Lesson Plan Template                 based on Understanding by Design by Jay McTighe and Grant WigginsTitle of Lesson: Nat...
Prior Knowledge   Students should have an understanding of the PERSIA concept:                  Political                 ...
•   Location                       •   Physical                       •   Movement                       •   Human/Environ...
of the documents included based upon the PERSIA format. Students should                    be able to complete at least TW...
Student Name:   ________________________________________    CATEGORY      4                     3                     2   ...
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Kevin staton loc lesson-template[1]

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Kevin staton loc lesson-template[1]

  1. 1. Lesson Plan Template based on Understanding by Design by Jay McTighe and Grant WigginsTitle of Lesson: Nativism and ImmigrationAuthor: Kevin Staton Grade Level: 10-12School: Francis T. Maloney High School Time Estimated: 45-50 minutesBrief Overview The lesson centers on the political sentiment that surrounds nativist reactions in the USA. Emphasis will be placed on how to analyze a document that is nativist in nature.Historical Inquiry How does the concept of nativism fit into the PERSIA format? PERSIA is anQuestion acronym that addresses the following historical principles: Political Economic Religious Intellectual Social AestheticContent Knowledge As a result of this lesson, students will know: Students will know how to recognize various factors that shaped nativism based on an understanding of historical documents/articles that represent nativist views.Skills What are the specific skills developed by this lesson? As a result of this lesson, students will be able to: Identify viewpoints that characterize historical documents based on the PERSIA principles. For example, students will pinpoint characteristics that give documents a political, economic, or social tone, and provide justification for their choice.CT Standards http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/ssfrmwk_10-6-Addressed 09.pdf CT Standard 1.6-High School CT Standard 1.7- High School CT Standard 1.9- High School CT Standard 1.23- High School CT Standard 1.26- High School CT Standard 1.34- High School CT Standard 1.39- High School CT Standard 1.44- High School 1
  2. 2. Prior Knowledge Students should have an understanding of the PERSIA concept: Political • Structure • War • Treaties • Courts/Laws • Leaders • Popular participation • Loyalty to leader Economic • State control on trade/industry • Agriculture/Industry importance • Labor systems • Levels of Technology • Levels of International Trade • Gender and Slaves • Money System Religion • Importance on societal interaction • Holy Books • Beliefs/Teachings • Conversion – role of missionaries • Sin/Salvation • Deities Social • Family order – patriarchal, matriarchal • Gender Relations – role of women, children • Social Classes – slavery • Entertainment • Life Styles Intellectual/Arts • Art and Music • Writing/Literature • Philosophy • Math/Science • Education • Inventions Area/Geography 2
  3. 3. • Location • Physical • Movement • Human/Environment http://historytech.files.wordpress.com/2009/10/persia-organizer.pdfResources needed Library of Congress Resources http://frontiers.loc.gov/ammem/ndlpedu/collections/sm2/history6.html (website reflects high American nativist sentiment through song) http://memory.loc.gov/cgi-bin/query/h? ammem/mcc:@field(DOCID+@lit(mcc/062)) (Nativism and the Know-Nothing Party) http://memory.loc.gov/ammem/award99/cubhtml/cichome.html (Chinese Exclusion Acts and nativism) http://memory.loc.gov/ammem/award99/cubhtml/cichome.html (Sunday school books that reflect nativist sentiment) http://lcweb2.loc.gov/cgi-bin/query/r? ammem/AMALL:@field(DOCID+@lit(edd98000024)) (song to be used for hook/warm up- Don’t Bite the Hand Feeding You)Process of Lesson Explain how the lesson will unfold. Write this section so that another teacher could follow your instructions. Hook/Warm Up:Students will listen to nativist song “Don’t Bite the Hand that is Feeding You” while reading the song lyrics. Inquiry Activity: Students will then give feedback as to what PERSIA components are evident in the song. The teacher will catalog these responses on the board to give students a functional example to use for their research on the Library of Congress website. Application Activity: Students will bring printed copies of their PERSIA charts to the computer lab. They will then select a website to complete an analysis 3
  4. 4. of the documents included based upon the PERSIA format. Students should be able to complete at least TWO documents in a class period, and the assignment can be expanded to cover several days.Evaluation How will you know that the lesson was successful? Describe what type of student assessments you will use to evaluate understanding. Include the rubric you will use. http://rubistar.4teachers.org/ *Rubric attachedPossibilities for How can this lesson be adapted for different learners (Visual, Spatial, etc.)Differentiation or different classes (Honors, Special Education, English Language Learners)? ELL learners can participate in modified lesson with emphasis on photographs instead of documents. Honors students can expand searches to current day manifestations of nativism (Tea Party Movement). Lesson can also be differentiated by student ability based on selection of source documents, such as song lyrics as opposed to legal documents. 4
  5. 5. Student Name: ________________________________________ CATEGORY 4 3 2 1Quality of Information clearly Information clearly Information clearly Information hasInformation relates to the main relates to the main relates to the main little or nothing to topic. It includes topic. It provides topic. No details do with the main several supporting 1-2 supporting and/or examples topic. details and/or details and/or are given. examples. examples.Amount of All topics are All topics are All topics are One or more topicsInformation addressed and all addressed and addressed, and were not questions most questions most questions addressed. answered with at answered with at answered with 1 least 2 sentences least 2 sentences sentence about about each. about each. each.Internet Use Successfully uses Usually able to use Occasionally able Needs assistance suggested internet suggested internet to use suggested or supervision to links to find links to find internet links to use suggested information and information and find information internet links and/ navigates within navigates within and navigates or to navigate these sites easily these sites easily within these sites within these sites. without assistance. without assistance. easily without assistance.Organization Information is very Information is Information is The information organized with organized with organized, but appears to be well-constructed well-constructed paragraphs are not disorganized. 8) paragraphs and paragraphs. well-constructed. subheadings.Notes Notes are recorded Notes are recorded Notes are Notes are recorded and organized in legibly and are recorded. only with an extremely neat somewhat peer/teacher and orderly organized. assistance and fashion. reminders. 5

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