Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Mr. Craig Travis

Subject/ Topic/ Theme: History (Immigration/Urbanization)
Grade: 9th
I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson and continues on from the textbook about immigration and urbanization.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Evaluate what the immigrants thought America would hold for them E, An
Define the difference between Ellis Island and Angel Island
U, An
Discuss what the American dream is between different eras in American History C

Common Core standards (or GLCEs if not available in Common Core) addressed:
GLCE-
6.1.4 Population Changes- Use census data from 1790-1940 to describe changes in the composition, distribution, and density
of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.
6.1.1 Factors in the American Industrial Revolution- increase in labor through immigration and migration
6.3.1 Social Issues- Describe at least three signicant problems or issues created by Americas industrial and urban
transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political
corruption, public health, poor working conditions, and monopolies).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create
II. Before you start
Have an understanding of the previous lesson on Immigration- who they were, where they came from,
Identify prerequisite
why they left their homes
knowledge and skills.
Identify Martin Luther King Jr. and have a basic understanding of why he gave his I Have a Dream
speech
Pre-assessment (for learning):

Formative (for learning):

Be able to discuss what the American Dream means to various people- this is a lesson the textbook
Outline assessment offers for the students as a way of identifying with the immigrants
activities Formative (as learning):
(applicable to this lesson) Have them create their own definitions in small groups; share; compare and contrast
Watch a 5-minute portion of MLK Jr.s I Have a Dream speech
Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Having introduced what I will have a YouTube video of a There will be opportunities for
immigration is and set a baseline of portion of Martin Luther King Jrs students to give their ideas and
what the immigrants were like, I I Have a Dream speech that I will opinions based on what they each
know want to challenge the use to lay the outline of what the list as qualities of The American
students to put themselves in their American Dream looked like for Dream- I will ask them for their
shoes and evaluate the expectations MLK Jr. This is to set the baseline feedback
of the immigrants and examine what the American
Dream meant to him The students will write out
There will be student involvement definitions in small groups and then
in the form of small group work Based on this example, the students share with the class and compare
where the students make their own will work in small groups to make their ideas and understanding to
definition for the idea of what is their own ideas to describe the other students
the American Dream American Dream to them as
teenagers in 2017 The students will examine different
As a class, talk about The kinds of eras and point out things
American Dream as it applies to They will write these out on the that they identify as key concepts to
the world through various eras; board and we will evaluate them the American Dream based on
1620 (pilgrims), 1890 (immigrants, and compare and contrast the ideas each era. They will have the chance
freed slaves), 1950 (post WWII), from amongst themselves and then to share what they believe to be
1990 (all people). Starting off by by examining the different eras in important to each era.
watching a portion of MLK Jrs I American history
Have a Dream speech
Text books (students; teachers edition for me)
Notebooks for personal notes and writing out definitions (students)
Writing utensils (students)
Projector to display PP (me)
Laptop connected to projector to display PP (me)

Ideally, two tables set together side by side; four students at each set of tables, 2 students per table; all
How will your classroom facing toward the front screen/front of the class
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I want to open with the Martin Luther King Jr. Students share what they think MLK Jr.s
Motivation YouTube video that is a 5-minute clip from his I American dream is. They will respond to my
(opening/ Have a Dream speech and talk about how MLK Jr. prompts about what was going on at this point in
introduction/ and others of his time viewed the American time in America and how this affect peoples idea
engagement) dream. I anticipate this setting the students minds of what the American Dream is.
on what the American Dream is to them. I will then
break them into small groups to identify the
American dream to them as teens and in the year
2017. They will write this out either as a list or in a
paragraph. (15 minutes)
Development
(the largest After this, the groups will work on their ideas of
component or what the American dream is. I will walk around Students will work in small groups to come up with
main body of the room and answer questions as well as observe their idea of The American Dream and write it on
the lesson) the students to ensure they stay on task. the board. As a whole, the class will identify
(35 minutes) similarities and differences between the lists. We
will then list out what defines the American
Dream is these eras; 1620 (pilgrims), 1890
(immigrants, freed slaves), 1950 (post WWII), 1990 (all
people).

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 Closure I will conclude by briefly discussing the idea that The students will take personal notes reflecting on
(conclusion, the American Dream is not just one ideal that has this idea of The American Dream.
culmination, maintained for centuries but has evolved over time
wrap-up) and is reflective of the people and the situations
America is facing at a specific time. I will ask if
anyone has anyone questions and answer them. (5
minutes)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The discussion about what the American Dream was took much longer than expected. The students argued about what it
was and I wanted them all to have a chance to express their opinion and this took a great deal of time. Some tried to boil it
down to just one idea; happiness. Others felt it was something more. The debate got a bit out of hand and the teacher had to
step in to bring the class back together when I hesitated to do so. I didnt get as much time as I wanted for the students to
think about what the American Dream was to the other generations and found myself rushing to get through it so we could
finish this topic to continue on to the next topic the following class.

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