Mr.+Sharpsteen+&+Mr.+Roehlke+Railroad+Lesson+Plan

**Time: 30 min. **
 * Strategy Lesson Plan **

**Co-Teachers: __Daniel Sharpsteen & Lance Roehlke__ ** **Instructional Strategy: __New American Lecture__ **

**TPA Approved Lesson Plan Template **

-Team Teaching/ Parallel teaching since it is best suited for a small group with equal level learners. |||||| **Learning Objective: Key Understanding(s) you intend students to obtain: ** -Ask and find answers to questions about ways in which science and technology affect our lives. That though the railroad had many positive influences on American Homesteaders it was seen as detrimental to many Native Americans. |||||| **Learning Objective: Key Understanding(s) you intend students to obtain: ** ||  || Toward the end of the lesson students will either imagine they are a Native American or a Homesteader in the mid eighteen hundreds and write an example of a primary source where they will explain how the railroad affected them. |||||| **What do you want students to be able to __do__? ** To be able to evaluate new technology and to predict its effect on different aspects of life from different perspectives. ||  || -Pacific Railroad Act -Homestead Act |||||| **__How __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> will you teach this key vocabulary to enable students to meet the learning objective? ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will read the acts or parts of it. After, the students will explain their understanding of the source and its affects. ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How did the Homestead act and the Pacific Railroad act affect both homesteaders and Native Americans? |||||| **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will you differentiate for all the learners ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. ** ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Homestead Act (1862) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Pacific Railroad Act (1862) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Found at: http://www.pbs.org/weta/thewest/resources/archives/five/ ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">(What will you do? What do you expect students to do? Include set induction and closing.)  ||||  **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Time Allotment ** ||  ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Desired Results ** ||   ||
 * **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Co-Teaching __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: List the co-teaching style you’ll be using and why you have chosen this co-teaching method. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and societies in an interdependent world. ||  ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Assessment Evidence ** ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you want your students to __know__? **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">__Group Accountability (Formative Evaluation)__ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will you check to see whether your class has met your learning objectives? **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Learning Plan ** ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What key vocabulary/language will students need to know to meet the learning objective? **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials/Resources Required: **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SCHEDULE OF ACTIVITIES ** ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Method/Strategy **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Mr. Roehlke and I will begin the class by explaining how one group will represent a Native American perspective while the other will be displaying the perspective of the homesteaders. We will then explain that each student will know how the sources provided affected different groups in different ways. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">2-3 min. ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The sources will then be passed out to their perspective groups. The Homestead Act will be given to the five students representing the homesteaders. The Pacific Railroad Act will be given to the four students representing the Native Americans. The students will then be asked to read the sources. While the students read Mr. Roehlke and I will prep the board for the discussion to follow. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">5 min. ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">After students are done reading they will be asked what they inferred from the sources. “What is the main point/big picture?” “Which part, or parts, shows evidence for what you believe it is saying?” “Can you put it into your own words?” “Do you understand what it is saying?” |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">3 min. ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Mr. Roehlke and I will ask the students to explain how these acts would affect their specific group. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">5 min. ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Transition into lecture on primary sources. Ask students what kind of source the Homestead and Pacific Railroad act is. “Why is it considered a primary source?” “What are other examples of primary sources?” |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">2-3 min. ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Split the already existing two groups (homesteaders and Native Americans) in half and have the four groups write their own example of a primary source. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">4-5 min. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Have the students quickly explain or recite what they have written for their primary source example. |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">3 min. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Wrap up the class by explaining what we have learned. “Technology, and the acting brought on by it, can be perceived in different ways by different social groups.” |||| <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">3 min. ||