Differentiate Instruction to Teach Vertical Integration and Horizontal Integration
Social Studies differentiated instruction can be done in different ways. I tend to stick to two of them which would be the use of Multiple Intelligences and Leveling/Scaffolding/Tiering.
In order to introduce vertical integration and horizontal integration I use a vocabulary sheet that gives them the words, definition and allows them to choose between writing a sentence using the vertical integration and horizontal integration correctly or drawing a picture to represent the words. This gives them a choice between using the linguistic multiple intelligence and the spatial multiple intelligence. This exposes them to the words vertical integration and horizontal integration twice in the first five minutes of class. In order to differentiate instruction for vocabulary teachers can provide students with a lower ability level or those who need accommodations with a partial or complete definition and those who need enrichment can decide the most important information that they need to write down and do it in their own words.
The next part of the differentiated instruction lesson plan would be the PowerPoint mini-lesson, which vertical integration and horizontal integration are a part of. Usually vertical integration and horizontal integration would be part of an Industrial Revolution or a Progressive Era unit. I include two different versions of the PowerPoint mini-lesson in order to differentiate instruction with leveling. This works really well if there is a co-teacher in the room. The enriched level would go into more detail and include more critical thinking. The basic level would use simplified language and more repetition.
After I go into more detail or simplify horizontal integration and vertical integration during the mini-lesson. I also immediately reiterate it using another multiple intelligence. I bring in the Spatial Multiple Intelligence and the Kinestethic Multiple Intelligence for horizontal integration and vertical integration. I use boxes but you could also use blocks, plastic cups or something to stack. Label them the following for vertical integration and then stack them accordingly at the front of the class (you can also have a kinesthetic learner stack them with your direction): trees (natural resource), logging company with machines, transportation, mills, carpentry company, transportation, stores. For horizontal integration use and lay out horizontally: radio channels, television channels, newspapers, books, and magazines (all media). After you add this to the mini-lesson, students have been exposed to vertical integration and horizontal integration four times.
Teachers can then have students use a graphic organizer. In order to differentiate instruction with a graphic organizer, teachers can create a word box for lower ability levels but allow upper ability levels to use a higher level of critical thinking by allowing them to decide for themselves what the title of the chart is and what should be in it. You could even allow them to create their own graphic organizer but have the lower ability level use a template. This brings the amount of times a student is exposed and uses horizontal integration and vertical integration to five.
Teachers can also assign a writing assignment to review horizontal integration and vertical integration by asking them to compare both terms in paragraph form. This can be leveled by using a leveled writing system found at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico.
I included information from this article in a lesson plan about Progressive Trusts. It is located at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico or the PowerPoint mini-lesson can be purchased at http://www.teacherspayteachers.com/Product/Differentiated-Instruction-PowerPoint-Mini-Lesson-Trusts
To find more ideas about how to teach vocabulary from the Progressive Era: Trust differentiated instruction lesson plan follow the link below!