Direct Instruction Lesson Plan Template

Teachers: Subject:
Kirtland J. Kack 7th Grade Social Studies
Common Core State Standards:
 Discuss the relationship between immigration and industrialization. (S1, C7, PO4)
 Analyze the impact of industrialization on the U.S.; a) rural to urban migration, b) factory conditions, c) unions,
d) influence of big business. (S1, C7, PO5)
Objective (Explicit):
 SWBAT analyze how the industrial revolution caused an increase in immigration and urban migration, why
conditions in factories were so poor, and what influences “big business” had on U.S. politics and economics.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
Summative Assessment:
Answer question 1 in 2-3 complete sentences:

1. What happened to the U.S. population from 1860 to 1900, what was the major reason
why, and what areas of the world were they coming from?

- Answers should include the following information:

o Population more than doubled.
o Growth of industry which increased the need for immigration.
o Northern Europe, Latin America, and Asia.

Answer these multiple-choice questions:

2. What happened to U.S. migration in the late 19th century, and why?
a. Migrations from foreign lands to rural areas where factory jobs flourished.
b. Heavy west to east migration.
c. Migrations from rural areas to urban cities where factory jobs flourished.
d. There was no major migration during this time.
 Correct Answer: C

3. What were two things Worker Unions did to fight against “sweatshops?”
a. Organized strikes and created a loud singular voice for those suffering inhumane
conditions which then forced local business owners and governments to take
action.
b. Fought for factory owner rights and kept local government regulations at a
minimum.
c. Lowered the tax rates for female workers and organized strikes.
d. Created a loud singular voice for suffering sweatshop employees and established
new state workers constitutions outlawing sweatshop work.
 Correct Answer: A

4. How did larger businesses influence local politics and law enforcement?
a. Big business is always supported by local politics because it brings jobs and
income into the area, so more quality, honest politicians would run in these areas
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 because of this. Local law enforcement would also benefit with a booming
economy and therefore would ensure that all workers were being treated
humanely to maintain the economic upswing.
b. Wealthy business owners were able to use their capital to help promote politicians
who would in-turn politically protect business owners. Local and even Federal
law enforcement was used on several occasions to combat major strikes, which
sometimes resulted in many strikers arrests, injuries, or deaths.
c. Wealthy business owners used their capital to support the community which
influenced politicians to support these generous businesses. Local and Federal
law enforcement no longer needed to supply as much man power in areas where
big business was booming because crime rates began to drop.
d. Big business had very little effect on local politics or law enforcement.
 Correct Answer: B

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
Student will gain:
 Cognitive
o Ability to identify and include information from prior work done for this chapter about
available labor and abundant natural resources.
o Ability to present evidence of industrial advances increasing south to north migration
and how that caused U.S. immigration levels to swell due to the rising demand of a
workforce in the south.
 Affective
o Understanding of the difficult life many endured in late 19th/early 20th century factories
by listing, and giving their opinions on, at least 3 poor conditions workers experienced
during industrial employment. Should include at least one of the following conditions
previously discussed in class: extremely low wages, unequal pay for women, unsafe
work areas, and/or extremely long and unregulated working hours.
 Behavioral
o Illustrate a map identifying where industrialization was growing, where the majority of
U.S. agriculture was located, and the different places from which immigrants were
arriving.
Key vocabulary: Materials:
 Sweatshop  Students: paper, writing utensil, colored
 Labor Union pencils (provided)
 Industrialization
 Push/Pull Factors  Classroom: textbooks, projector,
 Immigration whiteboard, dry erase markers, blank U.S.
 Emigration map printouts
 Migration
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
Bell work: (First 8 minutes)
 Students will quietly write down 4 key vocabulary words written on the board and their book
definitions. Then they will write the definition in their own words.
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 During Bell Work, I will collect the homework from the bin and verify who, if any, did not turn
it in.
 I will then walk around making sure that everyone is on task, giving assistance to anyone
who appears to be struggling or simply asks for help.

Random responses: (8 minutes)

 Random students will be selected one at a time to stand and present one of their vocabulary
word definitions.
 Individual volunteering students will then challenge the reader with their own definition and
the class will vote which is better.
 Once the standing student is no longer challenged, they will become one of four group
leaders for the group project.
 I will pick the group members as to avoid unproductive pairings.
Teacher Will: Student Will:
 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?
(5 minutes)

Explain the day’s group work objective.

Instruct all students to choose one person Ensure all groups have 4-5 people. Adjust
from their group table to be the team accordingly.
leader for this next project, and have that
person stand.
Instructional Input

Each team leader will then choose one No input from the students. Positions should
map artist, one scribe, and one (or two if be picked by the team leaders only.
team of 5) researcher for their group.

Each team will be handed one blank U.S.

map and provided instructions for each
job.
- Team leaders: Ensure all your
departments are working fast,
efficiently, and sticking to the
subject matter.
- Artists: Follow instructions on map
that read: “Illustrate immigration
and migration patterns during the
post-Civil War industrial boom,
insert relevant statistical
information where applicable, and
mark destination cities for newly
emancipated black people.”
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 - Scribes: On a separate piece of
paper write at least 2 paragraphs
about 2 of the 4 topics here:
o The relationship between Students shall not start until they understand
immigration and industry. all the assignment requirements.
o The new power of ‘big
business’ in America.”
o The unions, and how they
changed labor laws.
o The great migration’s effect
on America’s economy and
politics.
- Researcher(s) will produce at least
10 important facts for their team’s
scribe and at least 5 important facts
for their team’s artist on torn
scratch pieces of paper.

Formative Assessment: Instruct team

leaders they must have all 6 major
destination cities written down on the side
of their maps before they can officially
start the project. Then walk to each map Students must have written on the side of
and verify the 6 major cities discussed in their map: Cincinnati, Detroit, New York,
prior lessons has been written down. Philadelphia, Chicago, and Boston.
Once a group has all the cities listed,
instruct them to begin the lesson. If they
do not have all 6, inform that group they
cannot begin until they figure out which
ones are missing and/or have wrong.

Key words and statistical numbers that

must appear on the map will be shown on
the projector, along with a completed Reiterate that only one person for each team
example map without key words and stats, will conduct the duties of their job, and that it
for the students to use as a guide. is the team leader’s responsibility to make
sure the job gets done.
When the 5 minutes are up, all teams
must begin the project.
 Questions

Which numbers during this period do you think are more important, immigration or
migration? Why?
 Verbal answers only. This question is meant to stimulate the students as the answer is
subjective. They both played a vital role in the economic shifts America experienced
during this time.

Who benefited most, the north or the south, from the post-Civil War industrial boom? Why?

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  The north. Population growth from south-to-north migration allowed for more factories
to grow.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 Artists that complete the basics of their maps may begin the project.
 Scribes are asked to write a minimum of 2 paragraphs but can, and should, write more
if time allows.
 Allow students to move from their normal seats if they request and it does not disrupt
another group.

Know: Students must know the 6 major migration cities and effects industry had on the
north’s economy.
Understand: Students must understand the time constraints of the assignment and that
utilizing their team member’s knowledge is encouraged.
Do: Students will begin to create a migration map of the U.S. and a 2 paragraph
presentation on the subjects of the lesson.
Teacher Will: Student Will:
 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Group project begin: (10 minutes)

A large visible timer will be on the Conversation between students is fully

projector as well, counting down from 20 allowed at this time but should be kept to a
Guided Practice

minutes. conversation volume.

As the project begins, remind students:

“Remember, not all newly emancipated No team leader should be spending more
black people went to the northern states. than 1 minute with her/his team members
Where else did they go?” before moving to another.

“Remember what areas were states and

what areas were territories at the time.”

Walk steadily through the class during the

project, only giving instruction to the team Team leaders should be delegating the
leaders about where they need to duties, and relaying the information received
improve. from the teacher.

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Formative Assessment: At the 10-minute
mark, instruct all group leaders to move
clockwise to the next group and observe
what they are doing. Then one by one,
call a group leader up, and have them
report on how the group they just
observed is doing. Ask: “What are they Group leaders should have an adjusted plan
missing?”, “What are they doing that your that is covering all sections of the assignment.
team is not?”, and “Tell me what you are If not, walk over to the group and advise
going to instruct your team to do where needed.
differently now.”
 Questions
Which states (northern or southern) received the highest number of immigrants?
 Northern

Which countries did most immigrants come from at this time?

 European countries: specifically, Germany, Ireland, and England.

What percentage of black people living in America, lived in the south after the Civil War?
 90%

By the end of the “Great Migration,” what percentage of African-Americans lived in the
north?
 40%

What 4 major industries fueled the industrial revolution, and which one played the biggest
role in the “Great Migration?”
 Oil, Steel, Electricity, and Railroads. Railroads made mass northern migration possible.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?

 Team leaders: Allow them time to view the other teams’ work during the project.
 Artists: Will be allowed to take 1 minute to observe another group that the teacher
believes to be on the best track. The maps should be worked on until the end of the
project.
 Scribes cannot “finish early,” as there is no end to how much they can write. However,
if they have completed their 2 paragraphs, they can write a third and fourth on the
remaining topics on the board.

Know: Students will know the statistical numbers of the U.S.’s African American population
living in the south pre-Great Migration (90%) and post-Great Migration (50%)
Understand: Students will understand how such a massive migration can shake the very
foundations of a country’s economy and how, though it helped the north, it was a
devastating blow to the south.
Do: Students will have produced these numbers on their maps and presentation papers
by this point.

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 Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
(10 minutes)

Make announcements of time left at: 5, 2,
and 1 minute(s) left.
Inform the students that the class must be
silent for the remainder of the project.
Students will work quietly with only the team
leaders talking from this point on. Team
leaders will only speak to instruct their team
members and not to the teacher or other team
leaders.

Formative Assessment: At 8 minutes

remaining in the project, begin reading the
group’s paragraphs. Verify the first
paragraph mentions “push/pull factors,”
“immigration,” and “labor unions.”
Independent Practice
Students should be completely done with the
first paragraph and finishing up with the
second.

At 5 minutes remaining in the project,

place the 4 “Evidence of Mastery” Students should pull out a piece of paper and
questions on the overhead projector and begin writing down the questions.
inform the class that the answers to these
questions are their ticket out.

Any questions asked by the students

during this portion will be deferred to the
end of the lesson. They must produce
with what they have at this point.

At 1 minute, announce to the team leaders

to finish up and start bringing their finished
products up to the front with a At 1-minute left: Team leaders will finish up
presentation assistant from the team and bring their map and paragraphs up to the
chosen by the team leader. front of the class for presentation.
 Questions
What were some things that most maps missed?
 Maps could have included:
o Arrows expressing a major migration from south to north, and a minor migration
from south to west.
o Arrows showing major immigration from Europe, and minor immigration from
Mexico.
o Major migrant/immigrant cities i.e.: New York, Chicago, New Jersey,
Pennsylvania, Pittsburg, Boston, Cleveland, Cincinnati, Detroit, Los Angeles,
and San Francisco.

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 Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 Team leaders: If they find difficulty presenting, they may have the scribe team member
join them in front of the class to assist with the reading or pass the duties on to the
scribe completely but the team leader must remain standing.
 Artists: While color is nice, it is not required for those struggling with their maps. The
basic 6 cities and their migration statistics along with arrows of migration and
immigration patterns are the only items that must be present.
 Scribes: The two paragraphs should consist of 3-4 sentences each but can be as little
as 2 if the sentences are informative. Any student writing over two paragraphs must
have 3-4 sentences in the first 2 paragraphs minimum.

Know: Student will know the cities that gained the largest number of African American
residents during the Great Migration.
Understand: Students will understand why each of the cities gained their new African
American residents vice more rural areas, as many African Americans related farm work to
slave work and many wanted to distance themselves from that.
Do: Students will present a finished product showing that they understand these important
facts.

Selected Audience:

- Who We Teach: Students with various cultural backgrounds, and some with
emotional difficulties. Be alert for certain students panicking due to the rushed pace
of the assignment.
- Where We Teach: There will be Civil War flute and drum music softly playing in the
background to bring the room more to life and help inspire.
- What We Teach: This topic includes curriculum topics and concepts, but we must
ensure the groups are built to match learning personalities and provide alternative
resources to information related to this lesson plan. Specifically, a Tiki-Toki timeline
that all students have access to from their home internet devices, as well as exact
page numbers containing the information needed in this assignment will be given at
the end of the assignment.
- How We Teach: The information needed will be given to the students visually from
overhead slides as well as orally throughout the lesson from the teacher. The
kinetic learning will take place during the active hands-on assignment.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
(10 minutes)

Presentation time.

All team leaders with their presentation assistants will stand in the front of the class and, one by
one, read aloud the paragraphs written by their scribe.

While each team leader reads their team response, their map will be presented on the
overhead projector.

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The teacher will choose the two best group presentations.

Then the two best groups will be tie broke with a vote from the class of which map produced the
clearest and most in-depth information and which paper covered the 2 questions best.

Students will vote by raise of hands which team produced the best presentation.

Congratulations to the winning team. All members receive one green homework pass and if the
winning team’s product was stellar, the team’s leader will receive a silver homework pass on
top of that.

Ticket out: Students must turn in a sheet of paper with answers to the 4 questions from the
Evidence of Master Section.

Tonight’s homework

 (Green work) Write down in your journals one paragraph, in complete sentences, what you
learned from today’s project. Be ready to discuss tomorrow.

 (Silver work) No silver work.

 (Gold work) Read pages 308-314 then write 3 questions that could be answered from the
reading. On a separate page, write the answers to those questions and bring both pages
into class tomorrow.

(Continue to discuss the projects until end of class)