Teacher Name: John Battersby School: W.T. Woodson HS Center Subject Area: United States/Virginia History Grade/level: 11th grade

Adventure of the American Mind Northern Virginia

FCPS – Virginia and U. S. History Lesson Plan

Era

Era 4: 1850 – 1914

Topic The Rise of Modern America

Lesson Title Urbanization: Compare and contrast the cities of the early 20th century to the cities of today.

Instructional Time 10-15 minute introduction (at the end of previous class) and 1 class block (90 minutes)

Essential Learning What is the concept to be learned? What is the big picture?

As a result of this lesson, students will be able to: • Formulate historical questions and defend findings based

on inquiry and interpretation • Evaluate the authenticity, authority, and credibility of

sources • Identify, analyze, and interpret primary and secondary

sources • Understand how people, technology and time change

certain environments SBI Objectives POS/SOL by number and descriptor.

VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by

a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, & the admission of new states to the Union; Benchmark 8.2: The student analyzes the ways that cultural and economic change redefined American ideals at the turn of the 20th century. e) Explain how industrialization led to the rapid growth of cities and what problems arose as a result of this rapid growth. Benchmark 8.3: The student analyzes factors that fueled the modern industrial economy: industrialization, urbanization, immigration and available natural resources. e. Describe the impact of industrial production on distribution methods, transportation, and communication technologies.

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Benchmark: Analyze the impact of industrialization and urbanization as causes of political, economic, and social changes. (SOL 11.7, 11.8) Indicators: 1. Describe the impact of third parties on the American political system. 2. Evaluate how movements for social justice addressed problems created by industrialization, urbanization and political corruption.

Assessment How will you know that the lesson was successful? Describe what type of student assessments you will use to evaluate understanding. Attach a copy of student instructions or assessment instrument.

Formative – Students will brainstorm and come up with a list of at least ten things that are necessary for a city to exist. Summative – Students will write a 1 page essay that describes what they would do if they were placed in charge of the planning board of one urbanizing city. They would need to include what the potential problems and challenges would be at all levels (socially, economically, etc.). They would need to consider problems of then and now (past and present). *See attached rubric for the essay.

Procedure Describe step by step procedure. Include opener, teacher presentation and student activities.

1. Introduction: During the last fifteen minutes of previous class students will be given the “City Brainstorm” in which they will write down ten characteristics that are necessary for a city to exist.

2. Beginning of 90 minute block: Students will be asked to think of their favorite U.S. city and write down everything (characteristics) they know about that city.

3. Students will then be asked to read about and/or view and examine photographs of cities (circa 1870-1915) on the Library of Congress website (New York, Chicago, Cleveland, etc.).

4. They will need to find items that existed during that time period as well as items that did not exist during that time period (skyscrapers, communication technologies, transportation types, housing, stores and places of entertainment).

5. Students will then write down three interesting facts from each picture that they investigate. They should also keep in mind what is missing in each picture and how the “old” picture would compare to a “new” picture.

6. Teacher will introduce the essay and its requirements. Students will be given the remainder of the class period to work on their essay. If they do not complete it in class,

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they will need to finish it at home. 7. Teacher will collect from students:

a. list of characteristics of their favorite city b. three interesting from each of the viewed photos c. one page essay

Materials/Resources

Library of Congress Resources Chicago: http://memory.loc.gov/ammem/ndlpcoop/ichihtml/cdnsp.html (From the Chicago Historical Society) New York: http://memory.loc.gov/ammem/papr/nyc.html (New York City at the turn of the Century.) Also: see attached resources page (city maps and URLs) A listing of many U.S. cities (for current statistics – comparison): http://members.aol.com/bowermanb/cities.html#IL

Differentiation Include strategies for re-teaching and special populations such as GT, ESOL and special education.

Special education students would be able to create an outline (rather than write the essay) and be given the opportunity to respond orally. Studnets could also create a T-chart to compare and contrast cities.

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Name: ___________________________________

Date: ____________________________________

On your own brainstorm and come up with a list of ten things that are necessary for a city to exist.

1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 5. ________________________________________________________________ 6. ________________________________________________________________ 7. ________________________________________________________________ 8. ________________________________________________________________ 9. ________________________________________________________________ 10. _______________________________________________________________

Resources from Library of Congress website:

New York City http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3804n+pm006071))+@field(COLLID+citymap)) (c. 1907)

Cleveland http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4084c+pm006872))+@field(COLLID+citymap)) (1877)

Washington, D.C. http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3851a+pm001071))+@field(COLLID+citymap)) (c.1880)

Baltimore http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3844b+pm002550))+@field(COLLID+citymap)) (c.1912)

Philadelphia http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3824p+pm008272))+@field(COLLID+citymap)) (1870?)

San Francisco http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4364s+pm000371))+@field(COLLID+citymap)) (c.1878)

Denver http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4314d+pm000660))+@field(COLLID+citymap)) (1908)

Urbanization Essay Rubric

Now that you have studied urbanization primary sources and how cities have changed over time, you will need to write a one page essay. In the essay you will need to describe what you would do if you were placed in charge of a city planning board. You would need to… A = thoughtful analysis, thorough, well-organized, concise, no grammar, punctuation or spelling errors – a delight to read! B = some analysis, complete – but less depth, organized, clear, few grammar, punctuation or spelling errors – a solid paper C = little analysis, superficial, limited organization, wordy and inarticulate, some grammar, punctuation or spelling errors – an average paper D = no analysis, incomplete – lacks content, poor organization, rambling, major grammar, punctuation or spelling errors

Points 1 2 3 4 Total

Length Less than ½ a

page of writing

½ to ¾ a page of writing

¾ to 1 full page of writing

One full page of writing

Grammar

Mechanics

Analysis

Creativity

Identification of Social

Challenges

Identification of Economic

Problems

Organization