SOCIAL STUDIES SAMPLE UNIT PLAN

Creator: Laura Prez-Bernal

Part I Summary
Unit Title or Theme: Reconstruction and the South
Subject Area: U.S. History
Grade Level: 9th
State Standards: USHG 6.1.2, USHG- 6.3.1, CCSS.ELA-LITERACY.RL.9
10.1, CCSS.ELA-LITERACY.RH.9-10.3, ACT-Reading 24-27, and
ACT
Writing: Organizing Ideas.
Part II
Lesson Plan # 1
Facilitator/Teacher: Ms. Prez-Bernal
Subject: U.S. History
Grade: 9th Grade
School/District: Cody MCH Academy - Detroit Public Schools
Physical Setting: Classroom with desks arranged in rows.
Date: March 10, 2015
Title: Chapter 8, Section 2 Restoring Honest Government
Rationale: The industrial innovations during the Second Industrial Revolution provided
technological advancements that significantly changed American life and ideas of liberty. In this
lesson, students will be able to identify the ways that the industrial revolution helped to spur
political machines and corruption in America.
Essential Question: How did evolving ideas of liberty and industrialization impact politics in
America during the 1800s?
Chapter 8.2 Focus Question: What factors gave birth to political corruption in American, and
how was it sustained?
Outcomes (objectives/performance indicators):

Students will be able to explain the role that political machines had in the development of
corruption in American cities.

Students will describe why Americans wanted political reform and how it impacted the
Republican Party.

Students will compare and contrast how the different presidents (Presidents Grant,
Arthur, Harrison, and Cleveland) dealt with reform in America during this time.

HSCES/State Benchmarks:
USHG 6.1.2: Labor Response to Industrial Growth
Evaluate the different responses of labor to industrial change including: 1) development
of organized labor, including the Knights of Labor, American Federation of Labor, and
the United Mine Workers; and 2) southern and western farmers reactions, including the
growth of populism and populist movement.
USHG- 6.3.1: Social Issues
Describe at least three significant problems or issues created by American 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.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
ACT-Reading 24-27
Locate important details in more challenging passages.
ACT-Writing: Organizing Ideas
Provide unity and coherence throughout sometimes with a logical progression of
ideas; provide a somewhat developed introduction and conclusion.
Materials needed:
Student Notebooks
Pens
Smartboard
Whiteboard
Textbook: American Nation in the Modern Era, Holt, Rinehart and Wiston
2003.
Teacher Procedure/Development:
Introduction:
Do Now:
Go to page 246 in Chapter 8.1. In your own words, define the following terms:
political machines
political bosses

Analyzing Essential Question

Students will analyze the essential question to identify the key events that will be covered in
Chapter 8. Students must write the question in their Chapter 8 notes and title their notes
Chapter 8 - The Gilded Age.
Timeline
Students will identify important events from the timeline found on Page 245. They will answer:
What are important events found in this timeline?
What new inventions are created during this Era?
What are new words that can be found in the timeline?
What might this chapter be about?
PowerPoint Introduction of the Gilded Age
Ms. Prez will introduce the Gilded Age through a PowerPoint. This PowerPoint will be focused
on identifying key characteristics of the Gilded Age. Students must take notes about the Gilded
Age.
Transition:
Between each activity, the facilitator will use Focus Up a focusing strategy to get students to
focus their attention back on the facilitator. The instructor says Focus Up and the students 1)
stop talking, 2) look at the facilitator, and 3) are ready to listen.
Methods/Procedures:
Guided Reading
The students will complete the 8.2 Guided Reading Worksheet found in the Guided Reading
Strategies Activities Workbook. Students will independently read and complete the worksheet.
In the worksheet, the students will be identifying key terms and events that took place during the
Gilded Age.
Closure:
Questions
Students will be given time to ask questions about Chapter 8.2.
Homework
Go over notes and key terms learned.
Technology Use:
Dry erase board.
Accommodations/adaptations:
The facilitator will go around the classroom assisting students as needed and giving them time to
ask questions regarding the material.

Assessment/Evaluation:
Section Assessment
8.2 Section Review
Chapter Assessment
Thinking Critically activity on page 266 (Question #4):
The students write a short essay answering the following question: In what ways
was The Gilded Age an appropriate nickname for the late 1800s?
Teacher Reflection:
____________________________________________________________________________
Lesson Plan # 2
Facilitator/Teacher: Ms. Prez-Bernal
Subject: U.S. History
Grade: 9th Grade
School/District: Cody MCH Academy - Detroit Public Schools
Physical Setting: Classroom with desks arranged in rows.
Date: March 11, 2015
Title: Chapter 8.2 Continued
Rationale: The industrial innovations during the Second Industrial Revolution provided
technological advancements that significantly changed American life and ideas of liberty. In this
lesson, students will be able to identify the ways that the industrial revolution helped to spur
political machines and corruption in America.
Essential Question: How did evolving ideas of liberty and industrialization impact politics in
America during the 1800s?
Chapter 8.2 Focus Question: What factors gave birth to political corruption in American, and
how was it sustained?
Outcomes (objectives/performance indicators):

Students will be able to explain the role that political machines had in the development of
corruption in American cities.

Students will describe why Americans wanted political reform and how it impacted the
Republican Party.

Students will compare and contrast how the different presidents (Presidents Grant,
Arthur, Harrison, and Cleveland) dealt with reform in America during this time.

HSCES/State Benchmarks:
USHG 6.1.2: Labor Response to Industrial Growth
Evaluate the different responses of labor to industrial change including: 1) development
of organized labor, including the Knights of Labor, American Federation of Labor, and
the United Mine Workers; and 2) southern and western farmers reactions, including the
growth of populism and populist movement.
USHG- 6.3.1: Social Issues
Describe at least three significant problems or issues created by American 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.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
ACT-Reading 24-27
Locate important details in more challenging passages.
ACT-Writing: Organizing Ideas
Provide unity and coherence throughout sometimes with a logical progression of
ideas; provide a somewhat developed introduction and conclusion.
Materials needed:
Student Notebooks
Pens
Smartboard
Whiteboard
Textbook: American Nation in the Modern Era, Holt, Rinehart and Wiston
2003.
Teacher Procedure/Development:
Introduction:
Do Now:
In your own words, what is the Gilded Age? (pg. 255)
Transition:

Between each activity, the facilitator will use Focus Up a focusing strategy to get students to
focus their attention back on the facilitator. The instructor says Focus Up and the students 1)
stop talking, 2) look at the facilitator, and 3) are ready to listen.
Methods/Procedures:
Review 8.2 Guided Reading
As a class, we will go over the answers for the 8.2 Guided Reading Worksheet completed
during the previous class.
8.2 Review
Complete #3 and #4 on the Section 2 Review on page 258. Then, Ms. Prez will allow students
to share their answers.
**Students will turn in the 8.2 GR Worksheet and their 8.2 Section Review answers.**
Closure:
Questions
Students will be given time to ask questions about Chapter 8.2.
Homework
Go over notes and key terms learned.
Technology Use:
Dry erase board.
Accommodations/adaptations:
The facilitator will go around the classroom assisting students as needed and giving them time to
ask questions regarding the material.
Assessment/Evaluation:
Section Assessment
8.2 Section Review
Chapter Assessment
Thinking Critically activity on page 266 (Question #4):
The students write a short essay answering the following question: In what ways
was The Gilded Age an appropriate nickname for the late 1800s?
Teacher Reflection:

______________________________________________________________________________

LESSON PLAN #3
Facilitator/Teacher: Ms. Prez-Bernal
Subject: U.S. History
Grade: 9th Grade
School/District: Cody MCH Academy - Detroit Public Schools
Physical Setting: Classroom with desks arranged in rows.
Date: March 12, 2015
Title: Chapter 8, Section 3 The Populist Movement
Rationale: During the Gilded Age, the Populist Movement helped to create farming and labor
reforms that impacted life for farmers in the United States. In this lesson, students will be able to
explain what the Populist Movement hoped to achieve and what led to the end of the Populist
Party.
Essential Question: How did evolving ideas of liberty and industrialization impact politics in
America during the 1800s?
Chapter 8.3 Focus Question: How did the surge in the industrialization affect farmers lives
and what were their reactions?
Outcomes (objectives/performance indicators):

Students will be able to describe the economic hardships for farmers that led to the
Populist Movement.

Students will be able to explain what the farmers movements hoped to achieve and what
weakened their efforts.

Students will identify the issues that the Populist Party supported and the impact that the
party had on the lives of American farmers.

HSCES/State Benchmarks:
USHG 6.1.2: Labor Response to Industrial Growth
Evaluate the different responses of labor to industrial change including: 1) development
of organized labor, including the Knights of Labor, American Federation of Labor, and
the United Mine Workers; and 2) southern and western farmers reactions,
including the growth of populism and populist movement.
USHG- 6.3.1: Social Issues
Describe at least three significant problems or issues created by American 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.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
ACT-Reading 24-27
Locate important details in more challenging passages.
ACT-Writing: Organizing Ideas
Provide unity and coherence throughout sometimes with a logical progression of
ideas; provide a somewhat developed introduction and conclusion.
Materials needed:
Student Notebooks
Pens
Smartboard
Whiteboard
Textbook: American Nation in the Modern Era, Holt, Rinehart and Wiston
2003.
Teacher Procedure/Development:
Introduction:
Do Now:
Complete the Changing Ways The American Farmer activity on page 262. Analyze the pie
charts and answer the following questions:
1) How has percentage of workers engaged in farming changed over time?
2) Calculate the average farm size (farmland) then and now. How has it changed?
Analyzing Focus Question
Students will analyze the focus question to identify the key events that will be covered in
Chapter 8.3. Students must write the question in their Chapter 8.3 notes and title their notes 8.3
The Populist Movement.
Transition:
Between each activity, the facilitator will use Focus Up a focusing strategy to get students to
focus their attention back on the facilitator. The instructor says Focus Up and the students 1)
stop talking, 2) look at the facilitator, and 3) are ready to listen.
Methods/Procedures:
Guided Reading

The students will complete the 8.3 Guided Reading Worksheet found in the Guided Reading
Strategies Activities Workbook. Students will independently read and complete the worksheet.
In the worksheet, the students will be identifying key terms and events that relate to the Populist
Movement.
Closure:
Questions
Students will be given time to ask questions about Chapter 8.3 and the 8.2 Quiz.
Homework
Go over notes and key terms learned.
Technology Use:
Dry erase board.
Accommodations/adaptations:
The facilitator will go around the classroom assisting students as needed and giving them time to
ask questions regarding the material.
Assessment/Evaluation:
Section Assessment
8.3 Section Review
Chapter Assessment
Thinking Critically activity on page 266 (Question #4):
The students write a short essay answering the following question: In what ways
was The Gilded Age an appropriate nickname for the late 1800s?
Teacher Reflection:
______________________________________________________________________________
Lesson Plan # 4
Facilitator/Teacher: Ms. Prez-Bernal
Supervising Teacher: Ms. Michelle Shorter
Subject: U.S. History
Grade: 9th Grade
School/District: Detroit Public Schools
Physical Setting: Classroom with desks arranged in rows.
Date: March 13, 2015
Title: Chapter 8.3 Continued
Rationale: During the Gilded Age, the Populist Movement helped to create farming and labor
reforms that impacted life for farmers in the United States. In this lesson, students will be able to

explain what the Populist Movement hoped to achieve and what led to the end of the Populist
Party.
Essential Question: How did evolving ideas of liberty and industrialization impact politics in
America during the 1800s?
Chapter 8.3 Focus Question: How did the surge in the industrialization affect farmers lives
and what were their reactions?
Outcomes (objectives/performance indicators):

Students will be able to describe the economic hardships for farmers that led to the
Populist Movement.

Students will be able to explain what the farmers movements hoped to achieve and what
weakened their efforts.

Students will identify the issues that the Populist Party supported and the impact that the
party had on the lives of American farmers.

HSCES/State Benchmarks:
USHG 6.1.2: Labor Response to Industrial Growth
Evaluate the different responses of labor to industrial change including: 1) development
of organized labor, including the Knights of Labor, American Federation of Labor, and
the United Mine Workers; and 2) southern and western farmers reactions,
including the growth of populism and populist movement.
USHG- 6.3.1: Social Issues
Describe at least three significant problems or issues created by American 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.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
ACT-Reading 24-27
Locate important details in more challenging passages.
ACT-Writing: Organizing Ideas

Provide unity and coherence throughout sometimes with a logical progression of

ideas; provide a somewhat developed introduction and conclusion.
Materials needed:
Student Notebooks
Pens
Smartboard
Whiteboard
Textbook: American Nation in the Modern Era, Holt, Rinehart and Wiston
2003.
Teacher Procedure/Development:
Introduction:
Do Now:
Complete #1 and #3 of the Interpreting Maps activity on page 267.
Transition:
Between each activity, the facilitator will use Focus Up a focusing strategy to get students to
focus their attention back on the facilitator. The instructor says Focus Up and the students 1)
stop talking, 2) look at the facilitator, and 3) are ready to listen.
Methods/Procedures:
Review 8.3 Guided Reading
As a class, we will go over the answers for the 8.3 Guided Reading Worksheet completed
during the previous class.
8.3 Review
Complete #3 and #4 on the Section 2 Review on page 258. Then, Ms. Prez will allow students
to share their answers.
**Students will turn in the 8.3 GR Worksheet and their 8.3 Section Review answers.**
Closure:
Questions
Students will be given time to ask questions about Chapter 8.2.
Homework
Complete the Thinking Critically essay for homework. This will serve as the assessment for
Chapter 8.
Technology Use:

Dry erase board.

Accommodations/adaptations:
The facilitator will go around the classroom assisting students as needed and giving them time to
ask questions regarding the material.
Assessment/Evaluation:
Section Assessment
8.3 Section Review
Chapter Assessment
Thinking Critically activity on page 266 (Question #4):
The students write a short essay answering the following question: In what ways
was The Gilded Age an appropriate nickname for the late 1800s?
Teacher Reflection:
______________________________________________________________________________
Part III Students Work
The following is an example of my expectations for the Unit Assessment.

Part IV Sample Assessment

8.2 Assessment: 8.2 Section Review

8.3 Assessment: 8.3 Section Review

The answers for these assessments can be found in the American Nation in the
Modern Era annotated teacher edition.
Part V Unit Assessment/Test
Thinking Critically on page 266 (Question #4):

Part VI Teacher Reflection