Tag Archives: How can you differentiate instruction for the Clayton Antitrust Act?

How can you differentiate instruction for the Clayton Antitrust Act?

Differentiated Instruction Ideas for the Clayton Antitrust Act

Clayton Antitrust Act is a great topic to differentiate instruction with. 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.

I use the Clayton Antitrust Act in a differentiated instruction lesson plan about Progressive Era Trusts. In order to introduce the Clayton Antitrust Act, I use a vocabulary sheet that gives them the word, definition and allows them to choose between writing a sentence using the Clayton Antitrust Act 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 Clayton Antitrust Act 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 social studies differentiated instruction lesson plan about Progressive Era Trusts would be the PowerPoint mini-lesson, which the Clayton Antitrust Act is a part of. 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 the Clayton Antitrust Act during the mini-lesson. I also immediately reiterate it using another multiple intelligence. I bring in the Linguistic Multiple Intelligence and Musical Multiple Intelligence through poetry. I include Musical Multiple Intelligence because poetry can be rhythmic.  I use the following poem to help students remember the Clayton Antitrust Act:

Clayton said that unions worked well,

When prices were fixed he rang the bell,

The bosses were jailed and down they fell.

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 the Clayton Antitrust Act to five.

Teachers can also assign a writing assignment to review the Clayton Antitrust Act by asking them to explain how antitrust acts progressed over the years. This can be leveled by using the leveled writing system found here: http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico.

I included information from this article in a lesson plan about Progressive Era 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 theProgressive Era: Trust differentiated instruction lesson plan follow the link below!

http://socialstudiesdifferentiatedinstruction.com/how-to-teach-about-progressive-era-trusts-using-differentiated-instruction/

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico