Dinner Party Lesson

Summary:
Students will work in their groups to create a Dinner Party scenario. Each student will
play the historical character that they have been researching. First, the students will create
an outline of the views of his or her character in English class. The outline will be a grade
for the English class. With the outlines, the students will have a discussion during Social
Studies. The teachers will look over each outline and provide meaningful feedback. The
feedback will guide students to what the teachers want them to say during the discussion.
The groups will have their discussions in front of the class. They will be sitting in front of
the class at a table and debate certain topics based on their characters viewpoint in the
Progressive Era. The discussion will be based on the outlines created in English class.
The students are encouraged to be creative. This is a dinner party. Food, plates, music
and other props add to the dinner party experience.

Objectives:
Students will have a discussion within their groups taking on the viewpoint of their
character.

Standards:
RI.8.6- Determine an authors point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
Social Studies: Unit 7
IB: Changes in the methods of production and distribution of manufactured goods.
IG: The response to labor of industrialization.
2. Working conditions underwent extensive change, which often placed hardships on the
workers; role of women, children, minorities, disables changed.
IIIB: Efforts to reform government and politics.
2. Progressive leaders, e.g., LaFollette, Theodore Rooselvelt, Taft, Debs.
IIIC: Economic reform efforts.
1. Labor-related legislation, e.g., minimum wage laws, workmans compensation
insurance, safety regulations, child labor laws.

Assessment:
Students will be assessed based on the following rubric as a group. The last category is
reserved for the students individual performance.

4 3 2 1
Historical
Accuracy
All historical
information
appeared to be
accurate
Almost all
historical
information
appeared to be
accurate
Most of the
historical
information
appeared to be
accurate
Very little
historical
information
appeared to be
accurate
Required
Elements
Students each
played a role
and each
All of the
students except
one was a part of
All of the students
except two were a
part of the
More than two
of the students
were not a part
member was a
part of the
discussion
the discussion discussion of the
discussion
Creativity The group used
a lot of different
creative
elements
The group used
creative elements
The group used
one creative
element
The group did
not use any
creative
elements
Individual The student was
consistently in
character
throughout and
contributed to
the discussion
The student had a
moment where
he/she was not in
character and the
student
contributed to the
discussion
The student had a
moment or two
where he/she was
not in character
and the student
somewhat
contributed to the
discussion
The student
was not in
character and
did not
contribute to
the discussion