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Sarah Parker Unit Plan 8th Grade- Social Studies Industrial Revolution Building America November 21, 2013

PARKER 2 Sarah Parker 8th Grade Social Studies THEMATIC UNIT PROJECT FEATURES

PRODUCT
Part I. (Personal Information: Section Removed for viewing purposes).
B. ORGANIZATIONAL PRINCIPLE: THEME The theme of my unit is Building America. This theme focuses on the Industrial Revolution and its effects in both America and more specifically, North Carolina. Through this unit, students will understand the development of our society through factories, inventions, materials, reform, and rights. There are several engaging parts of this unit, this first occurs in the poster project where students invent their own product and create a poster style business plan and distribution layout. This highlights multiple intelligences and students with artistic abilities as well as mathematical skills. The second engaging area is the Child Labor Gallery Walk; which takes place in the first quarter of the unit. This accompanies an excerpt from The Jungle. This particular piece of the section is used to grab students attention in a potentially grotesque way. The reality is that there have been very gruesome and disturbing things that took place in our history, which took plenty of time for changes to be implemented. There were also intense fights for the rights that we have today. The students will practice this by acting as historians in the Primary Document activity. Lastly, each lesson will end where the topic of the day is either related to modern day or is clearly shown as making an impact on the way America was built. C. PRIMARY SUBJECT MATTER FOCUS: THE CONTENT FOCUS! Rationale: Students will learn the importance of technology (Factories, Cotton Gin, Railroad,
etc.) and how it has impacted the changes in America (transportation, need for materials, infrastructure, etc.). All of these details add up to the impact that our history has had on our future development of our country and state (expansion of factory system, transportation systems, accessibility to products, overproduction, etc.).

D. ORGANIZING QUESTIONS: How would you feel if Child Labor Laws were never created and you had to work in the factory systems? How can we learn from some of the mistakes that were made throughout the Industrial Revolution so that we wont repeat them in the future? Did society move America towards the development of the Industrial Revolution or did the new technology push Americas society to catch up to the Revolution.

PARKER 3 How has the creation of the factory system influenced America? What does a monopoly do to American growth and economics? Did Americas society force the development of the railroad or did the railroad force a change in society? Reform and Child Labor Laws changed the labor force of the factory system in the 1900s, what are reforms we see today that our changing our industries?

E. GOALS: Students are aware of the transformations and challenges that have impacted modern day America and influenced the decisions we make to this day. Students will understand how the Industrial Revolution changed American society through development and lack of reform and equal rights for all. Students will understand that in order to make permanent change in society, you have to work together in varying forms of media through your efforts. If you could create change in America how would you accomplish this? F. GENERAL UNIT OBJECTIVES: COGNITIVE: 1. Analyze the movements within America including humans, societal, technological, and industrial. 2. Formulate their own interpretations of sources by acting as historians AFFIRMATIVE 3. Relate historical and economic decisions to modern day practices 4. Make inferences based off of varying forms of information 5. Demonstrate historical thinking through connecting new and prior knowledge PERFORMANCE 6. Present students individual and group knowledge gathered through hypothetical situations 7. Compute original ideas accessing learned knowledge through various 2.0 activities. 8. Involve in class activities and individual assignments. COMMON CORE STANDARDS:
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

ESSENTIAL STANDARDS: 8.H.1.3: Use primary and secondary sources to interpret various historical perspectives.

PARKER 4 8.H.2.1: Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states rights and citizenship and immigration policies) on the development of North Carolina and the United States. 8.H.3.1: Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island). 8.H.3.2: Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices). 8.H.3.4: Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 8.G.1.1: Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States. 8.G.1.3: Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative sources of energy). 8.E.1.3:Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving). 8.C&G.1.3: Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and antiFederalists, education, immigration and healthcare). 8.C&G.1.4: Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups). 8.C&G.2 (1-3): Understand the role that citizen participation plays in societal change.
8.C&G.2.1: Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying). 8.C&G.2.2: Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying). 8.C&G.2.3: Explain the impact of human and civil rights issues throughout North Carolina and United States history.

G. POSSIBLE UNIT MATERIALS AND SUPPLEMENTARY TEXTS: Mechanical Pencils (not used for writing, but for taking apart and building) The Men who Built America video Posters Brightleaf Tobacco Leaves

PARKER 5 Projector with Jeopardy Board Lewis Hine's Photographs (printed) Text Excerpt on Child Labor Excerpt from The Jungle Susan B. Anthony Speech Jim Crow Laws Womens Suffrage Posters Copy of Plessy Vs. Ferguson outline Teachers example of Glogster Poem on Industrial Revolution Magazine Article of National Parks/Tickets

H. POSSIBLE ACTIVITIES/ INSTRUCTIONAL STRATEGIES 1. Pencil Building: Split into 3 sections, each section has a different building style to represent factories 2. Poster Project: Students invent their own factory. Then they draw posters that represent the function of the factory, materials, distribution, etc. 3. Child Labor Gallery Walk: 6 Lewis Hines pictures posted around the classroom, students walk through and write photo analysis. 4. Primary Documents: Students split into small groups. Each group is an Ethic Council for the government. They received 4 documents on Womens Rights and African American Rights. 5. Glogster: Students create Glogster on a topic they pulled from a hat. 6. Class Discussion Timeline: Students create their own timeline on the whiteboard of events they think are crucial in the Industrial Revolution. This will lead to a discussion.

I. UNIT MAP/ NARRATIVE OVERVIEW **1. DAY 1: PENCIL BUILDING/ FACTORY INTRO ACTIVITY Objective: 8.G.1.3 Students understand human migration towards factory cities 3 Phases of Pencil Building Introduce Assembly Lines Explain why we needed factories (start with class discussion of this question) Support the discussion with slides Provide PowerPoint Ask: How has the creation of the factory system influenced America?

PARKER 6 Lesson Plan: 2. DAY 2: THE MEN WHO BUILT AMERICA Objective: 8.C&G.1.4 Students will explore the history of the monopoly of men that dominated the Industrial Revolution Present material through guided notes Provide Guided Notes Terms to Include: Vanderbilt, Rockefeller, Ford, Carnegie, Monopoly, the Sherman Antitrust Act 3. DAY 3: CONTENT DAY Objective: 8.H.3.1, 8.G.1.3 Students apply ties of migration to the creation of the railroad. Students discuss the inventions in the Industrial Revolution Students will formulate opinions of influencing factors and development of the Revolution Transcontinental Railroad, Steel, Inventions Include: Oil, Telephone, Electric Light Bulb, Automible, airplane, Population Movement, James B. Duke Ask students: What is missing? (Answer: Women and other Ethnicities) **4. DAY 4: POSTER PROJECT Objective: 8.H.3.4, 8.G.1.1 Students will formulate their own factory systems Students will draft their own posters to represent their factories and its functions Students create their own factories and must provide information to support their choices What they make, how its made, where materials are from, how its dispersed Work in groups and present Lesson Plan: 5. DAY 5: NC IMPACTS/ RAW MATERIALS / ENVIRONMENT CONTENT Objective: 8.G.1.1, 8.G.1.3 Students will understand the impact the Industrial Revolution had on North Carolina through reading from the textbook Students will appreciate different types of agriculture in North Carolina; especially a focus in Tobacco Students will connect visual and textual evidence to support the preservation of National Parks. Terms: sharecropping, tenant farming, new machinery, environment, textiles, tobacco, furniture, Bright Leaf Tobacco People to Know: Thomas Day, ?Vanderbilts?, John Muir, Dorothea Dix, Harriot Morehead Berry Possible Reading: Growing Up in a Cotton Mill from Textbook

PARKER 7 Comment/ Question for Environment Section: With all of this going on, we had to preserve areas of the US; therefore, National Parks and Environmental Conservation began. *Material for Today: Brightleaf Tobacco Leaves 6. DAY 6: JEOPARDY REVIEW/ BANKING SYSTEMS Students will comprehend connections between distinct people and their inventions as well as other various vocabulary. Students will practice social skills while cooperating with team members and fellow classmates First half of class: Terms to know: Assembly Line, Henry Ford, oil, Rockefeller, Bell, telephone, light bulb, Edison, airplane, Wright Brothers, monopoly, Sherman Antitrust Act, Carnegie, steel, population movement, James B. Duke, tobacco, textiles, Thomas Day, furniture, bright leaf tobacco, sharecropping, tenant farming, John Muir, Dorothea Dix, Harriet Morehead Berry, and National Parker 2nd half of class: Banking lesson Concentrate on economics. Cover key concepts of economics Tie in ideas of factories and inventions needing money from banks, then national banks close leading to state banks. State banks cant support credits so crash (separate crash that was before the Great Depression). **7. DAY 7: CHILD LABOR GALLERY WALK Objective: 8.E.1.3, 8.H.2.1 Demonstrate understanding of prior knowledge through connecting photographs to previously learned information. Practice constituting relevant questions Identify various elements of a photograph through photo analysis and skills formed through other questions Start with example of how to analyze photos Hang 5 Lewis Hines photographs Students wander room and answer various questions Questions above each photo station: 1) Analyze this photograph. 2)Compare and Contrast this photo to another one in the room. 3) Write a few sentences for a plot. 4) Create a Question. 5) Connect this photo to something youve previously learned. 6) Describe what happens next Discuss answers at the end Lesson Plan: 8. DAY 8: CONTENT DAY: REFORM Objective: 8.H.3.2 Students will respond to fellow classmates through discussion and questions about sanitation and working conditions Students will relate for sanitation laws to modern day laws by look at the Health Department Scores Read excerpt from The Jungle short discussion

PARKER 8 Use 4 fold graphic organizer (used in Meredith and Laurans lesson) PowerPoint notes Connect to modern day with Health Department Scores Terms to know: Long working hours, poor working conditions, Meatpacking Sanitation, Tenement, Muckrakers 9. DAY 9: PRIMARY DOCUMENTS Objective: 8.C&G.1.3, 8.H.1.4, 8.C&G.2 (1-3) Students will formulate opinions based off of primary documents and prior knowledge Students will create formal council report and practice formal language through their ethics council writing. Documents on Womens Suffrage and African American Rights Students are ?ethics council? in Congress. They have a compilation of documents: Suffrage Poster, Susan B. Anthony Speech, Plessy vs. Ferguson Case, and Jim Crow Laws They need to decide what the country will do with these documents Lesson Plan: 10. DAY 10: CONTINUE/ FINISH PRIMARY DOCUMENTS & CONTENT DAY Objective: 8.C&G.2 (1-3) Students will formulate opinions based off of primary documents and prior knowledge Students will create formal council report and practice formal language through their ethics council writing. students share decisions teacher tells what really happened Terms: 19th Amendment, Plessy vs. Ferguson, Jim Crow Laws, Suffragettes, Literacy Test (show example), Poll Taxes 11. DAY 11: GLOGSTER (DAY 1) Students will be able to connect prior knowledge to create a technological poster. Students will develop independent skills to connect topics to concrete historical documents and photographs; as well as modern videos Students pull topic out of a hat Topics: Inventions, North Carolina, Influential People, Laws/Rights, Transportation/ Infrastructure Reform Students take 5 minutes to brainstorm and ask questions about topics Students go to Media Center to begin Glogsters Lesson Plan: 12. DAY 12: GLOGSTER (DAY 2) Students will be able to connect prior knowledge to create a technological poster. Students will develop independent skills to connect topics to concrete historical documents and photographs; as well as modern videos Students meet in classroom and divide into groups with the same topic

PARKER 9 Students then sit together in the Media Center to finish their projects Students choose one Glogster to present to class Students meet in classroom to present the one Glogster from each topic BACKUP LESSON PLAN FOR GLOGSTER GLITCHES A worksheet is prepared in case of glitches or inaccessibility to the media center. Please reference this worksheet at the end of the unit plan. 13. DAY 13: CLASS DISCUSSION ON INDUSTRIAL REVOLUTION Students will practice social skills by discussing topics with the class Students must apply learned knowledge to the timeline created as a whole on the whiteboard Give students the opportunity to come up to the board and to create their own timeline of what theyve learned from this unit. OR have topics written on board in timeline and students make post-its of important events to those topics.Use this to dive into discussion. Each student explains the topic theyve written. (Teacher points to word to control discussion). Then guide this into a greater discussion. Seminar Style discussion (tailor discussion to each class as seen fit) Begin by teacher posing question: How can we learn from some of the mistakes that were made throughout the Industrial Revolution so that we wont repeat them in the future? Give students time to look through notes Students then move desks to form a big circle and answer questions (rubric given noting: Each student must present 1 original statement and respond to a minimum of 2 fellow students statements). End with teacher closing statement OR students break into small groups to discuss and answer worksheet with similar questions that are expected to arise from large group discussion. 14. DAY 14: TEST PREP JEOPARDY Students will apply knowledge accumulated throughout the unit to use during trivia. Terms to cover: Assembly Line, Henry Ford, oil, Rockefeller, Bell, telephone, light bulb, Edison, airplane, Wright Brothers, monopoly, Sherman Antitrust Act, Carnegie, steel, population movement, James B. Duke, tobacco, textiles, Thomas Day, furniture, bright leaf tobacco, sharecropping, tenant farming, John Muir, Dorothea Dix, Harriet Morehead Berry, and National Parker, Child Labor, Muckrakers, Meatpacking sanitation, tenement, poor working conditions, long working house, Suffragettes, Womens Rights, African American Rights, 19th Amendment, Plessy vs. Ferguson, Jim Crow Laws, Literacy test, Poll taxes. Including some terms from previous Jeopardy lesson. 15. DAY 15: UNIT ASSESSMENT QUIZ Students have the entire class period to finish quiz. Quiz consists of: I. 21 Matching questions (1 point each) II. 7 Multiple Choice Questions (1 points each) III. 3 Short Answer/Listing Questions (2.3 points each) Bonus: 1 bonus question (No Assigned Value)

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PART II. The Daily Lesson Plans

**DAY 1: PENCIL BUILDING/ FACTORY INTRO

Industrial Revolution LESSON: Pencil Building/ Factory Intro Lesson Plan Format
Sarah Parker, ECI 430, 3/3/14 Unit and/or Lesson Title: Industrial Revolution: Pencil Building/ Factory Introduction Context: This lesson is an introduction to a 14 day unit. This helps the students interact with the with the context they will be learning as well as stimulate discussion. Plan Number: 1 in a series of 15 *Primary Instructional Objective and Common Core State Standard: Essential Standards: 8.G.1.3: Explain how human and environmental interaction affected

quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative sources of energy). Students will understand varying operational skills within a factory system. This will lead to a discussion of the impact the creation of factories had on American life in the 1900s. Students will understand: Productivity of an Assembly Line Affects the factory system had on the environment Affects the factory system had on the settlement and migration

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*Materials/Technology Resources Required: -30 Mechanical Pencils that are already deconstructed -Break down 10 bags with pieces of 1 pencil, break down 20 bags with individual parts -**Pencils broken down in individual parts must be labeled in step sequence -PowerPoint with questions about factories as well as facts to support factory systems -Online timer -Projector hooked up to my computer

Time: 20 Minutes of Required SSR Time every Monday. 1 Minute: Sit down and get settled 3 Minutes: Give instructions 2 Minutes: Teacher Demonstrates how to build the mechanical pencils 1 Minute: Hand out Materials 3 Minutes: Build Pencils 3 Minutes: Class Discussion about Building Pencils and Results 5 Minutes: Question/ Discussion: why the students think factories are so important to American History? Can they think of any factory examples? 10 Minutes: PowerPoint Presentation 2 Minutes: Write one thing you learned today and also a statement using your current knowledge of what changes in American lifestyle came from the creation of factories. (Exit Slip)

Instructional Procedures/Steps: Today we are going to create our own pencil factory in the classroom. You are already divided into 3 sections from your desk layout, this is your factory team. 1st section (farthest to the left), your will assemble these mechanical pencils individually. You must work individually. 2nd section (center in-front of overhead), you will assemble the pencils together. Each person has a different step and can only complete that step for the piece they have. Section 3 (furthest right side, closest to the door), you can take a vote a choose which system you are going to use and then compete against your opponent. Now I am going to show you how to build the pencil so watch closely. Now hand out parts to the mechanical pencil. Start timer on overhead for 3 minutes. Once complete, teacher counts the number of completely assembled pencils. (Assembly line should win). Ask students why do you think the assembly line worked best?, How do you think the factory system changed America? (think about the fact that: the only way to get around are horse and buggy, most towns kept to themselves (you were born there, you lived there, you worked there, you died there), if you wanted something built then you had to build it yourself or hire someone in your area to build it). Show PowerPoint Handout Notecards Assign students Exit Slip Collect Students Exit Slips as they leave classroom Evaluation: Formative Evaluation: based off of discussion answers Summative Evaluation: Exit Slip index cards

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Accommodations: All students should be included in this hands-on activity. Potential Accommodation for Collin (student with Aide) in which Colin can be in charge of the countdown; he would announce when 1 minute has passed on the clock. In Retrospect / In Reflection: Portion will be completed once teaching is implemented Appendix of Materials Needed: POWERPOINT:

DAY 4: POSTER PROJECT

SS LESSON: POSTER PROJECT Lesson Plan Format

Sarah Parker, 3/6/14 Unit and/or Lesson Title: FACTORY POSTER DAY

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Context: This lesson comes in play after the students have learned about the factory, what it meant in terms of Americas change, the railroad system, as well as other modes of transportation, and some of the inventions of the time. This will help students reflect on some of the terms they have already used while exploring other areas that they are not historically familiar with. After this lesson, students will learn of the impacts that the Industrial Revolution had on NC. That will focus on materials and farming. Plan Number: 4 in a series of 15. *Primary Instructional Objective and Common Core State Standard for MG ELA: Essential Standards: 8.H.3.4: Compare historical and contemporary issues to understand continuity and
change in the development of North Carolina and the United States. 8.G.1.1: Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.

Students will formulate their own factory systems Students will draft their own posters to represent their factories and its functions Students will identify various styles of systems including infrastructure, gathering materials, and assembly lines.

*Materials/Technology Resources Required: 25 Poster Boards Markers Tape

Time: 1 min: Intro to Class/ Students get settled 5 minutes: Directions for Projects 2 minutes: Students Break into Groups and move desks if needed (about 7 groups of 5) 24 minutes: Students work in Group to Prepare Posts and Fill Out Questions 15 minutes: Groups Present Posters

Instructional Procedures/Steps: Intro to Class: Have you ever had an idea to invent something? (give students a chance to answer, limit to a few ideas). I want you to take all of those creative ideas and apply it to what weve learned so far about the Industrial Revolution. Directions: You are going to get into small group (5 to each group). You need to insure that each one of your group members are working and contributing. Im not going to assign you roles, but everyone needs to have a job. Move your desks or your bodies into these groups. Your poster should represent what is asked on the questionnaire. Once each group has finished (or the 24 minutes are up), then each group will present their posters.

Evaluation:

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Most evaluation is completed through poster. Although, an indication through the presentation which should cover the topics in the questionnaire. Students should incorporate information previously learned in terms of factory types, systems, distribution through the railroad/steamboat, etc. Formative Evaluation will also be completed by the teacher prompting questions about the students factory plans while they are creating the posters.

Accommodations: *Provide 2 direction packets in Spanish and 1 direction pack in Arabic. *Students with IEPs will given modifications (most are 15 or less which works with groups) and additional time.

In Retrospect / In Reflection: This component of the plan is included to prepare for the actually teaching of the plan in the future. It is intended to encourage reflective practice on your part and would be filled out after you taught a plan. For now, it is only included as a reminder of this intent. Appendix of Materials Needed: Handout: Work with your 5 group members to answer the following question. You must create the plan as though you were a factory owner during the Industrial Revolution. These answers must be shown in your poster and through your presentation. 1. What is your product? 2. What type of factory do you use? 3. How is your product made? 4. Where do you get your materials from? 5. How do you get these materials? 6. How do you distribute your product?

**DAY 7: LESSON: CHILD LABOR GALLERY WALK

Lesson Plan Format

Sarah Parker, 8th Grade SS, 3/11/14 Unit and/or Lesson Title: Child Labor Gallery Walk Context: Students have previously learned about the factory system and how it impacted America as a whole and North Carolina. They have looked into the negative styles of sanitation as well farming. Now, they will dive into the history of Child Labor. This will be completed the day after the Jeopardy/Banking lesson Plan Number: Lesson 7 out of 15.

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*Primary Instructional Objective and Common Core State Standard for MG ELA:

Objective: 8.E.1.3, 8.H.2.1 Demonstrate understanding of prior knowledge through connecting photographs to previously learned information. Practice constituting relevant questions Identify various elements of a photograph through photo analysis and skills formed through other questions

*Materials/Technology Resources Required: 6 Lewis Hines Photographs List of Questions cut into individual pieces Timer

Time: 1 min: intro to class 5 minutes: Teach students how to analyze photograph 30 minutes: Students work on gallery 11 minutes: students discuss answers from gallery

Instructional Procedures/Steps: Explain how to analyze picture Let students break into groups to start at pictures Assign students where to start Let students work on sections and tell them when to move to another picture Discuss answers as a class Evaluation: Formative based off of students answers Summarize based off of turned in assignments Accommodations: ESL students can write shorter sentences and choose the pictures that they view. (They may opt out of certain sections

In Retrospect / In Reflection: This component of the plan is included to prepare for the actually teaching of the plan in the future. It is intended to encourage reflective practice on your part and would be filled out after you taught a plan. For now, it is only included as a reminder of this intent. Appendix of Materials Needed: 6 Lewis Hines photographs 1)

2)

3)

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4)

5)

6)

List of questions:

Questions above each photo station: 1) Analyze this photograph. 2)Compare and Contrast this photo to another one in the room. 3) Write a few sentences for a plot. 4) Create a Question. 5) Connect this photo to something youve previously learned. 6) Describe what happens next PART III: EVALUATION In a time when standardized test scores are so crucial to classroom evaluations, it is equally as important that students are evaluated through effort, creativity, and current ability level through differentiation. This can be achieved by providing evaluative lessons that adapt to multiple intelligence and strengths in various content areas such as language arts, science, and mathematics. Throughout my unit plan, I apply various activities that collaborate with multiple learning styles, content, and expression. I practice using both summative and formative evaluations in every class meeting. I also practice each areas of evaluation throughout my entire unit which focuses on descriptive, diagnostic, formative, summative, and predictive evaluations. Since most of my lessons pull from in-class discussion and connecting past and present topics, I focus on the evaluation style of Personal-Response Appraisals.

PARKER 17 The end of chapter 13 in Milner and Milner discusses the pedagogical dangers of evaluation. In this, it points out the fact that most evaluations tend to mean more for the teachers control and the product of learning versus the process. I aim to focus on formative styles of learning where individual conversations are held and noted throughout the unit. This will be completed by providing plenty of small group work. This way I will be available to circle the room and either listen in on the thought process to the projects or pull individual students aside to have conversations while the others are working. I truly value the ability to differentiate learning based off of teacher guidance and response. This can be quite challenging at times, especially for my class that has 37 students in attendance, but it does not mean that it is out of the question. It is important that we work towards catering to each students needs in order to help advance them in their learning process versus assigning a grade for them to pass the class. While the evaluation of teacher feedback is a staple in my unit, there are also concrete and formative areas as well. These are shown through the gallery walk, the poster project, the primary document project, and the glogster project. As you see, there are two areas that are individual work -the gallery walk and the glogster project- and two areas that are group work the poster project and the primary document project. This allows for variety in grading, but each still contains a final product that is on a piece of paper in which the teacher can provide written feedback and the student can hold onto in order to refer back to the grade. Obviously, the quiz and the end of unit is the biggest summative evaluation. This will account for the majority of their grade of the unit. As mentioned earlier in the process (the EdTPA section), I did not have much wiggle room in terms of major assessments. Since my PLT had already approved the quiz earlier in the year, I am required to use this quiz for my students. I am also expected to call my projects, activities since the students are accustomed to the grading scale in which each track only has one large project and one major test. The project and test have already been taken for another unit. This means that I cannot apply as much weight to projects in the overall scheme of grading.

Part IV: INTERNAL REFERENCES & WORKS CITED LIST AND REFLECTIVE ADDENDUM A. INTERNAL REFERENCES & WORK CITED LIST:

WORK CITED LIST

Day 1 Lesson Plan: PowerPoint:

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Inside the PowerPoint: 1. Factory Photograph: IndustrialRevolutionReseach.com. http://industrialrevolutionresearch.com/ 2. Farm Photograph: UNC Library. http://www2.lib.unc.edu/ncc/ref/study/agriculture.html. Progressive Farmer. 2009. 3. Inside Factory Photograph: http://19thcenturyfactory.blogspot.com/2011/06/inside-templeton-factory.html. June 12, 2011. Blog by Amy. Day 4: Poster Project Lesson All ideas are original. No Citation Day 7: Gallery Walk 6 Lewis Hines Photographs: All 6 Photographs: Blogger. Lewis Hine: The Littlest Laborers http://reelfoto.blogspot.com/2011/05/lewis-hine-littlest-laborers.html The Reel Foto. May 6, 2011.

B. REFLECTIVE ADDENDUM:

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Dear Professors,

Throughout this unit plan I have had time to bring my creative thoughts to life. My topic of the Industrial Revolution came from my cooperating teacher. This is due to the fact that I will most likely teach the Industrial Revolution when I begin taking over the full time teaching in my classroom. I developed the Building America theme because the Industrial Revolution has impacted America's modern day style if living. Students must recognize that there have been many steps throughout history that have led America towards the development of our current cultural, governmental, and economic state. Definite strengths of the unit derive from areas of creativity in the activities. The first of which comes from the poster project, followed by the child labor gallery walk, then the primary documents, and lastly, the gloster project. All of these activities will encourage the students to think as historians, collaborate with partners, and develop their own ideas. This helps push the idea of process versus product which has become a norm of production since the introduction if standardized tests. Some of my teaching concerns come from both the time and evaluation of the unit. First of all, I wish that I could have the entire 5 weeks to teach this one unit on the Industrial Revolution, but we all know that this is not possible due to pacing and the necessity of learning so many topics throughout the school year. If I were able to to do have this extended time then I would teach a lot more of the economic side of the Industrial Revolution as well as the in depth social effects and transitions. There are many details to the process that I cover which form a finished product, but there is not enough time to work towards the students process of learning, entirety of the learning and developmental process. This also ties in with the evaluation of the unit. I wish that there was not a limitation on the projects and final assessments. I would actually get rid of the quiz summative assessment and create some sort of formative assessments that equal out to a summative, or create some sort of a seminar that equals a formative. I would also focus even more on the multiple intelligences. I would have students create their own versions of a lesson that caters to their learning skills and interests at the beginning of the unit and choose topics to teach based off of those ideas. This leads into the limitation that I encounter in the unit which is found in my placement. I love the fact that I have been placed at Salem Middle School. At the same time, this is not the type of learning atmosphere that I have seen myself teaching in. Throughout my educational career (and beforehand) I have seen myself in a lower economic environment where the students come from somewhat challenging backgrounds. The atmosphere at Salem focuses on my students mainly (about 80%) coming from well developed and high economic homes. More than half of my students are labeled Academically Gifted. While this is a blessing to some, it is quite a surprise to me. I have noticed that my classroom atmosphere comes from extremely well-behaved

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students that rarely speak out of turn. This is wonderful for classroom management, but not what I envisioned for myself. If I were in my ideal classroom, similar to one of Centennial Middle, then I would create more real-life situations in which the students summarize the choices they make and support those choices by equating them to todays economical and job situation. This would help support character development and career training as well as basic choices to help you survive in todays world. I would also have a class that is more of controlled chaos where the students are constantly discussing topics and moving around the room versus the lecture and rowed desk structure of my current classroom. In terms of my current placement in Salem Middle school I will pay close attention to two different areas. The first area is in the content days. The content days are absolutely necessary for the current structure of my PLT and classroom, but are very term heavy. The students will acquit a lot of notes and information on the content days. I feel fairly confident in my days devoted to activities. I know that the students will respond well to small group work. I also know that they will be excited that they are given these opportunities, so they will present high quality work. With this said, I will also pay close attention to classroom management. My students will work hard, but might get too excited with the possibility of interacting with their peers. I will need to implement a structured classroom with consequences for acting out as well as encouraging students to stay on task and invest in their work. On a scale of 0-4, I would give myself a 3. I am a firm believer in the theory that there is always room for growth, especially when referring to myself. I always look for an area where I could work harder or perform higher. Perhaps if this were my own classroom then I would create a different environment; therefore, I cannot allow myself to have a 4 because I am still working with someone elses classroom as a guest. It is also hard to present new ideals to an already structured PLT or an administration when you are still a visitor. There are areas of evaluation that were pre-set before I entered the equation that I do not necessarily agree with, but I must abide by in order to work with my students and my cooperating teacher. Lastly, I would explain this unit to future teachers as an opportunity for my students to practice the skills and apply the knowledge that they have collected in the past. There are several days that are filled with content, but most days allow for students to work with their peers or as individuals to create and demonstrate their knowledge. I hope that students will be able to take advantage of this and teachers will allow their own students to grow through these experiences. I would suggest that future teachers allow plenty of classroom management so that their students know what is expected of them. I would also suggest that teachers focus on their differentiation skills as well as placing students in groups that will make the most impact for ALL students, not just those that are already succeeding in social studies or those that are struggling in social studies. Groups must be assigned based on what is right for the the students,

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not for social reasons or for grades. If each student is given the attention and education that they deserve then they should have an opportunity to grow mentally and characteristically from this unit.