Rich Mayorga

  Instructional Plan

Five Minute Drills

• Ethnicity: 84% Hispanic, 9% Anglo, 7% Native American & Pacific Islander
• SES: lowest socioeconomic area of Tucson and Pima County
• Achievement: 38% As, 43% Bs, 16% Cs, 2% Ds, & no Fs
• A.P. Exam scores per year: 1s – 7%, 2s – 17%, 3s – 49%, 4s 19%, 5s – 6%
• Mobility: 11%

Background Information: This is an American History lesson that centers on changes near the turn of the century, Progressivism, and Theodore Roosevelt. The review with the teacher covers the recent past material surrounding America’s history, Progressivism, and Theodore Roosevelt. (For example, we might overview (1) Progressivism 1898-1914’s view of local movement against corruption, against big business, and for helping social-welfare legislation for the poor; and (2) Theodore Roosevelt’s rise to power, presidency 1901-1909, muckrakers and anti-trust movements, Big Stick diplomacy, conservationism, and imperialistic attitudes.)

Arizona State Standards:

Subject Area: Social Studies, grades 9-12

• 1SS-P1. Apply chronological and spatial thinking to understand the meaning, implications, and import of historical and current events.
• PO 1. Compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons learned and analyze how change occurs
• PO 2. Analyze how change occurs
• 1SS-P2. Demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary sources.
• PO 2. Identify an author’s argument, viewpoint, or perspective in an historical account.
• PO 3. Distinguish "facts" from author’s opinions, and evaluate an author’s implicit and explicit philosophical assumptions, beliefs, or biases about a subject.
• PO 4. Compare and contrast different accounts of the same event, including hypothesizing reasons for differences and similarities, authors’ use of evidence, and distinctions between sound generalizations and misleading oversimplifications.
• 1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded.
• PO 1. Show connections between particular events and larger social, economic, and political trends and developments
• PO 2. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values
• PO 3. Hypothesize how events could have taken different directions



Focus: United States/Arizona Modern History (Industrial Revolution to Current Issues)

• 1SS-P11. Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, with emphasis on:
• PO 7. Theodore Roosevelt’s reforms in trustbusting and conservation of natural resources such as national parks like the Grand Canyon and reclamation projects like the Salt River Project
• PO 8. progressive reforms, including the national income tax, direct election of Senators, women’s Suffrage, Prohibition, and Arizona’s Constitution
1SS-P18. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the United States, with emphasis on:
• PO 1. impact of changing technology on America’s living patterns, popular culture, and the environment, including the impact of automobiles, dams, and air-conditioning to Arizona’s development

Distinction (Honors)

• 1SS-D1. Analyze historical and current events as a historian using primary and secondary sources to evaluate the legitimacy of the commentaries of an event and draw conclusions, with emphasis on:
• PO 1. what happened, drawing from both written sources and narratives
• PO 2. what is accurate information and what is inaccurate information
• PO 3. what was the significance of the event with focus on what can legitimately be concluded as impacts or results of the event
  
• 1SS-D2. Use historical knowledge to draw conclusions in an attempt to explain where specific current events will lead, with emphasis on:
• PO 1.drawing historical analogies and defending why any given current event is like an historical event, including the lessons to be learned
• PO 2. describing a current event in detail with depth of understanding of the events history, geography, politics and economics

Learning Objectives:

• L.O. 1 – The students will apply chronological and spatial thinking to understand the meaning, implications, and import of historical and current events. 1SS-P1
• L.O. 2 – The students will demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary source documents. 1SS-P2
• L.O. 3 – The students will develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded. 1SS-P3
• L.O. 4 – The students will analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution [including Progressivism and imperialism]. 1SS-P11
• L.O. 5 – The students will apply the skills of historical analysis to current social, political, geographic, and economic issues facing the United States. 1SS-P18
• L.O. 6 – The students will analyze [and judge] historical and current events as a historian using primary and secondary sources to evaluate the legitimacy of the commentaries of an event and draw conclusions. 1SS-D1
• L.O. 7 – The students will use [apply, analyze, and judge] historical knowledge to draw conclusions in an attempt to explain where specific current events will lead [and/or define its causation]. 1SS-D2

Materials and Resources:

• self-made list of quotes (primary & secondary sources)
• five-minute drill intro paper (the students received this paper at the beginning of the year)

Instructional Activities:

• review past material concepts
  
• read the "quotes paper" and evaluate perspectives
• discuss and organize the quotes into concepts
• write a five-minute drill, peer teach (share their papers’ specifics and ideas), and discuss it in whole group – many perspectives may be correct
• write another five-minute drill, peer teach (share their papers’ specifics and ideas), and discuss it in whole group – many perspectives may be correct
• hypothesize about history, evaluate pros & cons of events in history

Assessment:

• Five-minute drills serve as a teaching tool and assessments for the material and classroom success of students’ learnings.

Follow-up:

• The next lesson will support the past lesson by weaving in the Progressive Era’s flow into the Taft presidency and the Wilsonian Progressivism (including the Great War and international politics).

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