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Jigsaw Reconstruction-Progressive Era: Middle Level Methods Lesson Plan Course: U.S. History Grade Level: 8

The document outlines a 6 step jigsaw lesson plan for an 8th grade U.S. history class to learn about social, political, and economic problems from Reconstruction through the Progressive Era. Students will be split into expert groups to research different topics and then reconvene in home groups to teach each other to create a presentation on how life changed for Americans from 1865-1920. The rationale is that this jigsaw method will foster collaboration, student choice, and a positive classroom culture.

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116 views3 pages

Jigsaw Reconstruction-Progressive Era: Middle Level Methods Lesson Plan Course: U.S. History Grade Level: 8

The document outlines a 6 step jigsaw lesson plan for an 8th grade U.S. history class to learn about social, political, and economic problems from Reconstruction through the Progressive Era. Students will be split into expert groups to research different topics and then reconvene in home groups to teach each other to create a presentation on how life changed for Americans from 1865-1920. The rationale is that this jigsaw method will foster collaboration, student choice, and a positive classroom culture.

Uploaded by

api-534721889
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Drazen Moratzka

Jigsaw Reconstruction-Progressive Era: Middle Level Methods Lesson Plan


Course: U.S. History Grade Level: 8

State Content Standard(s) and/or Common Core Standard(s):


1. Analyze how individuals and groups reacted to social, political, and economic problems in the
U.S. from Reconstruction through the Progressive Era.

Learning Outcomes (follow the ABCD model; step “D” is optional):


1. After listening to an interactive lectures on the state of the United States during Reconstruction and
leading up to the end of the Progressive Era, students will be able to research a specific element of U.S. life
during this time period and effectively relay the information they learned back to their peers in order to
successfully compete in a team led Kahoot! among the class.

Step-by-Step Lesson Outline (include all learning activity descriptions and estimated time for each step; all
materials to teach this lesson must be included):
STEP 1: Pre-planning/teaching: Prepare students for Jigsaw lesson
 Effectively teach students through interactive lecture about the reformation period and what impacts it
leaves on America that continue to play on through the Progressive Era. Keep lecture to one and a half
class periods and with the other half of class begin to lay the groundwork and list instructions for
students about Jigsaw Plan, clear up any confusion.

STEP 2: Encountering a Puzzling Situation (Home Groups)


 Students will be asked to create either a PowerPoint (which they will be asked to present) or write a
paper (each group member writes their own) that will describe the change of life for an Average
American from 1865-1920. Provide students with a detailed example of what I expect. Don’t plan to
grade this part of the assignment but go over it and look for understanding from students. Plan to
grade the home groups participation and interaction with each other, because I want to grade my
students communication skills here rather than their writing or PowerPoint skills. Then tell them that
the group they are sitting with now (groups of 4) will be the one they will be returning to on Day 3, this
half class is Day 1.

STEP 3: Exploring Reactions (Expert Groups)


 Describe/provide details of how you will support your Expert Groups exploration of their specific tasks
for addressing the problem.
 Split expert groups into the three aspects the standard is searching for (social, political, and economic)
and then for the fourth we will leave up for choice by the expert group like maybe (sports, fashion, or
school life) each expert in the 4th expert group will research whatever their home group decides they
want to include in their PowerPoint or paper.

 The “puzzling situation” must include at least 3 different “pieces to the puzzle” (i.e. Expert Groups) for
each of the four Expert Groups to address. What will each of the 3 different Expert Groups address
that will collectively contribute to addressing the “puzzling situation” (problem)
 Expert Group
 Social: Civil Rights, Post-Civil War effects, Life West of the Mississippi.

 Economic: International Trade, State Trade, WWI Trade

 Political: Lincoln’s Assassination, Grant’s Presidency, Foreign Affairs

 Student Choice: Sports, Fashion, Music, School Life


Drazen Moratzka

STEP 4: Organizing for Study (Expert Groups)


 Describe/provide details of the specific tasks that each Expert Group must do (read, answer questions,
other tasks)
 Social: Write a paragraph, or create a slide for your subject and describe the social setting that your
subject is made up of. (Blacks and Whites, Union and Confederate, and East Coast/ West Coast)
 Economic: Write a paragraph, or create a slide for your subject and explain trade between parties or
the U.S. economy specifically and what it is doing through out 1865-1920.
 Political: Write a paragraph, or create a slide for your subject and explain the political landscape of your
subject.
 Student Choice: Write a paragraph, or create a slide for your subject and explain any creations,
additions, or environment that your subject undergoes through 1865-1920.
STEP 5: Completing the Study (Back to Home Groups)
 Describe/provide details of the tasks that Home Groups will do to use the information from expert
groups to address the “puzzling situation” (write, create a presentation, other)
 Explain/Present/ Read your slide or paragraph of from your expert group to the home group so that
they will be able to create their own slide or paragraph on your subject with the information that you
bring them. Emphasis: The Responsibility for your groups success is crucial on YOUR research. Increase
the feeling of weight on the students to research well even when that is not necessarily the part you
are grading, but grade how well students present to their home groups and not the whole class, or the
writings that are put together from the information their peers gathered .
STEP 6: Analyzing Progress and Process (Home Groups)
 Describe/provide details of how each member of the Home Groups will evaluate the work completed
by the group as a whole and by the members of the group.
 Expect each member to extract enough information from their peers to either piece together an
informative paragraph that shows the direction of America within their content area from 1865-1920
or a PowerPoint slide that can be presented to someone with no prior knowledge on their subject and
they can walk away with a coherent understanding of their subject.

Paper/PowerPoint Rubric:
Provides enough information to Information presented in a way
inform the reader about the that keeps the listener attentive
subject and provides specific and has them leave the room
details. feeling more informed than
before.
Described Change Describe the subjects landscape Describe the subjects landscape
beginning in 1865, including any beginning in 1865, including any
changes from this time to 1920. changes from this time to 1920.
Including appropriate images.
Grammar No more than 5 grammatical No paragraphs or sentences on
errors slides, only 5 note cards allowed
for presenter.

Rationale Statement:
The reason I chose to go with a jigsaw method here was to switch up the learning strategies that my
students are used too and to give them something fresh and new. I wanted to foster communication
and collaboration so I tried to make this group assignment still feel like a solo assignment in order for all
students to pull their own weight. One of the main reasons I implemented a choice category into this
assignment that was not focused on politics, economics or social issues is to allow for more student
Drazen Moratzka

centered learning and hopes to motivate them to do their own research on a topic they enjoy or find
more interesting than the others. I also really thought this would help my classroom culture and open
the doors to students being more open with each other, but more so eliminate any cliques or small
groups and truly become a classroom.

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