Daily Lesson Plan Mr. Myles Flott, 11th Grade, U.S. History, Oxford High.

Day 3: arget Goals:

MS.11.SS.3.!. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3) MS.11.SS.".!. Identify and explain mi ration and immi ration patterns that developed from the push! pull effects of economic circumstances. (DOK ") D#.His.$.%&'. Analy#e multiple factors that influenced the perspectives of people durin different historical eras. D#.His.1#.%&'. $se %uestions enerated about multiple historical sources to identify further areas of in%uiry and additional sources. ((SS.11.L.).#.!. &he students will ma'e inferences based on textual evidence of details( or ani#ations( and lan ua e to predict( draw conclusions( or determine author)s purposes. (DOK 3) he*ati! Standard: # he*ati! Standard: $

O+,e!ti-es* S.* +et into roups and wor' to ether to answer critical thin'in %uestions involvin &he +reat ,i ration. /DO0 31 .S: -tudents will combine 'nowled e from previous lesson to help aid in answerin %uestions. /DO0 #1 .S: .or' with primary sources provided to understand &he +reat ,i ration and its reason for occurrin . /DO0 12#1 S.* /e able to wor' in a roup( use primary sources as investi ation tools to understand an historical event( and compile the best ideas and answers into one product. /DO0 $1 Materials: ..0./. Du /ois. (1uly( 2324). 5lose 6an's( 6eturnin -oldiers. 7..0./. Du /ois discussin the returnin soldiers for ..I8. &he 5ritical 9eriod. (pa es :;:!:;<). Online =istory 6eadin 5ollections( &he $niversity of Delaware. 5losed 6an's( 6eturnin -oldiers Author( A. A.> (ca. 23""). 9ercenta e of ?e roes In &he &otal 9opulation* 232;. 7,ap of blac' population in 232;8. ?e ro @ear /oo'* An Annual 0ncyclopedia of the ?e ro( 23"2! 23"". &us'e ee Institute( Ala* ?e ro @ear /oo' 9ub. 5o.( 23"". ,ap of /lac' 9opulation*232; Author( A. A.> (ca. 23""). 9ercenta e of ?e roes In &he &otal 9opulation* 23";. 7,ap of blac' population in 23";8. ?e ro @ear /oo'* An Annual 0ncyclopedia of the ?e ro( 23"2! 23"". &us'e ee Institute( Ala* ?e ro @ear /oo' 9ub. 5o.( 23"". ,ap of /lac' 9opulation*23";

6obert /a null. (?ovember( 23";). &he Aabor 9roblem and ?e ro ,i ration. 7Out of the Atlanta 5onstitution discussin the importance of blac' labor in the south8. &he -outhern .or'men (vol. B3( no.22). Cound in &he -chombur 5enter for 6esearch in /lac' 5ulture. &he Aabor 9roblem and ?e ro ,i ration. Author( A. A> (ca 24D"). .ealth 5oncentration in American* 24D". 7,ap that shows where the Americans wealth was located in the late 23th century8. &he -tatistics of the 9opulation of the $nited -tates( 5ompiled from the Ori inal 6eturns of the ?inth 5ensus. Crom the 9erry!5astaneda Aibrary ,ap 5ollection( $niversity of &exas. ,ap of .ealth 6ichard .ri ht. (ca 23";). 7A powerful %uote declarin that blac' are leavin south to see' new opportunities8. 12 Million Black Voices. Cound in students textboo'* The Americans; Reconstruction To The 21st Century. 9a e 33B. $.-. =istory +reat ,i ration .or'sheet. St3dents: E ?oteboo' E 9enFpencil E Des' ea!her: E 5omputer E +oo le Drive E 9ensFpencils E -everal copies of primary sources E -everal copies of wor'sheets E &imer E .hite board E ,ar'ers O4ening Set: /"&15*ins1 .elcome the class to another day of fun and awesome learnin . Introduce the topic of the day* &he +reat ,i ration. 6eflect on the previous lesson from yesterday involvin African Americans in ..I. .hat was the social chan e we were tal'in about> Allocate time for a short discussion on social chan e occurrin in America durin ..I. Keep this short to allow the maGority of class time for students to wor' on assi nment of the day. &ell the students that after today they should be able to have a better familiarity wor'in with primary sources to answer %uestions on an important historical event that we are coverin * &he +reat ,i ration between 232;!233;.

Pro!ed3res: /35*ins1 A. After openin set is complete and students are familiar with the historical event bein covered in class( number the students 2!B( dependin on class si#e. &heir should be no roup bi er than : or smaller than B.

/. After students are numbered off (desi nate spaces in the room for roups and have each roup create a circle with their des' so all members can see and hear each other throu hout the activity. 5. Once the students are in their roups( which should only ta'e a minute or two( hand out a set of of the primary sources and wor'sheet to each student. D. +o over the assi nment and what is expected of them. Directions should be clear on the wor'sheet. 0. 9ut rubric on overhead so each roup 'nows what they will be raded on. 0veryone should be a professional team today. Answer any %uestions as needed. C. Answer initial %uestions about the assi nment until students are comfortable and confident of what is expected of them. +. Do not ive away the answers( this assi nment is desi ned for the students to conduct the investi ation usin the primary sources. =. Once students start wor'in in their roups be in to monitor each roup. I. 5hec' in with each roup as'in Hhow are thin s comin >I HIs there anythin that I can help with>I AdGust teacher answers accordin to students response. 1. ,a'e sure that everyone in the roup is participatin and stayin involved. K. ,a'e sure that each roup turns in O?0 wor'sheet with everyoneJs name on it. 0veryone in the roup with earn the same rade. A. 9endin the students are able to et throu h the %uestion with enou h time( collect all the wor'sheets and as a class o over what they discovered( how they answered the %uestions and any other thou hts. ,. Its for important for students to have as much time needed to wor' with the primary sources than o over at the end. &his can be as an openin in the next days lecture. (los3re: /"&15*ins1 A. 9endin on time and how well the students are able to wor' with sources and answer %uestions( collect wor'sheets from all the roups. /. 6eview what we did that day but oin throu h each of the %uestions the students were to answer. 5. Allow students to ma'e an ar ument or state their own or the roups observations usin the primary sources. D. After all %uestions are answered( wrap up by describin the purpose of this lesson( bein able to use primary sources to answer %uestions and ain an understandin about certain historical events. C. Discuss any information the students missed or is important for them to 'now about &he +reat ,i ration. 6nri!h*ent: Any special needs will be accommodated such as extra copies( lar er letterin ( and extra support by teacher to specific students when needed throu hout student led activity.