Karl+Loomis's+Page


 * __ Daily Lesson GAME Plan __**

**Lesson Title:** Revolutions in Technology

**Grade Level:** 9th

**Unit:** Expansion of American Industry

** GOALS ** ** Content Standards: **
 * Culture/Society
 * People and places

** ISTE NETS-S **
 * Creativity and innovation
 * Communication and collaboration
 * Research and information fluency
 * Technology operations and concepts

** Instructional Objectives: **
 * Students will identify the significance of the Bessemer process concerning the construction of the Brooklyn Bridge
 * Students will identify the impact that the Brooklyn Bridge had locally on the people of NYC
 * Students will identify the present (1883) and future significance of the construction and completion of the Brooklyn Bridge

** ACTION ** After reading “Turning Point: The Bessemer Process” in your text you will research the Brooklyn Bridge and create an informational brochure. After you choose a partner, you will use your class text along with some of the following websites, and create an informational brochure. Information can be obtained, but not limited to, the following sites: [] [] @http://home.clara.net/fiatluxltd/bridge.htm [] []

** Your brochure will contain the following: ** ** DURING CLASS **
 * Facts on its construction
 * Impact on NYC and the U.S., past and present
 * Historical significance
 * Minimum of 5 images
 * Historical and cultural relevance in today’s society
 * Students will have read “Turning Point: The Bessemer Process” for homework.
 * Students will have 3 class periods in the computer lab to research sites and to create and complete their brochure

** MATERIALS **
 * Computer and internet connection
 * Course text

Suggestions: Karl, I can appreciate how descriptive and specific your lesson plan is. While reading it, I could picture and understand exactly what the plan was asking for and I wish I could have done projects like this in my high school history classes. A few minor suggestions would be: On the "GAME" lesson plans, I think we need to have an "Evaluation" area at the bottom. Although your grading criteria are stated in the instructions for what the brochure should contain, to pass our portfolios for Walden, we might need the official Evaluation section. Also, are students typically motivated for projects? You could have a contest and prizes for the most creative, descriptive, or cosmetically best? Also, what programs can students use to create the brochures, do they know how to use them already, and do you have a sample one to show them? I'm sorry that may be too many questions. I think your plan is great, these are just ideas/suggestions I thought of while reading it. Have a good week! Dustin

Dustin, Those are all great questions. First, I normally just add a check list at the bottom as a rubric. Also, PBS has a good example. Though i is a say not to drugs brochure, it is still pretty good. Some of my students are not particularly motivated in the begining, but when they see things starting to come togather, they tend to get more excited. Thaks for the suggestions Dustin.

Karl

**__ Daily Lesson GAME Plan 2 __**

**Lesson Title:** The Promise of City Life

**Grade Level:** 9th

**Unit:** Growth of American Cities

** GOALS ** ** Content Standards: **
 * Culture/Society
 * People, places, and environment

** ISTE NETS-S **
 * Communication and collaboration
 * Research and information fluency
 * Critical thinking, problem solving, and decision making
 * Technology operations and concepts

** Instructional Objectives: **
 * Given maps of Chicago from 1800 to present day, students will be able to explain the difference in population and transportation.
 * Given facts about rural areas, cities, and suburbs, students will be able to appropriately organize them with 80% accuracy.
 * Students will be able to describe the importance of transportation and technology in early American cities

** ACTION ** After reading Chapter 7 section 2 for homework “ The Promise of City Life  ”,  the class will warm up with a class discussion of the main topics in the section. Then at computers the will use the website: [] to display the “Animated Version of Series” maps of Chicago from 1800-present day. Have students develop several conclusions based on the maps while each student completes an online graphic organizer. Students will be assessed on their conclusions that were drawn from the interactive map and on the graphic organizer.

** DURING CLASS **
 * Students will have read “ The Promise of City Life  ”, for homework.
 * Students will have 1.5 class periods in the computer lab to record data from the interactive website and complete their graphic organizer and print it off to hand in.

** MATERIALS **
 * Computer and internet connection
 * Course text

Karl, Again you've created a project that I wish I could have done in my History classes in high school. It is somewhat disappointing to go through this degree program, hearing about all these great plans that educators plan for their students, and realizing that I didn't get to do any fun projects with my high school History/Social Studies classes. This plan seems well thought out with good technology integration. The interactive, animated maps seem like they would really draw students in to the lesson/project. I bet this project would also open the door to many other facets of history, like economic trends of people moving in and out of the cities during large movements like the industrial revolution. Although Chicago is a melting (or should I say melted) pot of vast cultural backgrounds, I wonder if there is an option to track different races, minorities, and religious groups throughout that time to see what and why those groups migrated at those times? Good luck with your project and have a good week, Dustin

**__ Daily Lesson GAME Plan 3 __** **Lesson Title:** The life of…

**Grade Level:** 9th

**Unit:** Expansion of American Industry and Urbanization

** GOALS ** ** Content Standards: **
 * Culture/Society
 *  People, places, and environment

** ISTE NETS-S **
 * Creativity and innovation
 * Communication and collaboration
 * Research and information fluency
 * Digital citizenship
 *  Technology operations and concepts

** Instructional Objectives: **
 * Describe the relationship between industrialization and urbanization, such as increased socio-economic stratification, innovations in technology and transportation on urban life
 * Evaluate the impact of industrialization on regional development, settlement patterns and quality of life
 *  Evaluate the role of business leaders, such as Andrew Carnegie, John Rockefeller, Cornelius Vanderbilt, and J.P. Morgan in transforming the United States economy
 * Evaluate the government and public response to immigrants as a result of industrialization, such as nativism, the Americanization Movement, and immigration restrictions

** ACTION ** Students will be assigned partners. Groups then will be assigned to be a specific group of people in the early 1900’s and teach the class what life was like for their group back then. Each person will be speaking from 1st person point of view as they were the actual person during that time period. Each group will be responsible for reading in their text, researching their specific group/topic in the computer lab, and finding visuals that accompany the type of life that they would have had on a daily basis. Groups include African Americans, Irish, Italian, German, and Chinese immigrants, American born citizens, The U.S. government, and Industrial leaders (i.e. Carnegie, Rockefeller, etc.). After each group has done the proper research, they will orally present “their daily life” to the class. They will use interactive websites and digital pictures to share their daily life experience. Pictures will include their housing, jobs (working conditions and hours), transportation, social life, clothes, food, family, and friends. The presentation will show the different perspectives of people’s lives and who mostly was impacted by industrialization. The group’s who are assigned to be the U.S. government and the industrialists will also get a chance to share their perspective as to why they made their laws and factory’s the way that they did. Perspectives from the poorest immigrants to the top of the food chain which include the U.S. government and the major industrialists will be explored. I will then follow up the activities with images from Jacob Riis’s “How the Other Half Lives”

** DURING CLASS **
 * Students will have read their appropriate section in their text for homework.
 * Students will have 3 class periods in the computer lab to research their topic and to create and complete their presentation.

** MATERIALS **
 * Computer and internet connection
 * Course text

Karl, That sounds like a good plan, I always think it is a good idea to get students to really try and put themselves in someone else's shoes/perspective. A way you could expand this could be: after the process stated above, students could describe whether they liked being that culture group and why. They could also dictate which other group they would rather have been and why. This could lead to a conversation (which you were probably going to have anyway) about equal rights, discrimination, and other atrocities of those times, which could lead to an understanding of a future utopia to look forward to and work toward. Great plans, Dustin