Daily Lesson Plan/Learning Guide Social Darwinism & Poverty
Course, Unit Theme and Grade
Level
Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
Resources
U.S History, Gilded Age, 11th Grade
U.S. II Standard 1.3:
Students will analyze the causal relationships between
industrialization and the challenges faced by the growing
working classes in urban settings.
How and when do we decide that the difference in wealth is too
great?
Students will be able to enjoy use of their artistic ability in creating
cartoon strips while still engaging with the content. Freedom to walk
around the room as the activity goes on will keep those who struggle
sitting for long times focused and interested in the lesson.
Students will have brought in as homework a beginning, middle, and
end cartoon strip based off their notes from last class. Each of these
strips must have a 2-sentence explanation on the back explaining
how it relates back to the content
At the beginning of class, students will lay out their beginning comic
strips on their desks. From there, students are required to look
around the room and place a middle comic that works well as a story
on another desk. This will repeat itself with the ending comic. Once
the rounds ae done, the class will walk arounds the room to find their
favorite impromptu comics
Guided notes will be handed out to all students for them to follow
along with during the presentation on Social Darwinism
Guided Note Taking Document