Direct instruction

Teachers: Tyler Deffner (intern teacher) Subject: 7th grade Social Studies

Urbanization of United States

Standards:Content Standards:

● Strand 1: US History
o Concept7: Emergence of the Modern United States
▪ P.O. 5: Analyze the impact of industrialization on the United States:
● rural to urban migration
● factory conditions
Arizona Career and College Ready Standards for Social Studies
● 6‐8.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.

Objectives (Explicit):

● Students will describe the causes and effects of urbanization in America

Evidence of Mastery (Measurable):

● Students will match causes to their effects in groups, students will then share their reasoning behind
their matching to the class
Sub-Objectives:

● Connect experiences of students to those of men and women who were part of the move from rural to
urban lifestyle
● Students need to be able to converse with other students to be able to create cause and effect connections
between terms and events
● Students have experiences in large cities, compact living situations, public transportation, and laboring.
Connecting these experiences to how those of past years, and the differences in how these events are
handled are subjective and aid in a deeper understanding of implications of material.
Key vocabulary: Materials/Technology Resources to be Used:

● Urbanization ● Cause/Event card (see fig 1.1)

● Tenement ● Projector
● Slum ○ PowerPoint
● Social Gospel ○ Video (short)
● Jane Addams
● Hull House
● Political machine
● Tammany Hill
Opening (state objectives, connect to previous learning, and make relevant to real life)

1. “Have I ever questions” (Students will be asked the following questions on a powerpoint and instructed to
raise their hands if they “have ever…”)
a. Moved to a new city because of their families’ work
b. Shared a bedroom with another person
c. Ridden on the light rail
d. Were paid to do some sort of work
e. Felt an earthquake
2. State objective for the lesson
Instructional Input Teacher Will: Student Will:

● Provide visuals of tenements and ● Take Turns reading key parts from
living conditions in urban cities the textbook
● Provide a video featuring
transportation and street activity
○ [Link]
● Provide instruction in the form of
guided reading using information
from the textbook, supported by a
power point
● Direct and engage students in
classroom discussions based
around the text

Guided Practice Teacher Will: Student Will:

● provide each student with either a
cause, effect, or connector card
● provide instruction on the activity
to students
Co-Teaching Strategy/Differentiation:
● be divided into three groups based
on the color coded cause, effect, or
connector card
● find 2 people with the other two
corresponding cause, effect, or
connector cards. (see Item 1.1)
● after all students find their
corresponding cards they will with
their group of three explain to the
rest of the class their reasoning

Students who finish early and require additional challenge may then try and match the
unused cards, or aid those who are having trouble

Closing/Student Reflection/Real-life connections:

Students will turn in their three cards as they give their explanation as to why they paired them together.

fig 1.1 example cards

List of Causes and effects with their connectors:

on reverse side

Many jobs being created in cities created demand for labor, migration from rural areas, and
causing immigration from other nations
 Industries opening factories created demand for labor, Many jobs being created in cities
causing

The elevator and use of steel Allowed for the construction of tall buildings
“skyscrapers”

Tall buildings “skyscrapers” Allowed for a concentration of Tenements

people living together, creating

Poverty, overcrowding, and poor Created neighborhoods known Slums

sanitation in tenements as

Crowded living conditions Meant that buildings and people An increased danger of disasters
had

The street car’s invention Gave a method of transportation Living on city outskirts or “suburbs”
to city workers meaning was possible

Tragic, and disgusting conditions in Created a demand to improve Leading to the creation of the social
slums living conditions gospel movement

The social gospel movement Wished to aid poor families so settlement houses
reformers created

Corrupt local governments Tradeded favors for votes and Political Machines
accepted bribes, creating

Political Machines Sought to increase public roads, parks, and orphanages

opinion and gain favor so the
built

Expanding of public transportation Made suburban citizens desire The annexation of suburbs by nearby
cities