INTEGRATED UNIT PLAN 1
Integrated Unit Plan
Courtney Goins
School of Education, Liberty University
Integrated Unit Plan
I. INITIAL UNIT INFORMATION
Subject: Social Studies
Grade/Topic: The unit is written for 5th grade. The topic is: The Progressive Era and
Tennessee’s Role in the Passage of the 19th Amendment.
State and National Standards Addressed by the Unit:
State Standards: 5.09 - Analyze the major goals, struggles, and achievements of the
Progressive Era, including Prohibition (18th Amendment), women’s suffrage (19th
Amendment), and the lack of child labor laws.
INTEGRATED UNIT PLAN 2
5.47 - Identify Tennessee’s role in the passage of the 19th Amendment, including the
impact of Anne Dallas Dudley and Harry Burn.
National Standards: Era 7 The Emergence of Modern America (1890 – 1930) - Standard
1: How Progressives and others addressed problems of industrial capitalism,
urbanization, and political corruption
Character Education Goals: The character education goals are:
1. The student will understand what it means to be trustworthy and how having
trust in ourselves as well as others having trust in us helps us become people of integrity
who are reliable and whom others can count on (Character Counts! 2023).
2. The students will understand the meaning of respect and show what it means to
respect themselves and others (Character Counts! 2023).
3. The students will understand the meaning of fairness and how it doesn’t always
mean equal, but everyone gets what they need (Character counts! 2023).
4. The students will understand responsibility and how it applies to our everyday
life just as it did in the early 20th century (Character Counts! 2023).
Instructional Goals: The instructional goals are:
1. The students will know the major goals of the Progressive Era, including the 18th and
19th amendment, and the lack of child labor laws.
2. The students will understand the struggles of the Progressive Era especially
concerning Prohibition, Women’s Suffrage, and the lack of Child Labor Laws.
3. The students will know and understand the achievements of the Progressive Era
concerning Prohibition, Women’s Suffrage, and the lack of child labor laws.
4. The students will identify the important people of the Progressive Era.
5. The students will understand Tennessee’s role in the Progressive Era especially in the
passage of the 19th Amendment.
Instructional Objectives: The instructional objectives are:
1. Given a list of goals, struggles, and achievements of the Progressive Era
concerning Prohibition and the 18th Amendment, the students will correctly classify and
sort 8 out of 10 items.
2. Given teacher instruction and reading passages (pp. 44), the students will write a
letter to the editor of the Newspaper from the perspective of a concerned citizen
focusing on the 3 following areas, struggles, goals, and achievements of the Women’s
suffrage movement and passage of the 19th amendment.
INTEGRATED UNIT PLAN 3
3. Given a reading passage (p. 45) with at least 3 goals, 3 struggles, and 3
achievements concerning Child Labor Reforms, the students will correctly identify and
underline the goals, struggles, and achievements correctly identifying at least 8/9.
4. Given teacher instruction, online research, and chapter 6 reading material, each
student will choose one historical figure from the Progressive Era and complete a trading
card for that person identifying their birth and death, contributions, legacy, and any fun
facts about their person, the student will correct answer 5/5 of the questions correctly.
5. Given a reading passage (pp. 164-165) and teacher instruction, students will be
given a list of 5 events to identify and correctly put in order the events to indicate the
timeline of how Tennessee helped the women’s suffrage movement and the passage of
the 19th Amendment. The students will be able to correctly sequence 5/5 events.
(Writing goals and objectives: Center for Innovative Teaching and learning) Overview of
the Learning Activities: The learning activities include:
1. The students will work with a group to create a poster that outlines the
struggles, goals, and achievements of Prohibition and the 18th Amendment. The group
will choose how to label their categories and will sort the information into the correct
categories. The students will then present their posters to the class and explain their
categories and the information in each category.
2. The students will use information that they have learned about the women’s
suffrage movement along with research about the topic to write a letter as a concerned
citizen to the editor of a newspaper. Their letter will focus on the struggles, goals, and
achievements of the women’s suffrage movement and the passage of the 19th
Amendment.
3. The students will use their textbook and read the section about child labor
reforms. They will read through the section and use three different colors to annotate
the text by looking for the struggles, goals, and achievements in the text. The students
will then take the information and create a cartoon, written paragraph, or skit to
demonstrate their understanding of the information. The students can choose to work
by themselves, with a partner, or with a small group.
4. The students will be given a trading card of a historical person from the
progressive era and the students will then research the person using their textbook and
Chromebook and identify when the person was born, when they died, what contribution
they made to the Progressive Era, what legacy they left, and any fun facts about them.
We will then create a display of all the important people so that the students can refer
back to this display to help them understand each person and the contribution they
made to this Era in history.
5. The students will have two activities this day. The first one is they will be given a
list of 5 events that impacted the Women’s suffrage movement and how Tennessee
INTEGRATED UNIT PLAN 4
helped those events and will put those events in order of when they happened. The next
activity will be to review the Women’s Suffrage Movement and the 19th Amendment.
The students will be divided into small groups of 4-5 students and will compete using an
escape room setup to answer questions at 5 different levels. They will only be able to
progress past the first level when they can successfully unlock the first lock. The first
group to successfully answer the questions and unlock all 5 levels will receive the final
unlock code to receive the prize.
Learning Style Allowances: Learning style allowances include:
1. Art Smart – In several activities’ students have the ability to use art, color, and
visuals to convey the information for their assignment. They can create posters, trading
cards, cartoons, or other illustrations that allow them to express their learning through
creative outlets (LaFevers, 2010).
2. Math Smart – Students who do well with numbers, puzzles, codes, and abstract
ideas will be able to take the lead on the group project where they try to finish the
escape room first. This will allow students who do well with mathematical concepts the
ability to use those skills to lead their group to victory (LaFevers, 2010).
3. Word Smart – Students who like words, writing, reading, and public speaking will
have the ability to present, write letters, research, and use their writing skills to express
their knowledge of the Progressive Era (LaFevers, 2010).
4. Body Smart – Kinesthetically motivated students will have the ability on several
days to get up and move throughout the classroom, create skits, complete hands-on
activities, and have access to learning tools that allow them to move their body while
they are working such as rolling chairs, floor seats, and fidgets (LaFevers, 2010).
5. People Smart – Students who do well with communication skills, and leadership,
and like to collaborate with others will have the opportunity to work with peers to
complete projects and activities, lead others, and help others be successful in the
projects and activities to demonstrate their understanding of the Progressive Era
(LaFevers, 2010).
6. Self-Smart – Students who prefer to work alone, do better when given space and
direction to complete tasks on their own will have the ability to complete individualized
tasks that require them to self-explore and research on their own to complete tasks and
activities (LaFevers, 2010).
7. Differentiated Instruction – Differentiated instruction allows for students of
various abilities to learn at the same rate as their peers. Differentiated instruction
focuses on the differentiation of the content, process, products, and learning
environment (Tomlinson),
- The first way the content will be differentiated will be how they access
the content of the classroom. The students will be given the ability to work with peers to
enrich what they are learning as well as to increase and build up struggling learners. I
INTEGRATED UNIT PLAN 5
will partner students for group work based on student needs and academic ability levels.
Students will also have access to reading material that has been recorded for them to
listen to, instruction will be presented both verbally and through a PowerPoint, and
reading materials will be adjusted for student reading and comprehension levels.
Students will also have access to headphones to complete work as needed (Tomlinson).
- The second way the instruction will be differentiated is through the
product students turn in to demonstrate their understanding of the lesson. Some
students may create, some may write, and some may act. This will allow students to
show that they understand the lesson and material in a way that is unique to their
learning style and their academic ability (Tomlinson).
- The process will also be differentiated for students to understand the
information presented in the lesson. This will include using different types of activities
that are tailored to the student’s academic ability. These activities will include
monitoring reading levels for students who are struggling readers or providing materials
that allow students who are above level activities that provide a challenge to the
students to give them a deeper understanding of the material (Tomlinson).
- The instruction will also be differentiated using technology. Each student
has a Chromebook assigned to them from the school. The technology will be used to
allow read-alouds, enriched instruction through research, and the ability to create
interactive assignments such as PowerPoints, online books, or videos to demonstrate
their understanding (How differentiated instruction supports all students 2023).
8. Diversity – All students come from diverse backgrounds and have different types
of background knowledge and information when they come into the classroom.
Student’s background knowledge, heritage, culture, academic, and social ability will be
taken into consideration through how students are grouped, what assignments are given
to that student, and how the student is assessed in the classroom (How differentiated
instruction supports all students 2023).
9. Learning Environment – The learning environment will also be considered when
planning for a diverse student classroom and student individual differences. The
classroom will be set up to allow student communication and grouping. This will give
students a more active role in their education and allow them to build rapport with their
classmates to create an environment that allows for student success for all students
(How differentiated instruction supports all students 2023).
Comprehensive List of Necessary Resources and Materials Needed for Implementation
of the Unit:
1. Smartboard
2. Chromebooks
3. posterboard
INTEGRATED UNIT PLAN 6
4. markers
5. textbooks
6. colored pencils
7. PowerPoint on the Progressive Era
8. copy paper
9. Copy of Important People in the Progressive Era Trading Cards
10. Pencils
11. Breakout Boxes
12. Prizes for Breakout Boxes
13. Locks for Breakout Boxes
14. Copies of Breakout Questions and Puzzles
15. https://kids.britannica.com/
16. https://kids.kiddle.co/
17. Google Slides
18. Google Docs
19. Google Classroom
20. Notebook paper
21. crayons
22. List of goals, struggles, and achievements of the Progressive Era – Prohibition and
the 18th Amendment
23. glue
24. scissors.
25. https://www.youtube.com/watch?v=45R6SDrJgiY
26. Progressive Era Guided Notes
27. Women’s Suffrage Movement Guided Notes
28. Child Labor Reform Struggles Guided Notes
29. Tennessee’s Role in the passage 19th Amendment Guided Notes
30. https://www.youtube.com/watch?v=6mLS0KWKNiA
31. https://www.youtube.com/watch?v=5vjdvDsEw0I
32. https://www.youtube.com/watch?v=fsIrD-P8W1Y
INTEGRATED UNIT PLAN 7
33. Outline of Stanley Cup
34. Important People Guided Notes
Description of How this Unit Provides Integration/Cross-Curricular Connections:
1. The students will use writing skills gained in the ELA classroom to complete a
writing task on letter writing. (ELA and social studies)
2. The students will use Chromebooks to research Progressive Era historical figures
and create trading cards about those historical figures. (ELA, social studies, and
technology)
3. The students will use math, critical thinking, and science skills to decode puzzles
once they have answered questions about the Women’s Suffrage Movement and the
19th
Amendment to complete a breakout or escape room-type activity. (Math, Science,
Technology, and Social Studies)
Overview of Formative and Summative Assessments:
1. Formative Assessment – Observation of students working on posters for Goals,
struggles, and achievements of Prohibition and the 18th Amendment.
2. Formative Assessment – Posters/Presentations of posters of what the students
learned and gathered through their research of the goals, struggles, and
achievements of Prohibition and the 18th Amendment.
3. Formative Assessment – Discussion of the Women’s suffrage movement and the
goals, struggles, and achievements that came during this time and the passage of the
19th Amendment,
4. Formative Assessment – Student letters, pictures, and cartoons where they write to
the editor and display their understanding of the Women’s Suffrage Movement and
the passage of the 19th Amendment.
5. Formative Assessment – Discussion and questions about the child labor reforms and
how they compared to Child Labor we saw during the Gilded Age as well as why
reforms needed to happen during this time.
6. Formative Assessment – Observation of annotation of text where students look at
the piece of text from their text and mark the goals, struggles, and achievements of
the child labor reforms.
7. Formative Assessment – Presentation of written work, cartoon, skit, Google Slide, or
online book that shows the information that they gained from the reading.
INTEGRATED UNIT PLAN 8
8. Formative Assessment – Discussion of important Historical figures during the
Progressive Era.
9. Formative Assessment - Trading cards completed of Historical Figures of the
Progressive Era.
10. Formative Assessment – Discussion of Tennessee’s role in the Women’s Suffrage
Movement and the passage of the 19th Amendment.
11. Summative Assessment – Completion of timeline of events at the end of Chapter 29.
12. Summative Assessment – Completed Escape/Breakout Room Sheet with questions
answered and correct codes.
13. Summative Assessment – Final Exam on Chapter 6 and Chapter 29, the Progressive
Era and Tennessee’s Role in the Progressive Era and the passage of the 19th Amendment
(Formative and summative assessment: Center for innovative teaching and learning
2012).
II. LESSON PLANS
Lesson Plan 1
I. Subject and Grade Level:
II. Topic:
III. Standards:
IV. Measurable Objectives:
V. Materials:
VI. Character Education Principle:
VII. Set:
VIII. Instructions:
IX. Guided Practice:
X. Independent Practice:
XI. Closure:
XII. Evaluation:
INTEGRATED UNIT PLAN 9
Lesson Plan 2
I. Subject and Grade Level:
II. Topic:
III. Standards:
IV. Measureable Objectives:
V. Materials:
VI. Character Education Principle:
VII. Set:
VIII. Instructions:
IX. Guided Practice:
X. Independent Practice:
XI. Closure:
XII. Evaluation:
INTEGRATED UNIT PLAN 10
Lesson Plan 3
I. Subject and Grade Level:
II. Topic:
III. Standards:
IV. Measureable Objectives:
V. Materials:
VI. Character Education Principle:
VII. Set:
VIII. Instructions:
IX. Guided Practice:
X. Independent Practice:
XI. Closure:
XII. Evaluation:
INTEGRATED UNIT PLAN 11
Lesson Plan 4
I. Subject and Grade Level:
II. Topic:
III. Standards:
IV. Measurable Objectives:
V. Materials:
VI. Character Education Principle:
VII. Set:
VIII. Instructions:
IX. Guided Practice:
X. Independent Practice:
XI. Closure:
XII. Evaluation:
INTEGRATED UNIT PLAN 12
Lesson Plan 5
I. Subject and Grade Level:
II. Topic:
III. Standards:
IV. Measurable Objectives:
V. Materials:
VI. Character Education Principle:
VII. Set:
VIII. Instructions:
IX. Guided Practice:
X. Independent Practice:
XI. Closure:
XII. Evaluation:
INTEGRATED UNIT PLAN 13
III. ACCOMMODATION AND DIFFERENTIATION ALLOWANCES
1.
2.
3.
INTEGRATED UNIT PLAN 14
IV. RESOURCES
American University. (2023, September 27). How differentiated instruction supports all
students. School of Education Online.
https://soeonline.american.edu/blog/differentiated-instruction/
LaFevers, R. L. (2010, October 27). Exploring the seven different intelligences. Wired.
https://www.wired.com/2010/10/exploring-the-seven-different-intelligences/
Northern Illinois University. (2012). Formative and summative assessment: Center for
innovative teaching and learning. Northern Illinois University.
https://www.niu.edu/citl/resources/guides/instructional-guide/formative-
andsummative-assessment.shtml
Northern Illinois University. (n.d.). Writing goals and objectives: Center for Innovative
Teaching and learning. Northern Illinois University.
https://www.niu.edu/citl/resources/guides/instructional-guide/writing-goals-
andobjectives.shtml
The Ray Center. (2023, November 30). Character counts!. Character Counts!
https://charactercounts.org/
Tomlinson, C. A. (n.d.). Differentiation of instruction in the elementary grades. Center for
Charter Schools.
https://www.thecenterforcharters.org/wp-content/uploads/2016/09/
Differentiation
-Article-by-Tomlinson.pdf
