Ubd Ir Plan
Ubd Ir Plan
Ubd Ir Plan
Performance Tasks:
Students will create a brochure relating to
fossil fuels and natural resources.
Complete Venn-diagram comparing
articles.
Robber Baron & Cartoon Analysis
Other Evidence:
Paragraph quiz in which students give a
summary on the impact of inventions.
Immigration quiz requiring students to
identify key places in which immigrants
came from, as well as what they sought to
find in America.
Worksheet.
Invention Presentations.
Film Notes
Labor Union Worksheet.
Key Criteria:
Key criteria for this unit will be for me to hit all of the expectations that I have for this unit. To
make this possible, I must make adequate daily lesson plans as well as maintain student
engagement throughout each lesson.
In order to get through all material, I as a teacher must make my lesson plans flexible enough to
allow students to maximize their learning ability, while remaining on schedule.
Technology must be used for this unit to be successful. During this unit, students will use
technological material such as:
1. Ipads
2. Apple TV
3. QR Codes
4. Cell Phones (On Occasion)
Each of these technological devices will allow students to learn as best they can, while using
them to research both secondary and primary sources.
STAGE 3 LEARNING PLAN
in which made them some of the wealthiest people in the world at this time. Students in this lesson will
then be able to define the term monopoly, as well as identify Robber Barons and Captains of Industry.
Each student will use worksheets to make these comparisons. Along with this, students will learn how to
analyze political cartoons and explain what objects mean to a deeper aspect. In doing this, students can
then identify how Robber Baron and Captains of Industry treated their employees, as well as the overall
working conditions during this time. In the end students will be able to relate monopolies of the
Industrial era, to monopolies today.
Immigration:
Immigration during this time had a lot to do with the success of this nation, and for America to become
so powerful. Students will play the role of immigrants and research what each immigrant had to go
through. They will be able to analyze what it was like to be an immigrant at this time. They will explain
why immigrants left their country, how they came to America, the types of jobs they sought and got, and
also what types of living conditions immigrants received. This will put into perspective all that these
people had to go through to get to the United States, and the sacrifices in which they made for their
families and their future.
Progressivism:
Once people during this time period had enough of the way they were being treated, events came about
to change the nation. Students will learn what the idea of progressivism was, and really be able to see
how the nation changed for the better. By defining what this was, students can talk about certain labor
movements and what they stood for. In doing this, students will see just how powerful people in
numbers are, and how strong alliances can be. Also, by seeing labor unions and movements, students
will get an idea of movements much like the civil rights movement in which they will be exposed to
later in the year.
Spanish American War:
The Spanish-American War is an important piece to learn in this unit because it allows students to
understand how the United States came to be a world power. Students will learn How we created a navy,
and that this new navy now allowed us to become a world power. Also, they will take notes on the actual
war as well as see how this new force was used to win the war in only a matter of months. With this too,
comes the idea of the Monroe Doctrine, and Roosevelt Corollary. Students will analyze each of these
documents to see how they are related, and how the United States would then violate them in the near
future.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)