7 1.2course project

8/3/2019 7 1.2Course Project

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Sandra N. Kaplan, USC

Luis Cardenas 27781Term Project: Unit Plan

I.Topical Focus: Anticipated Grade Level:

II.Related Standards10.3.3 - Describe the growth of population, rural to urban migration, and growth of cities associated

with the Industrial Revolution.10.3.1 - Analyze why England was the first country to industrialize

NSS-WH.5-12.6

Analyze the economic, political, and cultural interrelations among peoples of Africa, Europe, and

the Americas,1500-1750How the transoceanic interlinking of all major regions of the world from 1450 to 1600 led toglobal transformations.

European society experienced political, economic, and cultural transformations in an ageof global intercommunication, 1450-1750.

NSS-WH.5-12.1.1- NSS-WH.5-12.1.2 The causes and consequences of political revolutions in the

late 18th and early 19th centuries.The causes and consequences of the agricultural and industrial revolutions, 1700-1850 the

transformation of Eurasian societies in an era of global trade and rising European power, 1750-1850.

10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects ofimmigration, mining and manufacturing, division of labor, and the union movement.

III.Curriculum Grid: Identify the thinking skills, concepts, resources and products are to be.

Thinking Skills Content

(Concepts)

Resources Product

Identify Contribution Text Discussion

Prove with Evidence Effects Pictures Answer Questions

Summarize Roles Audio Poster

Compare and ContrastPurpose

Video Essay

Research Conditions Maps Chart

IV.Create three objectives using the curriculum grid.

The Potato 10th Grade


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1-Students will identify the contributions that the potato made to European growth in population, the

rural to urban migration and the development of the Industrial Revolution. Students will use text and

maps to generate discussion and write a short letter.

2- Students will compare and contrast the positive and negative role that the potato has played inIrelands history. Students will use text, Internet, and visuals in order for them to create a group

presentation.

3- Students will research and summarize the effects that the potato has had on Western history the role

that it plays in the modern world. Students will us the Internet, text, images and text in order to write

an essay.

V.Prepare a lesson to teach each objective from the following pedagogical practices:-Direct instruction-Simulation-Inquiry (Group Investigation)

-Advance organizer-Inductive Reasoning

VI. Define a summative assessment for each lesson.1) Write a short letter.2) GROUP Compare and Contrast Project & Presentation3) Essay


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Name: Luis Cadenas

Date: 11/10/10

Subject: World History

Model of Teaching: DIRECT, GROUP, DED.

Standard: 10.3.3 - Describe the growth of population, rural to urban migration, and growth of citiesassociated with the Industrial Revolution. 10.3.1 - Analyze why England was the first country to

industrialize. -10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and theeffects of immigration, mining and manufacturing, division of labor, and the union movement. The causes

and consequences of political revolutions in the late 18th and early 19th centuries. The causes andconsequences of the agricultural and industrial revolutions, 1700-1850 the transformation of Eurasian

societies in an era of global trade and rising European power, 1750-1850.

Objective: Students will identify the effects that the potato had on European population growth, the

rural to urban migration and the development of the Industrial Revolution. Students will use text and maps

to generate discussion and write a short letter.


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Syntax Activity Script

Motivation

and state the

objective

Teacher will introduce the topic, the potato.

Teacher will introduce students to sources

and will show them a potato. Most studentsare English language learners; so visuals

and physical examples are aids that arereally effective at helping them understand.

In addition, having a potato physically inyour hand should get their attention.

Teacher will engage students by asking

them very simple questions, like what isthis, what do you know about it. This is aneffective English language learner strategy,

by creating a welcoming environment, onewere it isnt difficult to begin or join the

conversation. This low level thinkingquestions should generate prior knowledge

and should lead to higher-level thinking.

The teacher does not want to lose thestudents right of the top, the teacher wantsto engage them.

Teacher will give students simple facts

about the potato, in order to stimulate theirinterest.

T - For the next couple of days we are

going to be talking about something thatyou have all heard about and probably have

eaten in one way or another. It is somethingthat is so common in our cultures, which we

take for granted. What if I were to tell you

that this thing, this little thing, is actually avery special resource. It has actually beenthe cause of large influxes of emigration;

famine, population explosion and some mayeven argue the sustainability of empires.

Teacher takes out a potato

What do you know of the potato?

Yes, it is a vegetable and we use to make

French fries.

Is the potato expensive?

How is the potato grown?

Is it a beautiful or aesthetic vegetable?

All this information that you actuallyalready know about the potato will help you

understand a lot more complex facts andhistorical concepts of it.

For example, did you know that the potatois from Peru? Like a lot of thing the

Americas had, if wasnt introduced to theold world until a couple hundred years ago.


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Demonstrate Teacher will teach students how to identify.

The teacher will model for the students theskill of identifying. In order to help the

students better understand the skill, theteacher will think out loud modeling in

order to generate ideas and a basicunderstanding of the potato. With this

understanding the students can be betterprepared to develop a more complex and

contextual understanding of the potato, andbetter appreciate the contributions and

effects it has had throughout history.

Part of what we just did right now wasidentify what the potato is. We are able to

describe its features and we able to identifythings we do with the potato. Henceforth,

some on us were able to identify the rolethat the potato plays in our lives.

Teacher holds potato it is a vegetable. Iusually eat it during the holidays, or I eat as

French fries at restaurant. I also eat with myMexican food, mixed with beef and stews.

Carne con Papas and Caldo de Res. It isdefinitely one of my favorite vegetables and

I think it is full of nutrients. Its ugly thoughand sometimes it look dirty, I think it comes

from the ground. My grandmother use to

talk about it, how in her ranch in the oldendays they would grow it.

Do you see what I am doing there?

I am using my prior knowledge in order toidentify the potato, the role it plays in my

life and the contributions it makes. It feedsme, it makes me happy, it is cheap and it is

part of my cultures.

What we are doing her is identifying. This

prior knowledge that I just build, I am going

to use to develop the newer more complexknowledge. But by having a starting point, Iknow where to go and I can always refer to

it when I need help understanding.

Check

UnderstandingThe teachers will have students predict

what effects or impact could a vegetable,like the potato have on the world? The

teacher should not expect complex orcorrect answers. This should help the

students generate their prior knowledge.

The motivation activity and skill buildingshould have engaged the students priorknowledge in many aspects. The teacher

should walk around checking forunderstanding.

Now, I want you to predict. I know you donot know the answer yet, but we have all

built prior knowledge on the potato and wehave enough information to be able to make

a sound prediction. I want you to predict,how could the potato impact and change the

world? I want you to use the identificationyou just did, what you have learned in the

past and predict how the potato could havean impact on the world.

For those that are having trouble, image youare a Spanish farmer and someone just

introduced you to the potato. You had neverheard of it, and you had never tasted it.


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Structured

PracticeStudents should share their predictions.

Teacher should use students predictions tohelp them build their newer learning and to

guide them through the lecture. Also,teacher should adopt lecture to the different

needs of the students and based on theirpredictions. The teacher will give students a

graphic organizer to help them organizetheir notes, thoughts and ideas. As the

teacher discusses the role that the potatoplayed in the growth of population. Teacher

will show a graph that shows population inEurope around that time. Teacher describes

the relevance of the potato, its ability togrow underground and in various terrains,

made it the accessible potato. Teacherteaches students how many counties were

reluctant to embrace the potato, but whenthey did it led to a large population

explosion. Also, teacher teaches studentshow the potato was the vegetable that

allowed the industrial revolution to flourish.Let them know that with the development

of new technology, rural to urban migrationand inventions, the potato developed among

them. Teacher should provide informationto put in their graphic organizers, but

students should be allowed to input theirown ideas.

Students share predictions.

For example if student mentions that if

he were a farmer who had never seen or

heard of a potato then he would probably

think that it is an ugly crop and that it

tasted disgusting cold. The teacher would

build on that by beginning his lecture

with:

Well you are right. Many Europeans werereluctant to embrace the potato. Many

governments tried to force the potato on itspeople because of affordability and its

ability to grow anywhere. IN somecountries like in France, the people

downright rejected the potato. When theircrops froze, especially their stable crops

like wheat that made their main food bread,the people began starving. Starvation was

one of the causes of the French revolution.Although it took some time in some, other

countries embraced it, like Ireland, Englandand Germany.

This allowed England to sneak into theIndustrial Revolution. The potato became

the food of the working class, and farmerswere able to grow lots of it. It would be the

fuel of the urban workers and the fuel of the

industrial revolution itself.

Lets say a student asks, why didnt

embrace the potato (as an example ofadapting instruction) well for one,

Europeans were really stubborn people,they had ingrained eating habits, they saw

the potato as food for the underprivilegedand also it was related to a poisonous plant,

so it scared many to try it. Many examples,they embraced it when their were food

shortages.The Irish would adopt the potato because

they realized that it had a lot of nutrients, itwas abundant, and it could feed many

people. I want you to highlight this, as wewill cover this in the next lesson.

Teacher will continue for a set timeLet me help you out finishing your graphic

organizers.


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Guided Practice Teacher will have students discuss their

graphic organizers and share theirinformation in small groups. ELD students

work great in small groups because they areable to build on each other knowledge and

help each other learn and understand.Students should be able to discuss their

ideas.

The teacher will show the students a map of

the change in population in England to

depict the change from rural to urban andthe development of the industrial

revolution.

In their groups I want them to generate a

small explanation, explaining the role that

the potato might have had in thatmovement. How did the potato help or

contribute to the change in population inEngland?

I want you to discuss your information withyour group mates. I want you to discuss the

information you wrote down. I want you toshare and compare your graphic organizers.

Look at this map. This map shows thepopulation shift from rural to urban in

England. What do you think caused this?Changes in technology, like the steam

engine allowed for factories to developanywhere. Inventions and social

developments. People left farms to go workin urban centers, and cities began to grow.

People were no longer living off the land,so what role would the potato play in the

cultural and geographic shift? I want you to

generate a small explanation or idea, inwhat role would the potato play.

Independent

PracticeThe students will have to write a short letter

in which they pretend to be a person of the

old world during the mid to late 18th

century. In this letter, they can be anybody

(rich, poor, farmer, nobility, soldier, etc.),and they are writing a letter to a relative. In

this letter they will have to identify the alien

vegetable that they have just bought at themarket. They have never seen it before ortasted it. They must be able to identify the

potato and persuade the reader of itspotential ability to contribute to society.

Students will use historical references, thenotes they learn, and their graphic

organizers in order to write this letter.

Now, independently I want you to write a

letter. In this letter, you will pretend to livein 18

thcenutyr Europe. You have just

baught this alien vegetable at the market.You begin experimenting with it and trying

different things with it. Now you areexcited to tell others about it. You will write

a letter to a relative in which you try topersude them to try to this alien vegetable.

Keep I mind, that they have never heard orseen of the potato. You will need to identify

the potato, and assume what role in plays inyour life. You can be a farmer, a sodier, a

nobleman, a lord, a priest or anything youwant. You also have to let them know the

implications that such vegetable can haveon them and their communities. This is due

tommorrow, have fun and use you rnotes,

graphic organizer to help you support yourarguments.


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Model of Teaching: GROUP INVESTIGATION

Objective: Students will compare and contrast the conflicting role that the potato played in Irelands

history. Students will use various sources of text, the Internet, and visuals in order to research and create a

group presentation that shows such differences.


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Present the

Puzzlement

In order to engage the students, the teacher

will present the students with variouspictures depicting the social and economic

role that the potato within 18th

-19th

centuryEuropean society.

A Potato Eating Family for example.

The teacher will have the students analyze

the pictures. The teacher will then generate

some questions in order to engage thestudents in the lesson.

Teacher will present the students with

pictures that depict the potato in various

social settings. For example, in this famouspainting of Van Goghs The Potato Eaters

.

T- Students I want you to look at thesepictures. Examine them, study them analyze

them and tell me what you see.

S-Student Reply

T- Who are these people?

T- What is happening?

T- Do you have any questions?

I want you to think about what you havelearned throughout the week. I want you toDESCRIBE what you see.

T- Yes their poor people.

Any characteristics? Sad. Hungry. Ohhlook, the potato comes out.

Yes, they are Irish.

They are begging for food?

While yesterday we discussed the positiveeffects that the potato had in Europe, it also

has its negative side. Teacher teachesabout Ireland and famine The most

dramatic example of the potato's potential toalter population patterns occurred in Ireland,

where the potato had become a staple by1800. The population in Ireland doubled to

eight million between 1780 and 1841 alldue to the potato. The potato adapted easily

to the Irish soil and not only was it easy to

grow; it could feed a lot more people peracre. The Irish adapted to the vegetablequickly. The potato become the staple crop

and for many the only food. By the 1840s,one half of the Irish population was entirely

dependent on the potato.

Very good, I hope your getting a great idea

on where we are going with this. *Teacher

states objective* connects puzzlement with

ob ective and esterda s lesson.


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should expect the students to generate ideas

and questions.

Solicit

Questions

fromStudents

The teacher will have the students ask

questions, make comments and generate

ideas. If the students dont solicit directquestions, then the teacher will manipulate

the conversation in order to have themsolicit the necessary questions. The teacher

will then ask the students if they have anyquestions based on those pictures and

phrases. Some students might point out

ideas and other thoughts on the pictures, andthe teacher must convert them intoquestions. Nonetheless, the students will be

able to build on their newer knowledge,using their prior knowledge and contextual

clues of the assignment. Teacher will write(or type) down questions on the board (or

computer connected to projector). Theteacher should have the students take out

their notes from lesson one and theirgraphic organizers, this will help them

understand the positive effect of the potato.They will be able to make a meaningful

connection to Ireland using their priorknowledge and the benefits they already

understand. They already covered this in theprevious lesson.

The teacher should let students know that

the potato revolutionized Ireland, it createda huge population boom and it help develop

its cities. Also let them know that theybecame too dependent on the potato. When

a potato blight happened it developed afamine. Since students are English language

learner, teacher should help studentsunderstand these complex words with

visuals and Spanish translations.

Students, I want you to ask me questions

about what you want to know about thepictures. You can also make more

comments, and generate any ideas.Remember what I told you; take that into

mind, to help you generate your own ideas.

*Teacher will work with questions, and

comments, and write them down on theboard *

These are very good questions. Take outyour notes from yesterdays lesson and also

the graphic organizer. We mentioned thecontributions of the potato to England and

Europe. We also mentioned its cultural,economic and social impact in countries like

Ireland. As I mentioned earlier, theproblem was that Ireland began to depend

on the potato. When the potato blight hitIreland (plaga) it developed into a famine.

(el pais se estaba muriendo de hambre).


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When half the country depends on oneresource, what do you think might happen?

Think about Mexico, what would happen ifcorn and beans were to disappear? Who

would suffer? Take all that information intoaccount.

Research The teacher will then teach the studentshow to research using their text, notes andgraphic organizers. Students are free to use

the computers as well and other resources,like their workbooks and Spanish language

resources. The teacher will model theappropriate thinking skills and strategies

necessary for researching and give thestudents an example. As the students work

in their groups the teacher must monitorthe students to make sure that they are

using the necessary research skills andstrategies and to make sure that they are

the right direction

I want you to use your graphic organizersfrom yesterday, your notes, your texts and

the internet in order to find positive andnegative effects that the potato had on

Ireland. For example, a positive effect couldbe population boom we mentioned, so

research and find more information on that,

like dates and numbers. While we havecovered most of it, I want you to furtherfind details. A negative fact would be

famine. I want you to work in groups. Iwant you to be able to identify as many

things as you can.

Share and

Summarize

The teacher will give the student options to

show their summative assessment. The

teacher will allow students to generate a

poster, a drawing or any kind ofpresentation, as long as it depicts theirfindings and compares and contrasts the

positive and negative roles that the potatoplayed in Ireland. Some students would

choose to do a poster and compare andcontrast on that. Others would like to draw apicture that depicts the prospering Ireland

with the struggling Ireland. Other groupscan write a short report. There possibilities

In groups I want you to compare and

contrast the positive and negative effectsthat the potato had on Ireland. You can

create a group poster, a graphic organizer, ashort report, or you could simply draw the

depiction of the differences. Nonetheless, Iwant you to work in groups and help each

other develop and understand the objective.You will have until 10 minutes before the

class ends, and then we will do a quickpresentation and share your compare and

contrast. Make sure you use the information

you learned with your research.


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MotivationState theobjective

The teacher will show the students a

political cartoon. The teacher should

scaffold the picture, and break down thequestioning in order to help the students

analyze and understand it moreeffectively.

This political cartoon covers the previouslessons objective about the famine andnegative effects on Ireland. The teacher

will have students discuss the role that thepotato had on the American culture. This

political cartoon is good at helping themunderstand that concept. They are able to

connect Irish immigration to the U.S., andtherefore connect the U.S. to the Irish

famine. The famine and the largeemigration of Irish people to the United

States was caused by the potato. Theteacher can then compare this to recent

Look at this picture. What do you see?

What does it mean? What does heremean? What is happening under the

here? What is happening on thethere? Where could there be? Who

are they? Teacher generated morequestions and discussion.

Think. Remember.

Use your prior knowledge in order to

understand this political cartoon. Youhave the information, you just need to find

it and use it. You have notes, graphicorganizers, posters and presentations.

Once students understand the PC

Very good. Yes they are an Irish family.

The here is Ireland, where they arestarving and unemployed. The there is

probably the United States, where there isfood on the table and large families can all

eat an abundance of food.

Does this sound familiar? A lot of our

parents came to the United States for abetter life. While it was not the potato,

there must have been another resources atwork. Either because there was no work in

Mexico, corn prices were to high or thedevaluation of the Peso- maybe Mexico

wasnt selling enough petroleum.Whatever the reason, think about why

your grandparent or your parents migratedto the United States?

are endless, as long as they compare andcontrast the potatoes role in Ireland. At the

end, students will do a quick presentation tothe class.

Objective: Students will research and summarize the effects that the potato has had on Western history

and the role that it plays in the modern world. Students will us the Internet, text, images and text in order to

write an essay.


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Mexican migrations to the United States.Students can generate ideas about why

their grandparents came to the UnitedStates. Students should develop a clear

understanding that many people came to

the United States because they werestarving, since they depended on thepotato as a means of nutrition and food.

This will be mentioned in the second partof this lesson.

Now, that you have a better understandingof the implications and factors involved, I

want you to understand that most of theIrish came to the United States because of

the potato famine. As you have learned,our little vegetable has created so much

change and affected the world in so manyways. Are you starting to the see the big

picture, the big diea.

Present the"big idea"

The potato has had a huge impact in

history, it has changed countries, it has

caused huge emigration and it has causedpopulation explosions and in some cases it

has help sustain countries.

Teacher Presents big idea

Solicit studentassumptionsTeacher will ask students what theythink about that idea. Students

comments, ideas and claims, will betaken as assumptions. Teacher will write

down the assumptions on the board.

What do you think about that? Is it true?How and why? Why not? Very good

assumptions. I will write them down on

the board.

Research toverify,

support,

substantiate

Students will research to verify their

assumptions. Student will use the notes,the text, the internet, the graphic organizer

and any resources provided to themthroughout the unit. Students should be

given enough time to visit a library and be

able to fully verify, support and provewith evidence.

Students will be asked to write an essay

where they show their work and

information.

Now, I want each one of you to writedown one of these assumptions. I want

you to be able to research the assumption,in order to verify, support it and prove

with evidence. Use the information I havetaught you, your graphic organizers, your

text, your graphs, the maps, the picturesand any resources you have used. Feel

free to use the internet, library resourcesand other available resources. If you need

help, you can come ask me. I want you tobe able to verify your assumption. Turn it

into fact and write an essay that shows theresearch, verifies your assumption

supports it and proves with evidence. Thisis higher-level thinking. By now you

should have a complex and advance

understanding, now it is time to organizeand share it.

Share and

summarizeStudents will be asked to share and

summarize their essays in groups and with

their classmates. Students will be able todevelop an even further understanding of

the subject and learn from each other.

I want you to share your essay with your

partners. Discuss and analyze each othersessay. I want you to further develop a

meaningful understanding of the unit.


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Sandra N Kaplan USC

Relate to realworld

Remind students of discussion about their

parents migration to the United States.Let students know that history is

constantly being written. Let them knowthat even insignificant and sometimes

overlooked things that we take forgranted, such as the potato, have played

major roles in history. Let them know thatits the little things that have shaped our

world. Challenge them to look at a potatothe same way.

Remember we had a thoughtful andmeaningful discussion about immigration.

We are all imgrants one way or another.Some of our parents or are grandparents

came to this country looking for a better

life. For example, my grandparents recallleaving their hometown because they werehungry and corn was scarce so they came

to the U.S. were there was a lot of foodand work. Resources like corn and the

potato, things that we take for granted,have had a major impact on history. They

have shaped history in one way oranother. Sometimes it was postive and

sometimes it was negative. How can welearn from the potato? For one thing, we

can start appreciating other resources wetake for granted, such as water or trees

(timber). These resrouces are slowlydissapearing. What will happen then?

What do you think we should do aboutthat? If you learn one thing from the

potatot, is that you remember these littlethings, end up changing history in big

ways.

Verify studentassumptions

Teacher should take out list of

assumptions about potatoes. Teachershould connect them with real world, the

objective and standards. Teacher shouldrefer their assumptions to the new info

learned.

Your assumptions are all great. You haveall understood the significance of the

potato and the role it has played in history.I will display you essays, projects, and

your letters on the wall. Not only did youget a clear understaning of the resource,

you also learned a brief part of history andyou were able to connect it to your life

today. This Is really important, and I hopethat not only you learn from this but that

you can remember this for a long time.

7 1.2course project

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