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17.03 F - Campaign
Ads of the Industrial Revolution
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Author: David Riddick
Date Created: 12/24/2003 8:03:28 PM PST
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Grade/Level:
4
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Students:
30 Students. 16 boys and 14 girls. 5 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
History
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Concept(s):
Students will learn the impact off the transcontinental railroad on the
pollution of California.
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State
Academic Content Standard(s):
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 CA-
CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Assessing Student Learning
TPE: B. Assessing Student Learning
CSTP Description: Teachers establish and clearly communicate learning
goals for all students. Teachers collect information about student
performance from a variety of sources. Teachers involve all students in
assessing their own learning. Teachers use information from a variety of ongoing
assessments to plan and adjust learning opportunities that promote
academic achievement and personal growth for all students. Teachers
exchange information about student learning with students, families, and
support personnel in ways that improve understanding and encourage
further academic progress.
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• CSTP Key Element : Establishing and communicating learning goals for
all students.
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 Question : use subject matter
standards from district, state, and other sources to guide how I
establish learning goals for each student?
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• Standard : CSTP: Standard for Creating and Maintaining Effective
Environments for Student Learning
TPE: E. Creating and Maintaining Effective Environments for
Student Learning
CSTP Description: Teachers create physical environments that engage all
students in purposeful learning activities and encourage constructive
interactions among students. Teachers maintain safe learning environments
in which all students are treated fairly and respectfully as they assume
responsibility for themselves and one another. Teachers encourage all
students to participate in making decisions and in working independently
and collaboratively. Expectations for student behavior are established
early, clearly understood, and consistently maintained. Teachers make
effective use of instructional time as they implement class procedures
and routines.
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• CSTP Key Element : Promoting social development and group
responsibility.
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Question : create opportunities for
all students to become self-directed learners?
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CA-
California K-12 Academic Content Standards
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• Subject : History & Social Science
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• Grade : Grade Four
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• Area : California: A Changing State
Students learn the story of their home state, unique in American history
in terms of its vast and varied geography, its many waves of immigration
beginning with pre-Columbian societies, its continuous diversity,
economic energy, and rapid growth. In addition to the specific treatment
of milestones in California history, students examine the state in the
context of the rest of the nation, with an emphasis on the U.S.
Constitu-tion and the relationship between state and federal government.
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• Sub-Strand 4.4: Students explain how California became an
agricultural and industrial power, tracing the transformation of the
California economy and its political and cultural development since the
1850s.
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Standard 1: Understand the story and
lasting influence of the Pony Express, Overland Mail Service, Western
Union, and the building of the transcontinental railroad, including the
contributions of Chinese workers to its construction.
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Objective(s):
Cognitive: Students will know of the impact the transcontinental railroad had
on the California population.
Observable behavior: Students will demonstrate an understanding of their
point of view through a 90 second campaign ad in support of or against their
cause.
Criteria: Given a criterion rubric, students will produce a 90 second
campaign ad through the eyes of an industrialist or environmentalist.
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Prerequisite Background Skills/ Knowledge:
Students should know how Spanish exploration and colonization affected the
pollution and population of California. Student should know how the
geographic distribution and economic activities of the California Indians
affected the pollution of their communities.
Students should be familiar with a campaign ad.
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Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write in their social studies
notebooks.
Reading: Students read from Social Studies textbook.
Vocabulary: pollution, population, environmentalist, industrialist, campaign
ad, transcontinental railroad.
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Social Studies textbook
5) Social Studies folder
6) Internet
7) Poster Paper
8) Markers
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Classroom Management:
When overhead is turned on, students are to remain quite and pay attention to
direct instructions.
When overhead is turned off they are free to work cooperatively during
independent practice.
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Models of Instruction:
Unguided Inquiry
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Procedure
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Open:
As an attention getter, hold up a glass of water that is filled halfway. Ask
students if this glass is half-empty or half-full?
Ask students to explain there answers, keep the discussion positive and
respectful.
Discuss it is important to look at both viewpoints because both have truth to
them.
Lead the discussion to the transcontinental railroad. Ask students if they
know how early settlers traveled from the East to California.
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Input:
1st: Post standards we are addressing. Introduce vocabulary to students.
Transcontinental Railroad
2nd: Explain the Transcontinental Railroad allowed more and more people to
come to California. The population grew dramatically. Ask students if this is
a positive aspect or a negative one. Allow students to discuss.
3rd: There are two viewpoints we will explore:
1) Industrialist - Machines and industry are good, railroads will help
people.
2) Environmentalist - Machines and industry are bad, railroads will hurt the
environment.
If students are confused by the words, make sure they identify the root words
of each. Industry and environment.
4th: Set the guidelines for the study. Half the class will act as an
industrialist, the other half as an environmentalist. It is critical that
students understand both have valid arguments and be respectful of each
others viewpoints.
5th: Allow students to explore and find details to validate their opinions.
Model details and facts for students on the overhead by creating a T-chart.
One side of the T-Chart as an environmentalist, the other as an
industrialist. Once students understand what are relevant facts and details,
students are free to explore on their own.
6th: Show video clips of campaign ads from recent elections. Show how the
campaign is trying to convince the audience of their viewpoint. Point the
facts and details that support their viewpoint.
* Make sure students keep there campaign ads positive, in class we do not
have negative campaign ads.)
7th: Using student facts and details, model for students how a 90 second
campaign ad might sound and look like. Students will make posters as a back
drop and we will record them on video.
8th: Students will present their video tapes to the class for discussion.
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Guided Practice:
After direct, explicit instruction of each stage, allow students to work
independently in cooperative groups.
Circulate among students to ensure they are on task and understanding the
lesson.
Group students in diverse teams with consideration to gender, ethnicity,
ability, and behavior.
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Independent Practice:
After direct, explicit instruction on each stage of the activity, students
will research and make a 90 second campaign ad through the eyes of an
industrialist or an environmentalist. One point of view will explain the
benefits of the transcontinental railroad the other will explain the harm to
the environment and pollution to their community.
Students will present their 90 second campaign ads through a video recording
to enable academic discourse.
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Close:
Students will share their observations with the class and respond to campaign
ads. Students will ask one another the following questions.
Did the campaigns contain at least 3 relevant facts?
Was the viewpoint of the campaign clear?
How organized was the presentation of the campaign ad?
In a grand conversation, students will reflect on what they learned and their
surprises.
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Assessment/
Reflection
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Assessment:
A criterion rubric will be utilized to measure student proficiency.
Rubrics:
Campaign Ads of the Industrial Revolution
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Reflection:
The objective of the lesson was achieved. Students were able to produce a 90
second campaign ad through the eyes of an industrialist or environmentalist.
I correctly anticipated students would be actively engaged by making a
commercial for their cause. This was the second lesson I allowed students to
debate their viewpoints. It was a kinesthetic activity that allowed students
to move up and out of their chairs, but enabled them to dive into the
curriculum. This was similar in style to the previous lesson where students
were able to debate one another.
I improved upon my correction of student erroneous facts and details. I
applied the term relevant. If a student had an imaginary fact, "fake
fact" as students called them from the previous lesson, I referred to
them as not being relevant. I felt like a I created a safer environment for
my students by changing the "fake fact" to irrelevant fact. This
was I did not challenge the authenticity of the fact, I simply pointed out
that it was not relevant for their campaign ad.
I did not anticipate the opening of the lesson would take so long.
Introducing the vocabulary and background for this lesson took a long time. I
was trying to go through the entire California migration in 5 minutes. If I
were to teach this lesson again, I would have limited the information I was
trying to cram in and focus on the original objective of the lesson.
This was a highly successful and kinesthetic lesson for my students because
it made them active learners and participants.
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