the presentation. Inappropriate use of voice, posture, eye contact, but does not interfere with the information being presented. Presentation showed some preparation as well as some practice in delivery. Use of visual aids were helpful at times.

The student has made some attempt at graphing the appropriate data. Several units and labels are incorrect or not present. The general idea of the graph seems vaguely understood.

An attempt was made at generating power point graphic. Labels are incorrect or not present. General idea of graphic is vague. Internet sources are vaguely related to topic.

1

Support for the central idea is inadequate but may also be inaccurate. Few details or examples are given. Information is not organized in a logical manner. Sources used are not completely or accurately noted. No concluding statement or idea is present. Or if one, it does not clearly reinforce the central idea of the report.

States few relevant points and details that focus on the topic or task. Little or no attempt is made to keep to the purpose in the delivery of the information. Inappropriate use of voice, posture, eye contact interferes with the information being presented. Presentation was lacking in needed preparation as well as in practice in the delivery. Little or no attempt to use visual aids.

Little or no attempt is made to graph the data presented. Labels and units are incorrect. Graphs submitted were lacking in preparation. The organizers have no meaning.

Little or no attempt is made to create graphic displays. Labels and units are incorrect. Graphics have no meaning. Internet sources were not used or totally irrelevant.