Title:                  Introduction to the Industrial Revolution: Land developed by Rick Ramthun.
Curriculum:             8th grade: US History: Industrial Revolution.
Time:   Two class periods
Prior Knowledge:        New topic. Introduction lesson for industrial revolution and social reform unit.
Role of Teacher:        Introduce new unit, present video, and facilitate class discussion.
Objectives:     Upon completion of the lesson, each student will have a basic understanding of the importance of land upon the development of the United states. Each student will complete a “Land” worksheet and partake in class discussion. Students will also find additional social reforms movements that occurred in response to the Industrial revolution.
Material:       1. American Enterprise “Land” video.
        2. United States map.
        3. “Land” worksheet.
        4. Access to a computer with an Internet connection.
Classroom:      Situate students in a manner favorable to viewing video and participate in classroom discussion.
Procedure:      1. Hand out “Land” worksheet.
        2. Briefly introduce the concept of industrial revolution.
        3. Have a student come to the front of the room. Interact with student to demonstrate the concept of law of diminishing returns.
        4. Show video. Stop periodically to reinforce concepts put forth within the video.
        5. Have students use the Internet to social reform programs that came about due to the industrial revolution.
Transition / Closure:   The industrial revolution was a continuous process that began within America in the early 1800s. Eventually there was a reactionary social reformation in response to the need for increased labor.
Evaluation:     Ensure (visual observation) that approximately eighty percent of the class has completed the “Land” worksheet.
 

Name:
Group Members:

Topic:
Reform Project
 
During the early 1800s, reform movements addressed numerous social issues within the United States. Some issues addressed include: labor rights, universal suffrage, educational reform, temperance, prison reform, and ethical care for the insane. Although they may not be pioneers, activist groups are still very active today within the United States political and social arenas. During this project, you will be responsible for presenting a reform movement to your classmates.

Procedure:
1. Each class will be divided into smaller groups.
2. Each group will determine a topic area. Topic must be approved by either Mr. Ramthun or Mr. Neal.
3. Each group will create a presentation discussing the history of an American reform movement. The reform movement can be from the past or active today.
4. Each member must independently create some form of art work. Examples include: posters, political cartoons, photography, or music (must present lyrics.) For this work, each student will receive an independent (separate) grade.

Presentation:
During the presentation, each group will cover a particular reform movement, key issues, important people, and the history of the movement. Ensure to give credit to all sources. The Internet can and should be used with the exception of private pages. Private pages may contain valuable information but often lack credibility.
a. Each member of the group must contribute during the presentation.
b. Each presentation should last approximately 10-15 minutes.
c. Each group must create a handout for their classmates.
d. The presentation will be given a group grade.
e. The independent work may be incorporated into the group presentation.
 
 

LESSON PLANS developed by Sara Hughes
 
OBJECTIVE:  To prepare students of college level research and writing and broaden their knowledge of the
subject matter and computer programs.
 
ASSIGNMENT:  The grade 11 Word History class is to write a paper to explain who they believe it the
most evil person in history and why.  The students will be graded on creativity and use of resources as well
as the content of the paper.
 
RESOURCES:  The resources that may be used are books, notes from class and the WWW.  THey are
encouraged to download pictures form the internet and include them in their papers, which are to be written
using Microsoft Word. They may also make up charts on the evil acts and compare them to others.
 
TIME:  The students will be given five weeks to complete this assignment with check in points along the
way.
 
                                LESSON TWO
 
    This lesson is for an honors level grade 12 History of Democracy class.  Every year there is a senoir
class trip and this year the students get to pick it out using the WWW as a research tool.
 
OBJECTIVE:  To envolve students in picking out thier class trip and which educational sites they get to
see. Also to make them more aware of the many uses of the WWW.
 
ASSIGNMENT: Students are to browse the WWW to find the most educational and yet fun destination fot
their class trip. They have to look up the best rates for travel, accomidations, and site costs to find the
most reasonable. The destination must have at least 3 historical or educational sites to visit. When their
research is complete, they are to wite it up in a persuasive manner to present it to the senior class at the
mid-year meeting so it can be booked on time after the class vote.
 
TIME:  The students will have one month to complete the assignment so that  it may be voted on.
 
DISCUSSION: After this is done we will take another vote to see if the students found this to be a fun and
democratic way to pick the class trip and get points in history class.

Title:  Progressive Research Presentations developed by John Stavens

Time:  two, 82 minute blocks

Materials:  Library access, textbook, computer with internet access, powerpoint

Objectives:  Through library research using texts and the internet, the student know how a particular reformer played a key role in the Progressive Movement and a reformer’s background, and will be able to convey that information to the rest of the class in a power-point presentation.

Initiation:  Discuss reformers from the time period and compare them to the reformers of today.

Procedure:  The students will break into pairs and chose a reformer from a list compiled by the instructor.   At this point the students will convene in the library where they will research their reformer’s life, including background, early adulthood, major accomplishments, and develop a reason as to why we study this particular person.
 Once the students have acquired their information, they need to organize it in a way to present this information to the whole class.    Then the students will present their reformer to the class using power-point.
 The students will be graded on their research and organization, as well as the use of power-point and the organization of the presentation.

Closure:  Discuss the presentations of each pair and the major views of each person.  Discuss how important the reform movement was considering the treatment of the American people following the Second Industrial Revolution.

Reflection:  Did I help those students with little power-point or technological knowledge?  Were the instructions clear or were the students uncertain as to how to attain a good grade or the importance of the topic?

Lesson Plan for U.S. History:  “In The Beginning” developed by Jeff LaPointe

Objective:  Students will view various movies on Christopher Columbus
from cartoons to comic strips to movies made today, as well as in the
past.  They will then write a paper on their beliefs as to which
presents the real story, who each movie is geared to, and why, as well
as other topics which would be present in the assignment paper.
Finishing, will be a section on the students thoughts in comparative
format.

Resources:  On their own, students will utilize videos found in the
library as well as books, and any other material which is relevent.

Paper:  The length of the paper will be no less than seven pages which
will include a bibliography, title page and opinion section.  Longer
will be encouraged so long as is relevant.

Time Allotment:  One month

Grading:  Ten percent of the students total grade

Needed Materials:  A television as well as computer with a typing
program, VCR, and relating books and materials.

Rationale:  This project is to cover three topics.  One is relating to
how history is viewed.  This includes such questions as Who’s opinion?
Why this opinion?  The second point is the real history of the founding
of America dealing with the difficulty with finding funding for the
voyage as well as the voyage itself and relations with the inhabitants
of the New World.  The final accomplishment in which I wish students to
attain is how to construct a comparative report properly using computers
and applications.

Note:  My Lesson Plans include television use for the reasoning that
more can be learned when using the senses of sight and sound in
comparison to writing and reading.  This is due to that much more
information can be communicated in a shorter period of time.

Course Title: American Government    Topic: Representation
Grade Level(s): 9&10
Developed by: Catherine Buebendorf

  OBJECTIVES: The students will be able to

       use the Internet database Thomas to find information about their
       Representative and Senators

       identify their Congressional Representative and Senators

       create a profile of their Representative and Senators to include party
       affiliation, major areas of interest, committee work, address, phone
       number, and e-mail address

       work cooperatively in groups of 2-3

  MATERIALS

  Computers, paper, writing utensils

  SPECIAL ARRANGEMENTS

  reserve library computer lab for class period

  arrange groups ahead

  homework assignment and chart to pass out

  INITIATION

  ---- (call on a student), if you had to choose one issue that you really care about,
  what would that be?

  If you knew that you could contact someone in the government who could do
  something about your issue, how would you go about doing that?

  Today we're going to find out who your Representative and Senators
  are and how they can be contacted so that as issues arise in this class (or
  anywhere else) you will have the information handy to act. We'll need to
  go to the media center to use the Internet, and you'll need to be focused
  as soon as you get there in order to get all the information you need.

  LESSON DEVELOPMENT

  You'll need to get onto the website http://thomas.loc.gov/

  Write that address down.

  Call out groups and send them on to library as they are called.

  Librarian should be waiting to seat them at computers.
 

  EVALUATION

  Walk around to monitor student activities. Make sure they are working
  cooperatively and that they are on the proper website and area of website.
  Make sure at least one person in group is writing down the pertinent
  information.

  CLOSURE (about 5 minutes before the end of class)

  You'll need to be closing out the website and logging off the Internet.
  Did all groups get the information required?

  Review the basics - names of Representative and Senators, political parties, one
  example of issues.

  Tomorrow you will compile this information into a neat format which you will
  keep in your notebooks. Any questions?

  HOMEWORK

  Ask five other people (they can be adults or other students not in our class) if
  they know who their Representative and Senators are. There is a chart for you to
  fill in. Bring the information to class tomorrow and we will graph the
  information.

Course Title: U.S. History    Topic: Manhattan Project, World War II
Grade Level(s): 11
Developed by: Catherine Buebendorf

  OBJECTIVES

  The students will be able to:

       take clear, organized notes

       describe the process of nuclear fission

       understand, in general, the complexity involved in developed the atomic
       bomb

       analyze the necessity for secrecy in the development of the atomic bomb

       speculate what would happen if Germany developed the atomic bomb
       first

       make a judgment on whether or not the U.S. was right in dropping the
       bomb on Japan

  MATERIALS

  computer with projection capability

  reading handout - pro and con of atomic bomb in Japan

  SPECIAL ARRANGEMENTS

  reserve projection equipment

  test & have all hookups ready to go

  Write "Manhattan Project" on the board

  INITIATION

  Point to board - ask the class - what is the Manhattan Project? Solicit answers from
  several.

  Many of my students have asked specifically for information about the
  Manhattan Project. As you will see it was the secret project for the development
  of the atomic bomb.

  The information is in a Powerpoint presentation so it will be easy for you to
  take notes. We will stop along the way for some discussion. While you are
  taking notes, be thinking about two things:

  1)why it was so necessary (or was it) to keep this development such a secret

  2) knowing the utter destructive possibilities of this development, was it the
  moral thing to do.

  LESSON DEVELOPMENT

  Show the Powerpoint program, stopping throughout for note taking strategies
  and discussion on the issues.

  EVALUATION

  Monitor student note-taking - walk around the room periodically to eyeball
  notes and offer suggestions where needed.

  Engage students in discussion of issues.

  CLOSURE

  Today we learned about the development of the nuclear bomb in the Manhattan
  Project and discussed a couple of ethical issues. Tomorrow you will informally
  debate the morality of using the bomb on Japan. For homework you will need
  to read the handout which outlines some of the pros and cons. Be sure to
  highlight this handout so you can refer to it tomorrow in class.

  HOMEWORK

  read and highlight handout
 

Course Title: U.S. History     Topic: Nixon Presidency
Grade Level(s): 11
Developed by: Catherine Buebendorf

  OBJECTIVES

  The students will be able to:

       analyze Nixon's resignation speech

       listen to Nixon's resignation speech using RealAudio software

  MATERIALS

  computer

  SPECIAL ARRANGEMENTS

  reserve computer projection hookup

  have Internet site set to http://www.historyplace.com/speeches

  INITIATION

  We have been studying the Watergate events which led to the resignation of
  President Nixon. We will spend today’s class time analyzing
  Nixon's resignation speech and actually listening to the speech through
  the computer.

  LESSON DEVELOPMENT

  Look at the words and listen carefully for what is beyond the obvious: does
  Nixon seem remorseful, indignant, sorry to have been caught?

  What specific words justify your observations?

  What tone of voice?

  Compare your thoughts with the person next to you.

  Play the speech a second time after students have had a chance to listen and process.

  Compare again with any new observations.

  EVALUATION

  Monitor student attention to the speech. Elicit student response to questions.
  Graded writing assignment.

  CLOSURE

  The public had very different responses to the Watergate events and
  Nixon's resignation. What are some of your responses?

  Try to imagine yourselves in 1974, having just been though all this disruption.
  Using what you know about the events and about the time period, your
  homework assignment is to pretend you are a high school junior in 1974
  reacting to all these events. Write a letter to the editor expressing your views.
  Be sure to include some factual material to support your views, as well as your
  impressions after listening to the speech. Tomorrow we'll review this
  and discuss the transition to the next presidency.

  HOMEWORK

  letter to the editor
 

Erin Maghery       Level: 11th grade
Software: The Oregon Trail

Objective: Students will explain the hardships encountered by the early
settlers going west.

Initiation: Ask students what problems they think the settlers may have
faced and put responses on board.

Development: Continuation of discussion of westward expansion begun in
the previous class.

Guided Practice: In small groups the students will play the Oregon
Trail. In the game they have to choose a group of people to travel on a
conestoga wagon across the country. They have to make decisions as to
what to bring with them, when to stock up, what to do if someone gets
sick, and how to budget their money.

Closure: Students will share how their group did and if they made it
across the country.

Independent Practice: Students will write 3 paragraphs describing their
journey, the decisions they made, if they would have done anything
differently and why.
 

Erin Maghery        Level 8th grade
Software: Portraits of American Presidents

Objective: Students will write 3 page paper on President of their
choice.

Initiation: Ask students what President interests them the most and why.

Development: Students will use American Presidents, as well as the
library to research the President they chose to write about.

Guided Practice: Students will begin an outline of their paper.

Closure: Breif discussion of Presidents that the students chose.

Independent Practice: Students will continue to work on their outlines.

Developed by: Chris Gauld, EDU360/Summer1
Course: U.S. History
Topic: American Civil War
Grade: 11-12

Assignment: Each student will develop a bibliography concerning Abolitionism, the
"cotton economy," slavery, and Abraham Lincoln's Republican Party.  The students
will then write a 7-10 page research paper on the causes of the Civil War.

Purpose: This assignment will allow the students to investigate the overall state of
the Union in the mid-nineteenth century, and see that the Civil War was fought over
more issues than just slavery.  It will also develop writing and research skills.

Time: 6 weeks

Resources: Two class periods per week will be given to work on the papers in the
library or computer lab.  The teacher will provide an electronic textbook, and each
student must have at least two online resources.

Course: U.S. History
Grade: 10
Topic: The Civil Rights Movement
Developed by: Lynn Hodson

Assignment: At the beginning of class, students will choose a topic from
the teacher's preapproved list that relates to some aspect of the Civil
Rights Movement.  Next, students will be instructed to write a ten page
paper on their topic which will be due at the end of the semester.  The
teacher will spend the first half of class instructing students on the
requirements of the paper as well as answer any questions students might
have concerning their topic.  The second half of class will be spent in
the school library where the teacher will guide students in obtaining
research material for their topics on the library's computers.

Purpose: The purpose of this assignment is to teach students how to use
computers and library resources as an aid in doing historical research.

Objective: Students will gain an in-depth knowledge of their topic by
exhausting the resources in the library and, at the same time, students
will gain valuable research and writing skills and competency in the use
of computers.

Resources: Students will have use of the school library's computers to
gather research.  Besides the teacher, the reference librarian will also
be available to help students who might have questions finding research
material on the computers.  In addition to finding on-line research,
students will also have access to the library's special collections and
reference books to aid in gathering further information.

Time: The paper will be due two weeks prior to the end of the marking
period.  Six weeks into the marking period, the teacher will set aside
one class period for individual conferences with students in order to
check on their progress and to answer any additional questions they
might have concerning their paper.  At this time, students will be
required to have a bibliography developed on their topic as well as a
paper proposal with a clear thesis.
 
 

Please read the University Disclaimer at http://www.easternct.edu/depts/aac/disclaimer.html The instructor's homepage (David Stoloff) is at http://www.easternct.edu/depts/edu/stoloff.html Questions on these webpages, please email David Stoloff at stoloffd@ecsu.ctstateu.edu.