CGCT Weekly Lesson Plan

Unit Theme / Problem: Reform Movements Essential Questions: How do problems city dwellers of the 19 century faced relate to today's problems? What did the people of that time do to solve their problems? Can we learn from history to help us solve current problems?
th

Instructor: Mermelstein and Cardamone Subject: US History Dates:

Key Vocab / Concepts of Wk: Industrial Revolution, Reform Movements, City Life During the 19th Century, Organizing, Lobbying, Justice Susan B. Anthony, Elizabeth Cady Stanton, Sojourner Truth, and William Lloyd Garrison.

Day
Mon

Key Skills Detailed Instruction Conten (Standard Teacher will t s)

- Industrial Revolution - Hazards of city life - The positives and negatives of city life

Detailed Activities Students will

- Take guided notes in conjunction with PowerPoint presentation. - Write 5-7 sentences to compare a hazard during the IR to one that is also present in modern day Philadelphia. - Work in small groups to list 5 positives and 5 negatives to living in the city of Philadelphia. -Discuss the 5 positives and negatives with their classmates.

Assessment
- 5-7 sentences comparing IR cities and Philadelphia. - List 5 positives and negatives. -Participation in discussion.

Resourc es Needed
- Paper for note taking.

HW
- Journal response, 1 page. What are three things that could be done to positively change the hazard in Philadelphi a you chose in class today?

Reading: 7 Writing: 1 Speaking and Listening: 1, 3

- Give direct instruction via PowerPoint on the hazards of city life during the Industrial Revolution. - Moderate discussion among students about city life in Philadelphia.

Day
Tues

Key Skills Detailed Instruction Conten (Standard Teacher will t s)

- Industrial Revolution - Reform Movements and Reformers of the Industrial Revolution including Susan B. Anthony, Elizabeth Cady Stanton, Sojourner Truth, and William Lloyd Garrison.

Detailed Activities Students will

- Write down one right you have in America. - Read about a 19th century reformer in small groups and together, come up with a 5 bullet point summary on the reformers accomplishments. Put these points on the board. - Take notes on the other groups reformers. Start homework if finished early.

Assessment
- List one right you have. - Reading in textbook and 5 bullet point summary. - Take notes on reformers.

Resourc es Needed
- Paper for note taking. - Textbook - White board/mark ers or chalk board/chalk

HW
- Compare and contrast two reformers using a Venn Diagram.

Reading: 1, 2, 3 Writing: 1 Speaking and Listening: 1, 2, 4

- Introduce the concept of reform to students via PowerPoint. - Write student answers on the board to the question: What rights do you have in America? Such as the right to vote when you turn 18. - Monitor group progress. - If time, moderate discussion comparing social reformers.

Wed

Form one or more reform group with plans to solve what is wrong in society today. Reading: 3,8. Writing: 1-4, 6, 9. Speaking and Listening: 1,4 -

Briefly review past two days with emphasis on what reformers did to change lives. Divide students into groups based on interest in similar problems they wish to solve. Have students prepare a plan of action.

Answer the Do Now what did reformers in the late 19th and early 20th centuries do to change peoples lives? Discuss ideas on how to make changes for their issue resources available. Create plan of action. Plan of action should have at least 3 steps.

- Plan of action that contains at least 3 steps. - Did they create reasonable plans that are informed both by what the prior reformers did and what current issues are?

Skills needed: http://www.al ternet.org/st ory/145924/2 0_principles_ for_successfu l_community _organizing How to lobby: https://movet oamend.org

-Begin implementi ng the plan. -Report back on progress.

Thurs

Day
Fri

Key Skills Detailed Instruction Conten (Standard Teacher will t s)

Detailed Activities Students will

Assessment

Resourc es Needed

HW