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  This lesson provided by:  
Author:Leigh Evans
System: Jasper City
School: West Jasper Elementary School

  General Lesson Information  
Lesson Plan ID: 33032

Title:

Famous Failures

Overview/Annotation:

The students are shown a video of "Famous Failures" which provides examples of famous people who failed many times prior to becoming successful. The students are encouraged to discuss the different people in the video and are asked to think about the famous person's contributions. Was Walt Disney's impact greater than Henry Ford's? The students then (teacher facilitated) list the ten famous people they would put on a “Top 10 list."

This is a College- and Career-Ready Standards showcase lesson plan.


 Associated Standards and Objectives 
Content Standard(s):
CE (K-12)
14. Diligence
 
CE (K-12)
25. Perseverance
 
SS2010 (7) Civics
10. Describe individual and civic responsibilities of citizens of the United States.
Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility
civic—respect for law, patriotism, participation in political process, fiscal responsibility
  • Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
  • Explaining how United States' citizenship is acquired by immigrants
  • Explaining character traits that are beneficial to individuals and society
  • Examples: honesty, courage, compassion, civility, loyalty
     
    SS2010 (7) Civics
    11. Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.
    Examples: social—family values, peer pressure, education opportunities, women in the workplace
    economic—career opportunities, disposable income, consumption of goods and services
  • Determining benefits of Alabama's role in world trade (Alabama)
  • Tracing the political and social impact of the modern Civil Rights Movement from 1954 to the present, including Alabama's role (Alabama)
  •  
    SS2010 (7) Civics
    12. Describe how the United States can be improved by individual and group participation in civic and community activities.
  • Identifying options for civic and community action
  • Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities
  • Determining ways to participate in the political process
  • Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns
     
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    3. Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
  • Explaining the role of key revolutionary leaders, including George Washington; John Adams; Thomas Jefferson; Patrick Henry; Samuel Adams; Paul Revere; Crispus Attucks; and Gilbert du Motier, Marquis de Lafayette
  • Explaining the significance of revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown
  • Summarizing major ideas of the Declaration of Independence, including the theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau
  • Comparing perspectives of differing groups in society and their roles in the American Revolution, including men, women, white settlers, free and enslaved African Americans, and American Indians
  • Describing how provisions of the Treaty of Paris of 1783 affected relations of the United States with European nations and American Indians
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    4. Describe the political system of the United States based on the Constitution of the United States. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
  • Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States
  • Describing inadequacies of the Articles of Confederation
  • Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers
  • Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    5. Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
  • Explaining concepts of loose and strict interpretations of the Constitution of the United States
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    6. Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
    Examples: Embargo Act, Alien and Sedition Acts, impressment
     
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    7. Describe causes, courses, and consequences of United States' expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
     
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    9. Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay's American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
    Examples: Waltham-Lowell system, "old" immigration, changing technologies
     
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    10. Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
  • Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    11. Evaluate the impact of American social and political reform on the emergence of a distinct culture. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
  • Explaining the impact of the Second Great Awakening on the emergence of a national identity
  • Explaining the emergence of uniquely American writers
  • Examples: James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe
  • Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    12. Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
  • Describing the rise of religious movements in opposition to slavery, including objections of the Quakers
  • Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
  • Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe's Uncle Tom's Cabin, on the abolitionist movement
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    13. Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
  • Describing Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton (Alabama)
  • Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession
  • Describing tariff debates and the nullification crisis between 1800 and 1861
  • Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    14. Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]
  • Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman
  • Example: President Abraham Lincoln's philosophy of union, executive orders, and leadership
  • Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation
  • Explaining reasons border states remained in the Union during the Civil War
  • Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address
  • Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton
  • Tracing Alabama's involvement in the Civil War (Alabama)
  •  
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    15. Compare congressional and presidential reconstruction plans, including African-American political participation. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]
  • Tracing economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen's Bureau
  • Describing social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan
  • Describing the Compromise of 1877
  • Summarizing post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments
  • Explaining causes for the impeachment of President Andrew Johnson
  • Explaining the impact of the Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction
  • Analyzing political and social motives that shaped the Constitution of Alabama of 1901 to determine their long-term effect on politics and economics in Alabama (Alabama)
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    1. Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
  • Interpreting the impact of change from workshop to factory on workers' lives, including the New Industrial Age from 1870 to 1900, the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva Edison
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    2. Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
  • Explaining the impact of the Populist Movement on the role of the federal government in American society
  • Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell
  • Examples: women's suffrage, Ida B. Wells-Barnett, temperance movement
  • Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act
  • Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era
  • Assessing the significance of the public education movement initiated by Horace Mann
  • Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    3. Explain the United States' changing role in the early twentieth century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
  • Describing causes of the Spanish-American War, including yellow journalism, the sinking of the Battleship USS Maine, and economic interests in Cuba
  • Identifying the role of the Rough Riders on the iconic status of President Theodore Roosevelt
  • Describing consequences of the Spanish-American War, including the Treaty of Paris of 1898, insurgency in the Philippines, and territorial expansion in the Pacific and Caribbean
  • Analyzing the involvement of the United States in the Hawaiian Islands for economic and imperialistic interests
  • Appraising Alabama's contributions to the United States between Reconstruction and World War I, including those of William Crawford Gorgas, Joseph Wheeler, and John Tyler Morgan (Alabama)
  • Evaluating the role of the Open Door policy and the Roosevelt Corollary on America's expanding economic and geographic interests
  • Comparing the executive leadership represented by William Howard Taft's Dollar Diplomacy, Theodore Roosevelt's Big Stick Diplomacy, and Woodrow Wilson's Moral Diplomacy
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    4. Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
  • Identifying the role of militarism, alliances, imperialism, and nationalism in World War I
  • Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations
  • Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain
  • Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    5. Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
  • Analyzing radio, cinema, and print media for their impact on the creation of mass culture
  • Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
  • Determining the relationship between technological innovations and the creation of increased leisure time
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    6. Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
  • Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis
  • Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression
  • Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston (Alabama)
  • Analyzing the Great Depression for its impact on the American family
  • Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea Lange
     
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    7. Explain strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian Conservation Corps (CCC), and the Social Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
  • Analyzing conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    8. Summarize events leading to World War II, including the militarization of the Rhineland, Germany's seizure of Austria and Czechoslovakia, Japan's invasion of China, and the Rape of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
  • Analyzing the impact of fascism, Nazism, and communism on growing conflicts in Europe
  • Explaining the isolationist debate as it evolved from the 1920s to the bombing of Pearl Harbor and the subsequent change in United States' foreign policy
  • Identifying roles of significant World War II leaders
  • Examples: Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, George S. Patton, Sir Winston Churchill, Bernard Montgomery, Joseph Stalin, Benito Mussolini, Emperor Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler
  • Evaluating the impact of the Munich Pact and the failed British policy of appeasement resulting in the invasion of Poland
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    9. Describe the significance of major battles, events, and consequences of World War II campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
  • Locating on a map or globe the major battles of World War II and the extent of the Allied and Axis territorial expansion
  • Describing military strategies of World War II, including blitzkrieg, island-hopping, and amphibious landings
  • Explaining reasons for and results of dropping atomic bombs on Japan
  • Explaining events and consequences of war crimes committed during World War II, including the Holocaust, the Bataan Death March, the Nuremberg Trials, the post-war Universal Declaration of Human Rights, and the Genocide Convention
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    10. Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
  • Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    11. Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
  • Describing Cold War policies and issues, the domino theory, McCarthyism, and their consequences, including the institution of loyalty oaths under Harry S. Truman, the Alger Hiss case, the House Un-American Activities Committee, and the execution of Julius and Ethel Rosenberg
  • Examples: G.I. Bill of Rights, consumer economy, Sputnik, rock and roll, bomb shelters, Federal-Aid Highway Act
  • Locating areas of conflict during the Cold War from 1945 to 1960, including East and West Germany, Hungary, Poland, Cuba, Korea, and China
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    12. Describe major initiatives of the John F. Kennedy and Lyndon B. Johnson Administrations. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
    Examples: President Kennedy—New Frontier, President Johnson—Great Society
  • Describing Alabama's role in the space program under the New Frontier (Alabama)
  • Examples: National Aeronautics and Space Administration (NASA), space race, satellites
  • Describing major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    13. Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975, including the Battle of Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
  • Locating on a map or globe the divisions of Vietnam, the Ho Chi Minh Trail, and major battle sites
  • Describing the creation of North and South Vietnam
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    14. Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
  • Tracing the federal government's involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965
  • Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the Southern Christian Leadership Conference (SCLC); the Student Nonviolent Coordinating Committee (SNCC); the Congress of Racial Equality (CORE); the National Association for the Advancement of Colored People (NAACP); and the civil rights foot soldiers
  • Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children's March, and key local persons and events (Alabama)
  • Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement
  • Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston (Alabama)
  •  
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    15. Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s. [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
    Examples: economic impact on the culture, feminist movement, recession, Arab oil embargo, technical revolution
     
    SS2010 (11) United States History II: The Industrial Revolution to the Present
    16. Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h., A.1.i., A.1.k.]
    Examples: Nixon's policy of détente; Cambodia; Watergate scandal; pardon of Nixon; Iranian hostage situation; Reaganomics; Libyan crisis; end of the Cold War; Persian Gulf War; impeachment trial of William "Bill" Clinton; terrorist attack of September 11, 2001; Operation Iraqi Freedom; war in Afghanistan; election of the first African-American president, Barack Obama; terrorism; global warming; immigration
     
    SS2010 (9-12) Contemporary World Issues and Civic Engagement
    3. Compare civic responsibilities, individual rights, opportunities, and privileges of citizens of the United States to those of citizens of other nations.
     
    SS2010 (10) United States History I: Beginnings to the Industrial Revolution
    16. Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.h., A.1.i., A.1.k.]
  • Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
  • Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues
  • Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
  • Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Exclusion Act regarding immigration quotas
  •  

    Local/National Standards:

    CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

    Primary Learning Objective(s):

    The students will actively participate in an analysis of these successful people within US history. They will distinguish the importance of the person's impact on society as they debate who should be included on a "Top 10" list. Using the group's top ten, they will then work in small groups to discuss and priortize the list. Students will visually rank the list in order of perceived importance of impact on today's society.

    Additional Learning Objective(s):

     

     Preparation Information 

    Total Duration:

    Time Not Specified

    Materials and Resources:

    Computer with Internet access

    Digital projector 

    Computer or laptop for each group of 4-5 students with Internet access

    Intel Tool account (free account)*

    *This lesson does not depend exclusively on the Intel tool. It is just that--a tool. This lesson can be used with the reading strategy: “Arguments on a Card”. The goal is to promote conversations among students, encourage productive questioning, and create inquiry.

    Technology Resources Needed:

    Digital projector, computers, or laptops with Internet access

    Youtube video: http://www.youtube.com/watch?v=zLYECIjmnQs

    or

    Teacher tube: http://www.teachertube.com/viewVideo.php?video_id=176603

    Background/Preparation:

    Teacher should preview video and ensure ability to project to students. Create a free account with Intel. 

    http://www.intel.com/content/www/us/en/education/k12/teachers.html

    Access "Visual Ranking Tool" and input the names of each of the famous failures from the video, prior to initiation of lesson. Set up small group teams for your class--recommend 4-5 in each small group team. Provide instructions on the Visual Ranking tool: teams should rank the famous failures in order from greatest impact to least impact on US society.

     • Have all of the “prep” work completed before the lesson. As the Intel tool is new, ensure the usernames and passwords are disseminated. It is recommended to teach log on procedures as a whole group in the computer lab, prior to implementation of this lesson.


      Procedures/Activities: 
     

    1) Show the Youtube or Teachertube video to the students.

    2) Display Essential Question: "Which of these famous people impacted our lives the most because of their refusal to give up?"

    3) Engage the class in a discussion regarding who should be included on our class "Top 10" list (in no specific order). The students have to provide explanation and evidence to support why their recommendation should be included. Encourage conversation, dissenting opinions, and appropriate debate.

    4) Once the list is agreed upon, the final list should be entered into the Intel tool by the teacher and teams of four assigned to a computer/laptop.

    5) Students should be reminded of appropriate small group/teamwork behaviors.

    6) Students log in to Intel and follow the Intel tool instructions to rank the famous failures in order from greatest impact to least impact. The tool also gives an area for the students to write a sentence of explanation as to why they ranked them in that spot. Students should use evidence as they formulate their argument/explanation.

    7) After each team visually ranks their famous failures, allow time to compare their ranking decisions to the other teams. The tool offers this function along with the rate of similarity. 

    8) Come together as a whole group again to evaluate the decisions. Using the digital projector, display the results and lead the discussion. ("Do you agree with the actions of...", "What is your opinion of...", "What information supports this view...")



      Assessment  

    Assessment Strategies

    Assess through observation and student explanations:

    After they complete the ranking, make a printable page of the student's list. You will have a record of the degree to which students applied criteria to their rankings, the logic they used in resolving equally strong justifications for a ranking, and even the reflections on their work.

     


    Acceleration:

    Students should choose a Famous Failure they most identify with and select an extension:

    • Create a time line of one of the Famous Failure’s lives

    • Relate the person’s character traits to the “Leader In Me” 7 Habits and compare/contrast

    • Research the person and write a brief paragraph, including dominate character traits

    • Compare/contrast with themselves

    Intervention:

    (In lower grades) If possible, this lesson benefits from an aide or peer helper to assist with computer issues, management, etc.

    Students might need assistance logging on to the Intel site or inputting data and information. Pair these students with more computer literate students.

    Students who are uncomfortable in whole group situations should be given an opportunity in small group to voice their opinion.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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