Pioneerridgelessonplansection3 Doc 1
Pioneerridgelessonplansection3 Doc 1
Pioneerridgelessonplansection3 Doc 1
Standards: Societies experience continuity and change over time; are shaped by beliefs, ideas, and diversity
Concepts: Movement, Pride, Systems, Consequences, Relationships, Expansion
Learning Goal: Students will understand that inventions continued to change American society and make it grow faster
Understand
(Big Idea, title, Students will understand that inventions made it possible for Americans to move items around faster
enduring Students will understand that inventions caused both cooperation and conflict between the North and South
understanding,
generalization)
Critical Content: Erie Canal and Canal systems, National Critical Skills: Students will listen and take notes on lesson that
Know Road System, Do teacher gives
Students will be able to use a website link to
locate two different primary source picture
documents and discuss them in relation to
inventions and change
Students will be able to collaborate with each
other with a map practice
Essential Question: In what ways did railroads, canal systems, and the national road help America grow?
How did new transportation systems help people who needed to move items from one area of the country to
another?
How did these transportation inventions both help and hinder cooperation between the North and South?
Integration of Reading: Students will read out of the textbook, from Key Roads, Language Objectives: n/a
Literacy: online documents vocabulary: Canals, Includes either the
(Reading, Writing: Students will write down notes that the Erie Canal, academic language you
Writing, teacher gives them; will write down answer to primary National will be teaching or the
Listening, source questions Road, language processes you
Speaking, Listening: Students will listen to teacher and peers Steam- will expect the students
Viewing, Speaking: Students will speak when asked questions powered to use during the
Visual and will speak amongst one another when the activity Boats, lesson. Ex: Ask and
Representation) is going on State answer questions.
Viewing: Students will view teacher teaching, the boundaries, Orally defend a
textbook, online documents, and each other to play the business, position.
activity cotton,
Visual Representation: representation of historical textiles
artifacts shown in pictures online; representation of
1800s map shown in class during activity
Technology Standards Accomodation- Students will use primary source documents and pictures online to answer
(ISTE) analytical and evaluative questions
Innovative Materials & Google: Google will be used to access webites online that will help with primary source analysis
Technology Tools: (Accomodation)
(Tool: Label SAMR Website: http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse HYPERLINK
Level, Describe) "http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse&Eras=4&x=34&y=10"&
HYPERLINK
"http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse&Eras=4&x=34&y=10"Eras=4
HYPERLINK
"http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse&Eras=4&x=34&y=10"&
HYPERLINK
"http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse&Eras=4&x=34&y=10"x=34
HYPERLINK
"http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse&Eras=4&x=34&y=10"&
HYPERLINK
"http://amhistory.si.edu/onthemove/collection/results.asp?Type=Browse&Eras=4&x=34&y=10"y=10
Responsive Differentiation: Based on student interest, process of the lesson will be changed. If students seem very
Teaching/Differentiation: interested in looking up primary source pictures online and analyzing them, then I will change the
What will I do if required number of analyzed pictures from two to three. In this way, student interest will stay peaked.
they dont get it?
How will you Differentiation: Based on student ability, product of the lesson will be changed. If students understand the
remediate? activity that I assign to them, I will make it more challenging by creating extra exceptions, rules, etc. For
What will I do if instance, if students are able to connect cities with ease, I will have them redo it, but create rules that they
they get it? How need to abide by, s/a that they cannot go through certain states, have certain moneys, etc.
will you extend?
How will you Differentiation: Based on student readiness, process of the lesson will be changed. If students know and
include all understand the transportation system and it is apparent while I am teaching the lesson, I will have them
learners? explain to me everything that they know. In this way, I will know whether I need to teach more or less.
Introduction: Hey guys! This is my last day of teaching you, and we are going to continue talking about how
(Includes: Hook the learner inventions changed America. On Tuesday we discussed how certain inventions changed
increase interest, activate prior transportation, communication and production. On Wednesday, we discussed how the Cotton
knowledge, review, preview Gin affected slavery and enslaved people within the South. Today, we will join the two areas
content and vocabulary, essential together and discuss how inventions made it possible for cooperation and conflict to happen.
questions posed, and relevance
established)
5. Students
will share
what theyve
found to the
class. Will
answer
questions out
loud.
6. Students
will move on
from this and
engage in a
map activity.
With a map
of America,
labeled from
the 1830s,
students will
pretend to be
business (one
from the
North and
one from the
South). They
will attempt
to figure out
how to get
cotton from
one place to
another
(New
Orleans to
Buffalo, New
York) by
using only
roads,
waterways
and canals.
Will be fun!
7. Once
completed,
Exit Slip
(Discussion):
What did you
learn out of
this lesson
that you did
not know
before? How
did
inventions
impact
interactions
between the
North and
South?