EDSS 511 Secondary Teaching & Learning October 20, 2014
UNIT AUTHOR: Renee Marquis
UNIT TOPIC: The Progressive Era; Social, Economic, Political, Chapter 9 Subject/Content Area: Humanities Course: Social Studies, U.S. History Grade Level: 11th grade, College Prep Length of Unit: 7 Class Days, 8 Class Periods, Mon/Tues/Fri (50 minutes) and Wed/Thurs (120 minutes) I co-teach Period 1 and 3 classes on the following days
1. Tuesday, October 28 a. Classes led by Cooperating Teacher, 50 minutes 2. Wednesday, October 29 a. Skills, Period One: (Me/Cooperating Teacher) 120 minutes b. Skills, Period Three: (Me) 120 minutes c. Block Day Periods 1, 3, 5 2. Thursday, October 30 a. Class led by Cooperating Teacher, 120 minutes b. Block Day Periods 2, 4, 6 3. Friday, October 31 a. Skills, Period One: (Me) 50 minutes b. Skills, Period Three: (Me) 50 minutes 4. Monday November 1 a. Classes led by Cooperating Teacher, 50 minutes 5. Tuesday, November 2 a. Review Skills, Period One: (Me/Cooperating Teacher) 50 minutes b. Review Skills, Period Three: (Me) 50 minutes 6. Wednesday, November 3 a. Ch. 6-9 Test, Period One: (Me/Cooperating Teacher) 120 minutes b. Ch. 6-9 Test, Period Three: (Me) 120 minutes c. Block Day Periods 1, 3, 5 6. Thursday, November 4 a. Ch. 6-9 Test led by Cooperating Teacher, 120 minutes b. Block Day Periods 2, 4, 6
2. FACTS ABOUT THE LEARNERS
Class Profile: Period One # NAME EL PROF LEVEL SPEC ED CATEGORY READINESS LEVEL LEARNING PROFILE INTERESTS 1 Megan English Only
1150 Reading Lexile detailed hw, pays attention from back of tennis, beach, friends, be a nurse EDSS 511 Secondary Teaching & Learning October 20, 2014 class 2 Eric English Only
1385 Reading Lexile Volunteers in class, quiet, no disruptions Migraine (headaches) New Student (week 5) 3 Indiana (Indy) English Only
1385 Reading Lexile
writing needs improvement, needs encouragemen t to do hw Track, Pizza, likes math and science, not a fan of writing 4 Chloe Proficient in English
Hungarian home language
1385 Reading Lexile Very studious, pays attention, and works hard during class volleyball/play in college, music, sports, shopping, become an anesthesiologis t 5 Julianne English Only
1305 Reading Lexile Little chatty esp. with Alex and Morgan, need to use caution when assigning groups, good student does work env. studies, reading, has a job, get Masters in env. engineering 6 Denzalle English only IEP Primary: 290 SLD
Denzalle's weaknesses in his auditory processing (memory, fluency, comprehension, and attention)affects hi involvement and progress in the general education curriculum
775 Reading Lexile . Has not taken CAHSEE
Reading scores indicate 7th grade level
Visual Learner
Quiet, polite, does class work with no disruptions, need to get him to open up and volunteer sports, football, friends, EDSS 511 Secondary Teaching & Learning October 20, 2014
7 Michael (Mikey) English Only
1190 Reading Lexile watch who he sits with during station work basketball scholarship and get degree 8 Rusten English Only
English speaker
Reading Lexile N/A studious, good leader, pays attention, good hw, volunteers law school and become a European politician 9 Tristan English Only
1150 Reading Lexile needs to focus, improve hw habits, volunteers to share ideas surfing, baseball, football, go to college & become a pro athlete 10 Spencer English Only
1305 Reading Lexile watch progress, push to complete hw mechanics, dirt biking, motorcycles, go to college/ open a business 11 Ana CELDT: 4
Home lang: Spanish
1050 Reading Lexile Asthma, needs to improve focus especially during group work. soccer, interest in science of human body, become a DEA narcotic detective 12 Damon English Only
1190 Reading Lexile Works hard in class Likes to chat with classmates football, meeting new people, open a business, marriage 13 David (Trent) English Only
1125 Reading Lexile Nosebleeds -needs to turn in complete hw, not half done Pro surfer or board shaper, wants to date a beautiful girl he likes 14 Braedon English Only
1385 Reading Lexile quiet, uses time wisely varsity swim team, marching band, go into field of science 15 Sabrina English
995 Reading has a hurt leg, go to college, EDSS 511 Secondary Teaching & Learning October 20, 2014 Only Lexile leaves class 5 min early be a massage therapist 16 Michael English Only
1110 Reading Lexile Seasonal Allergies, watch him during tests, wandering eye, needs to be guided to do work sometimes sports, computers, cars, become a racecar driver or computer engineer
17 Yasmin CELDT: 5
home lang: Spanish
915 Reading Lexile
good detailed hw field hockey, family, friends, go to college, be a pediatrician 18 Raye English Only IEP, needs to improve reading and writing 90 - Spec. learning disability (SLD) (primary); 240 - Speech or lang. impairment (SLI) (secondary) 895 Reading Lexile Allergic to dust needs to change hw habit, more details, good drawings, a student for case study, quiet but uses time in class efficiently likes track and biology, wants to go to college to become a psychiatrist 19 Morgan English Only
965 Reading Lexile ADD/ADHD, may need to put her close to front to monitor progress -watch during tests -detailed homework, neat and nice drawings -tries to chat with Alex & Julie surfing and art, likes to go to gym, wants to go to CSUSM & become a therapist 20 Alexandria (Alex) English Only
1190 Reading Lexile keep an eye on her during tests, a little chatty with Morgan & Julie go to college on lacrosse scholarship (U of Redlands), NSHSS, sports EDSS 511 Secondary Teaching & Learning October 20, 2014 21 Jonah English Only
Reading Lexile N/A keep focused, likes to talk in class skate, go to trade school for welding or carpentry 22 Johnny English Only
1190 Reading Lexile can get distracted easily
23 Daniel English Only
1385 Reading Lexile on task during class science, engineering, computer, TV, chem. engineer 24 Ronnie English Only
1080 Reading Lexile Discipline Issue, need to push him to do work, tries to sleep in class, tries to do minimum for classwork, have to check work after he claims to be done cars, be a mechanic, college to study tech and engineering 25 Alina proficient in English
home lang: Spanish
1190 Reading Lexile good student, pays attention in class dance, soccer, go to college, be a physical therapist or PE teacher 26 Madeline English Only
1110 Reading Lexile Penicillin, does work in class but monitor to make sure its complete, likes to talk aerial silks, playing harmonica, music, start a clothing brand or be tattoo artist 27 Chelsea RFEP/EL info N/A
home lang: Spanish, RFEP unavailable
1080 Reading Lexile good student, does nice work on HW soccer, music, fav subject is math, go to college/ become an FBI agent 28 Janicia English Only
940 Reading Lexile Focused in class and good work on HW basketball, wants to play in college, wants success EDSS 511 Secondary Teaching & Learning October 20, 2014 29 Andrew English Only
1385 Reading Lexile Caught sleeping once but he participates in class, volunteers to be called on career in audio industry, music, recording or live sound engineer 30 Roger CELDT: 2 & 3 able to answer comprehe nsion questions IEP Primary: 240 SLI
Secondary: 290 SLD
deficits in the area of receptive and expressive language negatively impacts progress in general education.
needs to testing assistance during math & history STAR home lang: Spanish, SARBED deficits in the area of receptive and expressive language negatively impacts progress in general education.
665 Reading Lexile Below average comprehensio n skills, can have difficulty with multi syllable words. skate and bomb hill, plans to go to college, wants to drive but needs a driving permit 31 Jennifer CELDT: 4
home lang: Spanish
870 Reading Lexile keep an eye on during class go to college/ be a teacher or lawyer, travel to Spain, pass CAHSEE 32 Deven English Only
1385 Reading Lexile Great student, good attitude, pays attention and does work varsity cheerleader, beach, friends, go to college, be a real estate agent
33 Adriana English Only
1305 Reading Lexile Encourage her to continue to do good work, needs improvement to pay attention likes to help others, wants to be a nurse, cheerleading, reading & writing EDSS 511 Secondary Teaching & Learning October 20, 2014
34 Selma CELDT: 5
home lang: Spanish, need to keep an eye on due to Discipline issues
1050 Reading Lexile needs to improve hw go to college, beauty school, be happy
35 Erin English Only
1305 Reading Lexile very nice student cheer, track, go to college, get a job, marriage
36 Linh English Only
1270 Reading Lexile Pollen Allergy pays attention, good hw detail, efficient use of time, volunteers fashion design, veterinary science, art, equestrian rider, be an actress or vet
37 Connor English Only
1385 Reading Lexile Migraines, enjoys listening, he benefits from visual aids, monitor during class work sports, camping, soccer, hiking, go to college and get a career
38 Nicolas (Nick) EL Advanced: Science&H istory, Proficient in ELA, Basic in math CELDT: 5 IEP primary disability: 280- OHI
Difficulties involving attention frequently impact progress in his classes
1050 Reading Lexile
Home lang: Spanish, RFEP
WJIII 1/9/12: Broad Reading SS 104. Reads a grade level. CST 5/12: ELA 370, proficient. Has difficulty paying attention, managing time, and attending class, sleeps in class video games, surfing, lacrosse, snowboarding, success is a goal
39 Jessica proficient in English
Home Lang: Spanish pays attention, does work photography, baking, music, EDSS 511 Secondary Teaching & Learning October 20, 2014
1080 Reading Lexile running, go to college be a pediatric nurse
Period Three
# NAME EL PROF LEVEL SPEC ED CATEGORY READINES S LEVEL LEARNING PROFILE INTERESTS 1 Anders English Only
Reading Lexile N/A Good listener, does half of hw assignment, needs to change habit surf & travel around world, music, help others, write a book, photography 2 Sebastian English Only
1385 Reading Lexile good use of time but sometimes need reminder to stay on track guitar, singing, food, internet, become a musician/ voice actor 3 Jose English proficient
Home Lang: Spanish
1240 Reading Lexile Asthma, monitor during class and activity, joke around/smart off but not disruptive, seems he has his guard up around me sports, study behavior, running, college, own a business 4 Blue English Only
1385 Reading Lexile Custody issue good use of time, does class work on time swim, has a job, beach, friends, video games, get a good paying job, leave behind a good legacy 5 Bailey English Only
1385 Reading Lexile Participates in class friends, video games, wrestling, become an engineer 6 Jimmy CELDT: 5
home Lang: good at soccer, go to EDSS 511 Secondary Teaching & Learning October 20, 2014 (2008)
English proficient Spanish 1150 Reading Lexile completing hw, good writing/ drawing skills college, video games, get a good paying job 7 Giselle English proficient
Home Lang: Spanish
830 Reading Lexile works hard in class, good attitude music, movies, Penn State, study physics/ criminology 8 Nacion English Only IEP/SPED documents unavailable Reading Lexile N/A volunteers to answer question, motivated to do well Pro Football player, own a business to help world 9 Thomas English Only
1385 Reading Lexile makes good use of his time in class N/A Absent 10 Gianni English Only
1385 Reading Lexile Asthma likes to talk but once he is given a certain amt of time to do activity, itll be complete surfing, lacrosse, photography, make $ 11 Marcos English Only
Reading Lexile N/A confiscated phone once, can tell he struggles with some questions but rejects help when I offer wrestling, skateboard, go to CA Maritime Academy become a captain 12 Ramses English Only
1270 Reading Lexile Likes to volunteer, well-versed, interested in pressing issues in history drawing, CA Art Institute, likes a girl in Florida 13 Stephen English Only
1035 Reading Lexile Leukemia, Excused Absence N/A Absent 14 Amy English Only
1385 Reading Lexile good student even in the back of room, volleyball, go to Michigan State, become a vet, EDSS 511 Secondary Teaching & Learning October 20, 2014 takes good notes in FFA, love raising animals 15 Jesus English proficient
Home Lang: Spanish
1270 Reading Lexile sometimes tries to avoid doing classwork, need to remind him to stay on track skateboard, music, friends, go to CSUSM 16 Edwin CELDT: 4 (2008)
Home Lang: Spanish
1385 Reading Lexile Heart Surgery, uses time wisely in class, good at station work music, college, travel USA, guitar, rugby, classic cars 17 Justen English Only
1385 Reading Lexile good at drawing, detailed hw video games, friends, college, be an engineer 18 Kevin English proficient
home lang: Spanish
1150 Reading Lexile focused most of time, very few reminders to stay on track has a job, music, wants to be a singer/ screamer in his band 19 Jessica CELDT: 4 (2008)
Home lang: Spanish
965 Reading Lexile SIS
works hard on HW, asks questions when she doesnt understand college, marine biologist, family one day, cooking, dolphins, seals, soccer 20 Katherine (Katie) English Only
1385 Reading Lexile very nice student, does work correctly with details traveling, friends, music, movies, go to college/ study in Europe 21 James English Only
1385 Reading Lexile Custody Issue, needs , to complete hw, absent recently N/A, didnt participate 22 Chad English Only
1050 Reading Lexile chatty at group work but he gets his work done sports, lacrosse, get good grades & go to college EDSS 511 Secondary Teaching & Learning October 20, 2014 23 Sage English Only
1385 Reading Lexile makes good use of his time martial arts, wrestling, be a pro fighter/ mixed martial artist 24 Anthony English Only
1190 Reading Lexile Lupus, can tell he likes technology, but monitor video game developer, video games, TV, food 25 Christian (Chris) English Only
1270 Reading Lexile Pollen Allergy, sometimes is out of focus but bounces back skateboard, music, lacrosse, graduate from college 26 Austin English Only
1150 Reading Lexile bit goofy but on task during activity/ taking notes TV, golf, college, be a police officer, basketball 27 Jae English proficient Advanced in ELA, Science, & History CA Standards Tests IEP Primary 320 AUT Social-cognitive deficits related to Asperger's Disorder impacts Jae's ability to attend to instruction and complete assignments without significant prompting and/or accommodations.
Needs to improve social language skills and organization Home Lang: Filipino (Tagalog), Discipline Issue *allergies to aspirin and dust mites
1270 Reading Lexile Good reading, math, and writing skills. participates in class
WJIII 2/16/2012 Broad Reading--SS 101. Jae successfully reads his textbooks and assignments in general education classs Tae kwon do, wants to be a computer engineer or entrepreneur 28 Calvin English Only
1190 Reading Lexile
Discipline Issue Keep him focused basketball, video games, $ 29 Jade
English only
1305 Reading Lexile Asthma & Diabetes ( Insulin dependent) New student (started week 4) EDSS 511 Secondary Teaching & Learning October 20, 2014 30 Zane English Only
1305 Reading Lexile volunteers, good HW, efficient with time skateboarding, bass guitar, be a musician 31 Diana RFEP IEP is missing , mixed up with another student, IEP info unavailable until is resolved Home Lang: Spanish (SART, SARBED)
785 Reading Lexile does HW but needs to improve slightly, asks for help when confused go to college, wants to learn how to draw, likes social media 32 Ashley RFEP CELDT: 5 RFEP documents N/A Home lang: Spanish
1050 Reading Lexile Peanut Allergy
she volunteers, helps others in group that are confused, she uses class time to her advantage art, cars, music, Henna, sports, be a tattoo artist, peace corps, travel to Fiji, Hawaii, and Australia 33 Orion English Only
1385 Reading Lexile
Allergic to Bees, had heart surgery in 2002, pays attention in class driving, engineering, programming, video games, hiking, college, get drivers license 34 Myah English Only
1240 Reading Lexile attentive, good hw soccer, bake, ocean, go to college and major in marine biology 35 Erick English proficient
Home lang: Spanish, watch for discipline issues
1190 Reading Lexile Allergic to Bees & Penicillin, sometimes late to class gym, friends, be successful/ wealthy, join criminal justice system 36 Maxwell (Max) English Only
1385 Reading Lexile puts effort into hw, great details friends, beach, music, go to college 37 Lesley CELDT: 4 IEP Primary: home lang: my second Sports, soccer, EDSS 511 Secondary Teaching & Learning October 20, 2014
Basic: Math, L.A., SS Far below basic for science 6th grade reading level 290 SLD
Auditory processing disorder and deficits in memory affects her involvement and progress in the general education curriculum. Spanish
820 Reading Lexile student for the case study assignment. she seems to comprehend material through PPT slides and video clips watching TV, drawing, wants to visit Italy 38 Joshua (Josh) English Only
1305 Reading Lexile pays attention in class, needs to improve hw effort competitive swimmer, college scholarship, be a firefighter, surfing 39 Bianca CELDT: 4
home lang: Spanish, RFEP N/A
910 Reading Lexile Asthma, SARBED, needs guidance during class work, can get distracted easily football, friends, criminal justice i.e. officer, FBI, Border Patrol 40 Brianna English Only
Reading Lexile N/A very nice student, works hard in class but can get distracted from time to time cheerleading, shopping, making cheer bows, college/ business degree, fashion buyer for stores 41 Adriana CELDT: 4 Basic in L.A. & science, below basic in Math IEP 290 - Spec. learning disability (SLD) (primary); 200 - None (secondary)
Auditory processing deficits/short term memory, may impact progress in the general curriculum. home lang: Spanish, RFEP
965 Reading Lexile
completes HW, likes to be well organized running, movies, go to college, cooking, open a clothing store
42 Nolan English Only
1385 Reading Lexile pays attention, sports, food, cars, music, EDSS 511 Secondary Teaching & Learning October 20, 2014 participates, good detailed hw Masters Degree, bike rides, be a good family man
Whole Class Information Number of Students in Class - Period One: 39 - Period Three: 42 Demographic Information: See above charts Developmental Needs: Period 1 is calm and quiet in comparison to Period 3 (talkative and easily distracted)
Individual Student Information and Differentiation Strategies Consult the Lesson Rational Reflection and the http://www.secondarydifferentiation.weebly.com
#1 Student - Student with Special Education Need a. Name: Raye, Period 1 b. Eligibility: 90 - Spec. learning disability (SLD) (primary); 240 - Speech or language impairment (SLI) (secondary) c. Identity: Grade 11, African-American, Home Language: English, Lives with Father and Stepmother (has custody, both employed), Mother does not have custody but is listed as an Emergency Contact d. Goals: When given a grade level text to read, Raye will extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration as measured by teacher records, student work, and statewide assessments.When given a composition to write Raye will edit her own work demonstrating an understanding of grammar, diction, sentence and paragraph structure by removing run on sentences and fragments on 2 consecutive attempts as measured by proficiency essays and in class writing compositions.
e. Readiness: 895 Reading Lexile, Has not Passed ELA or Math CAHSEE f. Interest: Likes reading, music, track and biology, wants to go to college like UCLA to become a psychiatrist g. Learning Profile: Allergic to dust, needs to change homework habit, more details, good drawings, a student for case study, quiet but uses time in class efficiently. Benefits from visual aids and notes via graphic organizer or notes packet h. Differentiation: Content: Expectations for lesson and content should be made clear and are to be written down on whiteboard. Raye needs a visual guideline to what is expected of her and what is required during lesson (notes during PowerPoint slides, notes packet, class work participation, homework assignments, rubric for project/paper, study guides, etc.) Raye will benefit from clear instructions in order to maintain her focus throughout the lesson. Raye takes detailed notes and EDSS 511 Secondary Teaching & Learning October 20, 2014 goes above and beyond with the homework assignment. Raye needs to be able to interact with her partner during the 10:2 strategy or pair share to ensure her comprehension. Process: Raye works well in small groups or with a partner. Raye is seated next to a motivated student and surrounded by other motivated students whom she usually works with in during small group class work. Product: Raye should be assessed by her writing skills, her homework, and her ability to explain the content after interacting with others. Proper feedback will help Raye when she tries her best to explain the content during a discussion but this practice will help develop her speech or language impairment. Affect: Raye should be given oral or written feedback on a daily basis, depending on the situation. While the teacher is roaming the class, she should be asked by teacher to explain her point of view or opinion about what they are learning in the lesson. She should be asked if she understands the instructions and she is able to see the lesson objectives/expectations clearly written on whiteboard. Learning Environment: Raye sits near the front of the room so she can close to see the PowerPoint presentations and hear what the teacher is saying. She sits next to a motivated student which is a good match for her during pair share discussions and to maintain focus. i. Assessment: I would look at Rayes collected work when I collect the whole class work. I will also look at her work for the quizzes and chapter tests.
#2 Student - English Language Learner a. Name: Lesley, Period 3 b. ELL Level: CELDT Level 4- Early Advanced, IEP Primary: 290 SLD Auditory processing disorder and deficits in memory affects her involvement and progress in the general education curriculum. c. Identity: 11th grade, Hispanic, Home Language: Spanish, Lives with mother who has custody and sister, father is not listed on her file d. Goals: Lesley would like to attend community college. She would like to work in the field of law enforcement. e. Readiness: 820 Reading Lexile f. Interest: Sports, soccer, watching TV, drawing, wants to visit Italy g. Learning Profile: She is my second student for the case study assignment. She is quiet during class, works well with pair share partner, and pays attention. She seems to comprehend material through PowerPoint slides, video clips, notes packets, and graphic organizers. h. Differentiation: Content: Lesley sits in front of class to ensure she hears what teacher is saying regarding class instructions or lesson content. Vocabulary list in English, detailed notes, notes via packet or graphic organizer, and clear instructions on homework, projects, essay rubrics, etc. will help Lesley visually process the content due to her auditory processing disorder and deficits in memory. Process: I believe Lesley works well when lessons contain engaging teaching strategies i.e. 10:2 strategy, visual video clips, PowerPoints, and notes on a graphic organizer. She is quiet in class but she is engaged throughout the lesson. I usually come up to Lesley asking her EDSS 511 Secondary Teaching & Learning October 20, 2014 if she is does or does not understand the instructions. She has sometimes asked me to define a vocabulary term unknown to her. Product: Lesley will be able to improve her writing skills with the help of the rubric, which communicates teachers expectations. As she volunteers in class, her verbal ability to explain the content will be a way for her to verbally comprehend the material due to her auditory processing disorder. It may be helpful to have her come by at lunch or after school once a week for a brief check-in to check her weekly progress in class. Affect: Lesley should be given feedback on her homework and class work. As the class begins their work, Lesley should be checked on to ensure she heard instructions correctly so she understands the teachers expectations. She should be encouraged to use her notes and class work to study for tests. She should also develop a habit of studying a little every day instead of waiting until a few days before test. In regards to oral or written feedback, I will offer Lesley the opportunity of coming in for help or to ask questions at lunch or after school. Learning Environment: Lesley sits in the front of the class so she is able to hear what the teacher is saying as well as seeing the lesson on whiteboard or PowerPoint. Her partner is a good student which is great for pair share discussions and student-centered class work i. Assessment: For this unit, I plan on looking at Lesleys in-class work, homework, and how she is doing on her tests. Due to her auditory processing disorder, I will give Lesley PowerPoint slides so she can visually process the instructions and content.
#3 Student Low Level Student a. Name: Jonah, Period 1 b. Need: Jonah needs reinforced support from his parents, counselor, Assistant Principal, and all current teachers. Jonah is disengaged in U.S. History and from his 2013-2014 report card, many of his teachers found he did not do class work, wasted time, and did not put effort in. He has been given notice of his disengaged behavior and missing work but he does not come in to make up work. I feel there needs to be some sort of intervention to why he is not doing any class work otherwise he may have to go to a continuation school. c. Identity: 11th grade, White, Home Language: English, Lives with Father who has custody, Mother does not have custody but is listed as emergency contact d. Goals: Unavailable since he is not an EL or SPED student e. Readiness: Reading Lexile score unavailable f. Interest: Likes to skate and he plans to go to a trade school for welding or carpentry g. Learning Profile: Need to keep him focused, easily distracted by his desire to talk to classmates or sleep. He does semi-efficient class work especially when given a notes packet or graphic organizer but he acts as if its a chore. He has a lot of missing class work and does not turn in homework which has resulted in him failing the weekly vocabulary quizzes and first unit test. h. Differentiation: Content: Vocabulary list is posted in class to be completed by every Friday of the week. Teacher must keep an eye on Jonah to make sure he is paying attention during lesson. Lesson plans in this unit could have engaging material and learning aids to ensure engagement of Jonah and other students. Jonah is often in Lock Out (SMHS policy for students who are in halls EDSS 511 Secondary Teaching & Learning October 20, 2014 after final bell rings) and misses the majority of lesson. Jonah works well in small groups but he must be placed with motivated students who wont distract him. Process: Jonah should discuss content with partner during pair share discussions and work in small groups during student-centered class work. Teacher should stand close to Jonah to ensure he is paying attention and not trying to sleep in class. Product: Jonah needs to be assessed by his writing skills and class work since he tends to not complete homework. However, his quizzes and first unit test has determined he is not taking the time to do homework and study the material with the help of a study guide and other study sources. Jonah should be asked to share his opinion during a class discussion as well as be given a rubric for writing essays/projects, etc. to make sure he understands the lesson instructions. Affect: Jonah should be held back after class to see how he is doing and to inquire his class performance for the day. He also needs to be told he needs to make up missing work because it will just stay a zero and it will not go away until he makes it up. Learning Environment: Jonah sits in the second row closest to the front so he is able to hear what teacher is saying and teacher has a clear view of when he is absent/in lockout or trying to sleep. i. Assessment: I plan on looking at Jonahs class work to see how he is comprehending the material and if he is writing thorough and detailed responses or just doing the bare-minimum. I plan on keeping a close eye on Jonah when we are watching video clips to make sure he is not sleeping. He needs to keep working in class with no distractions.
#4 Student Average Level Student a. Name: Chad, Period 3 b. Need: Positive feedback, 10:2 Strategy, Notes Packets or Graphic Organizer notes c. Identity: 11th grade, Home Language: English, White, Lives with both parents and two siblings d. Goals: Chads individual goals are not listed on his profile as he is not an EL or SPED student. One of his main goals is to get good grades and go to college. Some of Chads previous teachers have said he often turns in incomplete classroom assignments and his school work is affected by his tardies or absences. e. Readiness: Reading Lexile score of 1050 f. Interest: Sports, lacrosse, wants to get good grades and go to college g. Learning Profile: Chad is often distracted in class due to his desire to socialize with classmates instead of paying attention to teacher. He is very chatty during group work but he gets the work done. His homework and its quality has steadily improved but needs to continue. I had an issue with Chad 2 weeks ago where he was ordered to go outside for being disrespectful towards me. The issue was resolved after we talked in private outside the classroom. He seems to process information when it is presented in a PowerPoint. h. Differentiation: Content: Chad needs to understand content throughout lesson and the teachers expectations should be made clear to him. He needs to be paying attention throughout lesson and participate in student-centered class work. He positively responds to participating during pair share discussions and reading and analyzing modified primary sources to answer guiding EDSS 511 Secondary Teaching & Learning October 20, 2014 questions. He is sometimes in SMHS Lockout so he often falls behind on what material is being taught that day. Process: Chad works well in small groups but he needs to work with motivated and non- distracting students. He should be monitored by teacher while walking around various groups to ensure he is staying on track. Product: Chad should be called on to participate so he can share his answer with the class. It will also keep him engaged from distracting himself and following behind. Chad should receive feedback especially positive to ensure his good class behavior will continue. Chad will soon follow this example because this is what the teacher wants from him during class. Affect: Even though Chad works well in small groups, I feel he would also benefit from working independently so he will have the least amount of distractions rather than likely being distracted while working in a group. Learning Environment: Chad sits in third row from the front and is able to listen to what teacher is saying regarding instructions or content. He sits next to Nacion who sometimes can be distracting but he is engaged during lessons. They work well together during pair share discussions. i. Assessment: I plan on looking at Chads class work, homework, quizzes, and tests to see how he is comprehending the material and if he is writing thorough and detailed responses or just doing the bare-minimum. I plan on keeping a close eye on Chad especially during class discussions and when we are watching video clips to make sure he is paying attention. He needs to keep working in class with no distractions. If Chad is in Lockout, he will know to come find me to makeup the notes, class work, etc. #5 Student High Level Student a. Name: Amy, Period 3 b. Need: Amy needs to be challenged during each lesson so she stays engaged and does not become bored. She is quiet during class but she is an intelligent student who goes above and beyond not only in class but in homework and small group projects. I plan on using a variety of teaching strategies to cover audio, visual, and kinesthetic learning instead of sticking to one strategy lesson after lesson. c. Identity: 11th grade, Home Language: English, White, Lives with parents and has a younger sister. d. Goals: As a non ELL or SPED student, her learning goals are unavailable. Her previous teachers have said she is a delight to have in class. e. Readiness: Reading Lexile score of 1385 f. Interest: Play volleyball, go to Michigan State, become a vet, in FFA, love raising animals g. Learning Profile: Kind, quiet, and studious student, takes detailed notes, completes homework on time, does well on quizzes, and had highest score in Period 3 for first test. h. Differentiation: How does this unit differentiate instruction for this student based on above info? Content: Amy has no difficulties with the curriculum and content. She is encouraged to continue her good work and completes the vocabulary homework with detail and on time. Out of the entire 3rd period, Amy received the highest grade, 96%. EDSS 511 Secondary Teaching & Learning October 20, 2014 Process: Amy is excelling in this class and she doesnt have any difficulties with the content. She works well with her partner during pair share discussions and in small group activities as well. Product: Amy should be given both formal and informal assessments. I compliment and give positive feedback when I am grading her detailed homework or when handing back a high score quiz. Affect: Amy can work independently or with a group. She works with students where the work is evenly distributed. Amy is able to analyze and critically think when reading primary sources for a class discussion. Learning Environment: Amy sits in the back in between 2 motivated students. They all work well together and she is able to stay engaged during the lessons. i. Assessment: For this unit, I plan on looking at Amys in-class work, homework, and how she is doing on her quizzes and tests. Amy is able to process and comprehend the daily classroom expectations and lesson content.
2. Unit Rationale: Enduring Understandings & Essential Questions My eleventh grade class will be studying The Progressive Era for about a week. We will examine the social, political, and economic changes or reforms during the Progressive Era. Students should be able to identify the goals of the Progressive Movement such as economic and education reform, ending segregation and voting restrictions for African Americans, changing womens roles, and the role the media played to inform public about social issues. This unit explores perspectives on the central issues of the Progressive Era. Students examine the middle class reformers' attitudes towards immigrants; draw inferences about historical context by analyzing documents that relate to segregation of San Francisco schools in 1906; and address how muckrakers played an important role in addressing the corrupt side of business and public life. The unit includes cognitive modeling lessons: one compares the perspectives of Booker T. Washington and W.E.B Dubois. The second is the background on Woman Suffrage lesson prepares students for the Anti-Suffragists lesson plan on why Americans opposed womens right to suffrage. The students will be provided with notes packets during PowerPoint lectures and there will also be a student-centered group poster project to be done in class.
Enduring Understandings (EU) Students will understand how the Progressive Movement sought to reform late 19th and early 20th century Americas social, political, and economic issues. Students will be able to analyze the wide range of economic, political, social, and moral reforms. These included efforts to outlaw the sale of alcohol; regulate child labor and sweatshops; scientifically manage natural resources; insure pure and wholesome water and milk; Americanize immigrants or restrict immigration altogether; and bust or regulate trusts. Despite real and perceived social, political and economic contradictions, individuals and groups constantly work to change oppressive elements of society. Students will identify the weaknesses/problems of a rapidly changing American society in the early 1900s and evaluate the strategies utilized to impact government policy for the betterment of society. Students will analyze primary sources, visual video clips, EDSS 511 Secondary Teaching & Learning October 20, 2014 secondary sources, photography, political cartoons, etc. from differing perspective, biased or unbiased, in order to critically evaluate and fully comprehend the content. On Tuesday November 2, the class will review for test but will also participate in an assessment activity that enables students to connect ideas and draw conclusions about the Progressive Era.
Essential Questions What questions will frame the unit? 1. What were the effects of Industrialization on living and working conditions, including its portrayal and food safety in The Jungle by Upton Sinclair, a muckraker? 2. Explain how The Jungles portrayal of the lack of food safety and horrors of meatpacking industries led to the Passage of the Pure Food and Drug Act? 3. Why was it important to ensure the success of the public education reform? 4. Who was a stronger advocate for African Americans, Booker T. Washington or W.E.B. DuBois? 5. What were some of the social, economic, and political goals of the Progressive Movement? 6. What were the Progressive philosophies, policies, accomplishments and effectiveness of Presidents Roosevelt, Taft, and Wilson? What government policies responded to these conditions and calls for change? 7. Do you think that investigative reporters are as needed now as they were in the 19th century? Why? 8. What was the significance of muckrakers? How did they try to make change? 9. How did the Progressive Movement change womens roles? 10. Who should have access to the American dream? 11. Do we have the responsibility to help others? Is it better to work together or alone? 3. STANDARDS CA History Content & Common Core Standards *11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclairs The Jungle. *11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade and the development of cities divided according to race, ethnicity, and class. *11.4.4 Explain Theodore Roosevelts Big Stick diplomacy, William Tafts Dollar Diplomacy, and Woodrow Wilsons Moral Diplomacy, drawing on relevant speeches. *11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson). ELD Standards *ELD 11.1. (Bridging) A. Collaborative, 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics *ELD 11.3 (Bridging) A. Collaborative, 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges EDSS 511 Secondary Teaching & Learning October 20, 2014 *ELD 11.6. (Bridging) B. Interpretive, 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 4. UNIT OBJECTIVES *Students will be able to define and describe the challenges facing the United States at the turn of the 20th century. (Affective, CA History Standard 11.2.2) *Students will be able to describe what the Progressive Era was and the types of Progressive movements that occurred during the early 20th century, and what those movements sought to accomplish. (Cognitive, CA History Standard 11.2.9) * Students will be able to identify the weaknesses/problems of a rapidly changing American society in the early 1900s and evaluate the strategies utilized to impact government policy for the betterment of society. (Cognitive, CA History Standard 11.2.1) *Students will be able to compare and contrast the work of Progressive Presidents as well as what both individuals and groups sought in order to change the oppressive elements of society. (Affective, CA History Standard 11.4.4) *Students will be able to connect the horrors of the meatpacking industries and food safety and how its portrayal in The Jungle led to the passing of the Pure Food and Drug Act as well as many health code regulations that we still use today. (Cognitive, CA History Standard 11.2.1)
5. ASSESSMENT PLAN Have an assessment for every objective and standard in unit. Cross-reference the objective and standard for each assessment. Example: Assessment (Objective/Standard #)
Tuesday: * Name of Assessment: Pre-Assessment Worksheet, Vocabulary List and Ch. 9 notes packet
*Formality: Informal
* Purpose: Diagnostic, Formative
*Implementation Method: 1) Typed list of Chapter 9 Vocabulary (displayed in class). Worksheet and pencil informal pre-assessment as diagnostic tool. 2) Students will be assessed informally during the class for participation in discussions and the completion of assignments.
* Communication of Expectations: Ch. 9 Vocabulary will be displayed on homework section of the whiteboard. Throughout the unit, every lessons expectations will be displayed in class on a daily basis.
* Evaluation Criteria: Based on classroom engagement, participation and behavior during lecture and class discussions
EDSS 511 Secondary Teaching & Learning October 20, 2014 *Feedback Strategies: Teacher will give oral and written feedback to students on completed worksheets, participation in class, behavior while working in groups, and the test.
*Student Self-Assessments: Students are encouraged to pay attention in class and take detailed notes to help them complete class work activities and comprehend the content.
Wednesday: Block Day Periods 1& 3 (My classes) and Period 5 * Name of Assessment: Progressive President Poster, Presentation, and Notes
*Formality: Formal
* Purpose: Formative
*Implementation Method: 1) Progressive President Poster & Presentation rubric, pre-cut poster paper, colored markers, The Americans textbook. 2) Students will be assessed formally during the class for participation in researching, adding content while making and completing poster as well as the presentation.
* Communication of Expectations: Teacher will explain class poster expectations: conduct research on Progressive President, work as a team, include all topics, write notes during presentation and show creative side.
* Evaluation Criteria: Please see attached poster project rubric
*Feedback Strategies: Posters and presentation are reviewed by teacher and written and oral feedback will be given the next class.
*Student Self-Assessments: Please see attached poster project rubric
Thursday: Block Day Period 4 * Name of Assessment: Progressive President Poster, Presentation, and Notes
*Formality: Formal
* Purpose: Formative
*Implementation Method: 1) Progressive President Poster & Presentation rubric, pre-cut poster paper, colored markers, The Americans textbook. 2) Students will be assessed formally during the class for participation in researching, adding content while making and completing poster as well as the presentation.
EDSS 511 Secondary Teaching & Learning October 20, 2014 * Communication of Expectations: Teacher will explain class poster expectations: conduct research on Progressive President, work as a team, include all topics, write notes during presentation and show creative side.
* Evaluation Criteria: Please see attached poster project rubric
*Feedback Strategies: Posters and presentation are reviewed by teacher and written and oral feedback will be given the next class.
*Student Self-Assessments: Please see attached poster project rubric
Friday: * Name of Assessment: The Jungle Excerpt and Guiding Questions, Ch. 9 PowerPoint (3 slides)
*Formality: Informal
* Purpose: Formative
*Implementation Method: 1) Verbal: 3 slides from Ch. 9 PPT will be displayed for teacher to lecture with while students take notes. 2) Written & Verbal: Students will be assessed informally during the class for participation in reading and analyzing The Jungle excerpt, volunteering during class or partner discussions, and completion of the The Jungle guiding questions worksheet.
* Communication of Expectations: Lesson expectations written on whiteboard. Students must be writing notes during PowerPoint lecture and the guiding questions worksheet is to be checked for completion which will give students participation points.
* Evaluation Criteria: Class participation and behavior during lecture and The Jungle class work activity.
*Feedback Strategies: Oral feedback and praising good classroom behavior and participation is important. Teachers should give positive feedback to well-behaved and/or engaged students to encourage this participation to continue.
*Student Self-Assessments: Students are encouraged to pay attention in class and take detailed notes to help them complete class work activities and comprehend the content.
Monday: * Name of Assessment: The Activities and Reforms of the Progressives
*Implementation Method: 1) Students will take notes from PowerPoint lecture and then read and analyze two primary sources- one on muckrakers and one on women. Students will use sources to answer guided questions.
* Communication of Expectations:
* Evaluation Criteria: Paying attention during PowerPoint lecture, participating in class discussions and while reading and analyzing 2 primary sources- muckrakers and women.
*Feedback Strategies: Oral feedback and praising good classroom behavior and participation is important. Teachers should give positive feedback to well-behaved and/or engaged students to encourage this participation to continue.
* Student Self-Assessments: Students will be able to write full responses to Guiding questions by pulling relevant content out of document excerpt. Student will turn in questions to be assessed by teacher.
Tuesday: * Name of Assessment: Successes & Failures of Progressive Era and Ch. 6-9 Test Review
*Formality: Informal
* Purpose: Summative
*Implementation Method: 1) Written (worksheet for academic test preparation and Ch. 6-9 Study Guide)
written (multiple choice, t/f, open ended essay, academic test preparation), verbal, performance * Communication of Expectations: Students will review for test but will also participate in an assessment activity that enables students to connect ideas and draw conclusions about the Progressive Era.
* Evaluation Criteria: Teacher will evaluate students behavior and was or was not on task. The study guide is given to them for their own benefit to study and be responsible for their learning and test grade.
*Feedback Strategies: Teacher will give oral feedback on class behavior and use of time.
*Student Self-Assessments: Students are responsible for assessing the successes and failures of the Progressive Era and in preparing for test
Wednesday: Block Day Periods 1 & 3 (My Classes) and Period 5 EDSS 511 Secondary Teaching & Learning October 20, 2014 * Name of Assessment: Ch. 6-9 Test
* Communication of Expectations: Teacher tells students to put everything away and everyone is to remain silent until every student is finished with test.
* Evaluation Criteria: Teacher will be able to assess the individual progress of each student based on the score of the test.
*Feedback Strategies: Teacher will give feedback on test scores the following days and will allow students to do test corrections to make up some points.
*Student Self-Assessments: Students will learn of their test score and assess their score based on how much they did or did not prepare for test.
Thursday: Period 4 * Name of Assessment: Ch. 6-9 Test
* Communication of Expectations: Teacher tells students to put everything away and everyone is to remain silent until every student is finished with test.
* Evaluation Criteria: Teacher will be able to assess the individual progress of each student based on the score of the test.
*Feedback Strategies: Teacher will give feedback on test scores the following days and will allow students to do test corrections to make up some points.
*Student Self-Assessments: Students will learn of their test score and assess their score based on how much they did or did not prepare for test.
EDSS 511 Secondary Teaching & Learning October 20, 2014 6. STEPS OF INSTRUCTION CALENDAR Unit Plan Calendar Ch. 9 The Progressive Era The purpose of this unit is to have the students develop a firm understanding of the Progressive Era. This will be achieved through lectures, class discussions, and use of primary source documents. The primary source material in this unit range from pictures, to political cartoons, video, and audio clips. In the unit the students will be able to make connection between the lessons and will be able understand how they relate to each other.
DAY 1 Standard: 11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade and the development of cities divided according to race, ethnicity, and class. Objective: Students will be introduced to Ch. 9 The Progressive Era by doing a pre-assessment activity then will be presented with lecture. Throughout lesson, students will be able to analyze, identify, and explain the effects of industrialization and the living and working conditions. Students will be able to define and describe the challenges facing the United States at the turn of the 20th century. Student Activity: Watch a video clip then take notes from PowerPoint in a graphic organizer or notes packet provided by teacher. Assessment: (Informal, Diagnostic) Teacher will pause film every 5 minutes to address important issues or interesting facts the students just saw and heard. Students will pair share with a partner then will volunteer to share what they found interesting in film clip and during a closing discussion to assess comprehension of the notes. Students will be required to participate in class discussion so teacher can formally assess the students abilities to identify and explain the effects of industrialization and its living and working conditions. Teacher will mark students off by roster once they have contributed to the discussion.
DAY 2 Standard: 11.4.4 Explain Theodore Roosevelts Big Stick diplomacy, William Tafts Dollar Diplomacy, and Woodrow Wilsons Moral Diplomacy, drawing on relevant speeches. Objective: Students will be able to describe Progressive philosophies, policies, and effectiveness of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. Student Activity: Students will be put in groups of 6 and each group will be assigned one of the three presidents. 2 groups will conduct research and create poster on same president, to ensure all vital content is included on poster for notes. Assessment: (Formal, Formative) Teacher will look for these topics on each group poster; Childhood, Adulthood before becoming President, the Presidential Campaign, Accomplishments, Public Opinion, and Life after Presidency. During second hour, students will take notes on each president during poster presentations and will be able to understand each presidents roles and effectiveness during the Progressive Era. A poster & presentation rubric will be provided.
EDSS 511 Secondary Teaching & Learning October 20, 2014 DAY 3 Standard: 11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclairs The Jungle. Objective: Students will be able to identify and explain the lack of food safety and horrors of the meatpacking industries especially its portrayal in The Jungle by Upton Sinclair. Students will be able to connect and explain how The Jungle led to the passage of the Pure Food and Drug Act. Students will be able to analyze and evaluate primary source documents in the form of text excerpts to develop an understanding of the unsafe and unsanitary working conditions of the meatpacking industries and other food and drug companies.
Student Activity: Students will be shown some PowerPoint slides to take notes prior to reading the excerpt from The Jungle and answering the Guided Questions. After students will read excerpted version of Pure Food and Drug Act and will have a class discussion on reasons why The Jungle led to its passage. Assessment: (Informal and Formative) Students will turn in their Guided Questions of The Jungles Chapter 9 and the teacher will mark off students by roster after they contribute ideas during class discussion.
DAY 4 Standard: 11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson). Objective: Students will be able to develop and analyze the significance of muckrakers, reform, and changing of womens roles during the Progressive Era. Students will be able to describe what the Progressive Era was and the types of Progressive movements that occurred during the early twentieth century, and what those movements sought to accomplish. Student Activity: Students will take notes from PowerPoint lecture and then read and analyze two primary sources- one on muckrakers and one on women. Students will use sources to answer guided questions. Assessment: (Informal,Formative) Students will be able to summarize the readings and write full responses to Guided questions. Students will turn in questions worksheet for participation points for individual assessment.
Day 5 Standard: History Content Standards 11.2.1, 11.2.9, 11.4.4 Objective: Students will be able to summarize Ch. 6 content and draw their conclusions on what social, political, and economic reforms did and did not succeed during the Progressive Era. Student Activity: Students will review for test but will also participate in an assessment activity that enables students to connect ideas and draw conclusions about the Progressive Era. Students will be able to assess the successes and failures of the Progressive Era and of the various movements of the Progressive Era. Assessment: (Informal, Summative)
DAY 6 EDSS 511 Secondary Teaching & Learning October 20, 2014 Standard: History Content Standards 11.2.1, 11.2.9, and 11.4.4 Objective: Students will be able to use their ability to identify and connect pre-existing knowledge during a Chapter 6-9 Test. Student Activity: Students will quietly take the test and will remain quiet until everyone is finished. Assessment: (Formal, Summative) Teacher will be able to assess the individual progress of each student based on the score of the test.
DAY Three Lesson Plan
Day Three: 1. Title Of Lesson: a. The Jungle by Upton Sinclair
2. Curriculum Area & Grade Level: a. U.S. History, Grade 11 b. Ch. 9 Unit
3. Date of Lesson/Time Needed a. Friday October 31st b. Periods 1, 3-5 c. 50 minutes
4. Resources: a. Class Set of The Jungle Excerpt & Guiding Questions worksheet b. Class Set of the Pure Food and Drug Act of 1906 excerpt & Guiding Questions worksheet c. Ch. 9 Progressive Era PowerPoint
EDSS 511 Secondary Teaching & Learning October 20, 2014 5. CA Content Standards(s): History Content Standard 11.2.1. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclairs The Jungle.
6. CA ELD Standard(s): ELD 11.6. (Bridging) B. Interpretive, 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.
7. Big Idea Addressed/Enduring Understanding: a. This lesson focuses on the significance of The Jungle by Upton Sinclair b. Students will be analyzing excerpts from The Jungle and the Pure Food and Drug Act and will see how they are connected c. Students will collect information about the horrors of the meatpacking industries and the reforms of government regulations through the Pure Food and Drug Act
8. Essential Questions: a. What were the effects of Industrialization on living and working conditions, including its portrayal and food safety in The Jungle by Upton Sinclair, a muckraker? What problems did he expose? b. Explain how The Jungles portrayal of the lack of food safety and horrors of meatpacking industries led to the Passage of the Pure Food and Drug Act? c. What do you think was Sinclairs purpose for writing this piece? d. How do you think readers reacted to The Jungle when it first came out? e. What can the government do to protect the citizens of the United States from companies such as this? f. Was food and drug regulation and safety a success of the Progressive Era? g. Why was The Jungle so influential in leading the government to start enforcing food and drug regulations? h. What federal inspections were enforced by the Pure Food and Drug Act? i. How did this law lead to the creation of the modern Food and Drug Administration (FDA)?
9. Objective(s) or Learning Goal(s): Cognitive a. Students will be able to identify and explain the lack of food safety and horrors of the meatpacking industries especially its portrayal in The Jungle by Upton Sinclair. Students will be able to connect and explain how The Jungle led to the passage of the Pure Food and Drug Act. Students will be able to analyze and evaluate primary source documents in the form of text excerpts to develop an understanding of the unsafe and unsanitary working conditions of the meatpacking industries and other food and drug companies.
10. Assessment(s): Formative- Progress-monitoring a. Students will be assessed as a class on their comprehension of content that was read in both primary source documents, The Jungle and The Pure Food and Drug Act. The teacher will also check for understanding of both sources during class discussions and their responses to the 2 guiding questions worksheets. EDSS 511 Secondary Teaching & Learning October 20, 2014 b. Teacher will assess understanding and progress based on the information students share with the class whether they volunteered or were called on c. Students demonstrate reading, writing, and listening skills while analyzing each primary document, listening to what the teacher and classmates are sharing, and looking to see if their responses have supportive evidence.
11. Instructional Strategies: What the teacher does 12. Student Activities: What the students do
1. Anticipatory Set (1 min) Teacher tells students they will learn about the horrors of the meatpacking industries. Teacher asks them to get out paper to take notes from PowerPoint and will be reading and analyzing 2 primary source documents. One document is to be finished before moving on to next one.
2. State Objective (4 min) Teacher tells class they will collect information from the PowerPoint slides as well as the two primary sources. In this lesson, the students will be able to identify and explain the lack of food safety and horrors of the meatpacking industries especially from its portrayal in The Jungle by Upton Sinclair. Students will be able to connect and explain how The Jungle led to the passage of the Pure Food and Drug Act. Students will be able to analyze and evaluate primary source documents in the form of text excerpts. Students may work with a partner (pair share) to help them develop an understanding of the unsafe and unsanitary working conditions of the meatpacking industries and other food and drug companies.
3. Input-Modeling (2 min) Teacher reminds students the notes will be brief so there will be time for the documents. Students are to analyze both documents to pull out textual information and use it as evidence when writing responses to the guiding questions. The notes are important for their understanding and will be useful 1. Anticipatory Set (1 min) Students are informed they will be learning about the horrors of the meatpacking industries. Students are asked to get out paper to take notes during PowerPoint. After PowerPoint, students will be reading and analyzing 2 primary source documents but will do one at a time.
2. State Objective (4 min) Students are told to write down information from PowerPoint as well as 2 primary sources. Students are to be able to identify and explain the lack of food safety and horrors of meatpacking industries especially from its portrayal in The Jungle by Upton Sinclair. Students listen to the teacher list and explain the lesson objectives. During the primary sources activity, students are allowed to work with partner (pair share)
3. Input-Modeling (2 min) Students are reminded the PowerPoint notes are brief so the class will have time to read and analyze both primary source documents. They need to pull out information to help write answers to guiding questions worksheets. Students are also told detailed notes can be helpful study aids.
4. Check for Understanding (1 min) Students are asked by teacher if they have any questions about the lesson. Students then listen to teacher restate the lesson; 10 minutes of notes from PowerPoint then will use rest of class to do primary sources activity.
5. Guided Practice (10 min) Students are taking notes and listening EDSS 511 Secondary Teaching & Learning October 20, 2014 study aids.
4. Check for Understanding (1 min) Teacher asks students if they have any questions on the lesson. We will spend first 10 minutes of lesson taking notes then will jump into the next activity; reading and analyzing the 2 documents and answering the questions.
5. Guided Practice (10 min) Students have paper on their desks for notes and are attentively listening and writing while teacher lectures with the help of PowerPoint. Teacher asks class comprehensive questions every 5 minutes to monitor students engagement. Notes continue for another 5 minutes then teacher announces he/she is passing out the first primary source document, The Jungle, and the guiding questions worksheet. To avoid overwhelming the students, the teacher will pass out the 2nd document after the class finishes the first.
6. Independent Practice (30 minutes) a. Teacher reads The Jungle excerpt outloud while class follows along. b. Students are given 20 minutes to answer the Guiding Questions worksheet while teacher walks around the classroom. c. Teacher leads discussion by calling on students (use seating chart or roster) to share what they wrote for the first three questions (make sure a different student answers a question, do not call on the same students over and over) d. Teacher asks students to make sure they are writing responses with evidence to support their answers.
7. Closure (2 min) Teacher asks students to return class set of The Jungle document and to finish answering attentively while teacher lectures through PowerPoint slides. Students are asked comprehensive questions every 5 minutes to monitor their engagement. Students continue taking notes for 5 more minutes then students receive the first primary source document, The Jungle, and guiding questions worksheet.
6. Independent Practice (30 min) a. Students listen and follow along as teacher reads The Jungle excerpt outloud. b. After the reading, students are told they have 20 minutes to answer guiding questions worksheet c. c. Students attention is brought back to the teacher who begins a discussion on what the class responses were. Students are to discuss and answer first three questions but will be called on by seating chart or roster. d. Students are told the teacher wants to hear their answers and to make sure they are on the right track and using evidence to support answers.
7. Closure (2 min) Students are asked to return the teachers class set of The Jungle document and to finish answering guiding questions for homework. Students are also told it will be checked for completion and the class will start reading the 2nd document and answering the questions during next class.
EDSS 511 Secondary Teaching & Learning October 20, 2014 The Jungle questions worksheet for homework. It will be checked for completion next class. Class will start reading the second document and answering the questions worksheet during next class.
ANTICIPATORY SET The real hook for this class occurs on the second/third days of instruction. On Day Two, I will assign students into groups of six and will research one of the three Progressive U.S. Presidents and will make a colorful and creative poster to present to class. This allows them to interact with each other, work together as a team and have a chance to be creative. Day Three will be used to show students engaging PowerPoint slides and allow them to read a horrifying excerpt from The Jungle and answer guiding questions. Reading this excerpt will allow students to visualize in their minds what they are reading in order to gain a better understanding of the horrors of the meatpacking industries and how it led to the passing of the Pure Food and Drug Act.
CLOSURE At the close of this unit, students will take a test on Chapters 6-9 as it will be at the end of the second grading period at San Marcos High School. Students will prepare for this test on their own time. However, on day three, the students will review for test but will also participate in an assessment activity that enables students to connect ideas and draw conclusions about the Progressive Era. With this activity, students will be able to assess the successes and failures of the Progressive Era and of the various movements of the Progressive Era. As the teacher grades the tests, teacher will be able to assess the individual progress of each student based on the score of the test.
Ch. 9 Vocabulary: People A. Florence Kelly B. Carry Nation C. Upton Sinclair D. President Theodore Roosevelt E. President William H. Taft F. President Woodrow Wilson G. Robert La Follette H. Susan B. Anthony I. John Dewey J. W.E.B. Du Bois K. Ida Tarbell L. Gifford Pinchot
EDSS 511 Secondary Teaching & Learning October 20, 2014 Ch. 9 Vocabulary: Terms A. Progressive Movement B. Prohibition C. Muckrakers D. Scientific Management E. The Jungle F. Seventeenth Amendment G. National Association of Colored Women (NACW) H. Suffrage I. National American Women Suffrage Association (NAWSA) J. Square Deal K. National Association for the Advancement of Colored People (NAACP) L. Bull Moose Party M. Federal Trade Commission (FTC) N. Federal Reserve System O. Eighteenth Amendment P. Nineteenth Amendment
Ch. 9 Vocabulary: Policies A. Bans against child labor B. The initiative referendum and its recall C. The Sherman Anti-Trust Act (1890) D. The Pure Food and Drug Act (1906) E. The Meat Packing Act (1906) F. Payne-Aldrich Tariff G. The Federal Reserve Act (1913) H. The Clayton Anti-Trust Act (1914) I. The Ratification of the Nineteenth Amendment in 1920
Materials: -Progressive Era Pre-Assessment Worksheet -Ch. 9 Notes Packet including graphic organizer -Class Poster Rubric -Video Clips -Test Review Activity -Extensive Ch. 9 PowerPoint -The Jungle Excerpt & Guiding Questions -Pure Food and Drug Act of 1906 & Guiding Questions -Women in Progressive Movement Excerpt -Muckrakers Worksheet -Ch. 6-9 Study Guide
EDSS 511 Secondary Teaching & Learning October 20, 2014
Introduction to Progressivism
Imagine: The year is 1900. You have always been a glass is half-empty kind of person. However, as your New Years resolution, you have decided to try to be more optimistic about things. You have decided to make a list of all of the good things in your life, community, state, America and the world. You cant, however, forget all of the negatives, so while you are making a list of all of the positives, you list beside that everything that is wrong/could improve in the world at that time.
Positives Negatives
EDSS 511 Secondary Teaching & Learning October 20, 2014
Progressive Era Video Clips 1. The Progressive Era https://www.youtube.com/watch?v=PWmQhnK6xu8 https://www.youtube.com/watch?v=i0Q4zPR4G7M 2. Progressive Presidents: https://www.youtube.com/watch?v=F7flSW1PGsA https://www.youtube.com/watch?v=uFlOLyMwnjU
EDSS 511 Secondary Teaching & Learning October 20, 2014
Products of the Progressive Era
MUCKRAKERS: HISTORY OF THE STANDARD OIL COMPANY BY IDA TARBELL, 1904- 1872, WHILE THE PRODUCERS AND REFINERS WERE WORKING OUT ASSOCIATIONS AND ALLIANCES TO REGULATE THE OUTPUT OF CRUDE AND REFINED OIL, THE FREIGHT RATES OVER THE THREE GREAT OIL-CARRYING ROADS WERE PUBLICLY SUPPOSED TO BE THOSE SETTLED BY THE AGREEMENT OF MARCH 25. EXCEPT BY THE SOPHISTICATED IT WAS BELIEVED THAT THE RAILROADS WERE KEEPING THEIR CONTRACTS. THE LAKE SHORE AND MICHIGAN SOUTHERN AND THE NEW YORK CENTRAL HAD NEVER KEPT THEM, AS WE HAVE SEEN. MR. FLAGLER'S STATEMENT THAT THE STANDARD RECEIVED A REBATE OF TWENTY-FIVE CENTS A BARREL FROM APRIL 1 TO NOVEMBER 15, 1872, WOULD SEEM TO SHOW THAT WHILE WITH ONE HAND MR. CLARK AND MR. VANDERBILT SIGNED THE AGREEMENT WITH THE OIL MEN THAT HENCE FORTH FREIGHTS SHOULD BE "ON A BASIS OF PERFECT EQUALITY TO ALL SHIPPERS, PRODUCERS AND REFINERS, AND THAT NO REBATES, DRAW BACKS, OR OTHER ARRANGEMENTS OF ANY CHARACTER SHOULD BE MADE OR ALLOWED THAT WOULD GIVE ANY PARTY THE SLIGHTEST DIFFERENCE IN RATES OR DISCRIMINATIONS OF ANY CHARACTER WHATEVER," WITH THE OTHER THEY HAD SIGNED AN ARRANGEMENT TO GIVE A TWENTY- FIVE CENT REBATE TO MR. ROCKEFELLER.
CHILDRENS BUREAU "THE SAID BUREAU SHALL INVESTIGATE AND REPORT TO SAID DEPARTMENT UPON ALL MATTERS PERTAINING TO THE WELFARE OF CHILDREN AND CHILD LIFE AMONG ALL CLASSES OF OUR PEOPLE, AND SHALL ESPECIALLY INVESTIGATE THE QUESTIONS OF INFANT MORTALITY, THE BIRTH-RATE, ORPHANAGE, J UVENILE COURTS, DESERTION, DANGEROUS OCCUPATIONS, ACCIDENTS AND DISEASES OF CHILDREN, EMPLOYMENT, LEGISLATION AFFECTING CHILDREN IN THE SEVERAL STATES AND TERRITORIES."
FEDERAL LEGISLATION, 1912
16 TH AMENDMENT- RATIFIED FEBRUARY 3, 1913 THE CONGRESS SHALL HAVE POWER TO LAY AND COLLECT TAXES ON INCOMES, FROM WHATEVER SOURCE DERIVED, WITHOUT APPORTIONMENT AMONG THE SEVERAL STATES, AND WITHOUT REGARD TO ANY CENSUS OR ENUMERATION.
16 TH AMENDMENT TO THE US CONSTITUTION EDSS 511 Secondary Teaching & Learning October 20, 2014
18 TH AMENDMENT (A.K.A. THE VOLSTEAD ACT)- RATIFIED JANUARY 16, 1919
SECTION 1. AFTER ONE YEAR FROM THE RATIFICATION OF THIS ARTICLE THE MANUFACTURE, SALE, OR TRANSPORTATION OF INTOXICATING LIQUORS WITHIN, THE IMPORTATION THEREOF INTO, OR THE EXPORTATION THEREOF FROM THE UNITED STATES AND ALL TERRITORY SUBJ ECT TO THE J URISDICTION THEREOF FOR BEVERAGE PURPOSES IS HEREBY PROHIBITED. SECTION 2. THE CONGRESS AND THE SEVERAL STATES SHALL HAVE CONCURRENT POWER TO ENFORCE THIS ARTICLE BY APPROPRIATE LEGISLATION. SECTION 3. THIS ARTICLE SHALL BE INOPERATIVE UNLESS IT SHALL HAVE BEEN RATIFIED AS AN AMENDMENT TO THE CONSTITUTION BY THE LEGISLATURES OF THE SEVERAL STATES, AS PROVIDED IN THE CONSTITUTION, WITHIN SEVEN YEARS FROM THE DATE OF THE SUBMISSION HEREOF TO THE STATES BY THE CONGRESS. 18 TH AMENDMENT TO THE US CONSTITUTION
LEAFLET WRITTEN AND DISTRIBUTED BY ALICE PAUL OUTSIDE OF THE WHITE HOUSE IN 1917:
PRESIDENT WILSON AND ENVOY ROOT ARE DECEIVING RUSSIA. THEY SAY "WE ARE A DEMOCRACY. HELP US TO WIN THE WAR SO THAT DEMOCRACIES MAY SURVIVE." WE WOMEN OF AMERICA TELL YOU THAT AMERICA IS NOT A DEMOCRACY. TWENTY MILLION WOMEN ARE DENIED THE RIGHT TO VOTE. PRESIDENT WILSON IS THE CHIEF OPPONENT OF THEIR NATIONAL ENFRANCHISEMENT. HELP US MAKE THIS NATION REALLY FREE. TELL OUR GOVERNMENT THAT IT MUST LIBERATE ITS PEOPLE BEFORE IT CAN CLAIM FREE RUSSIA AS AN ALLY.
PRODUCTS OF THE PROGRESSIVE ERA Worksheet Name: EDSS 511 Secondary Teaching & Learning October 20, 2014 Date:
In the United States, the Progressive Era was a period of reform that began in America's urban regions from, approximately the 1890s and lasted through the 1920s. Reformers sought change in labor and fiscal policies in different levels of government; initially it was successful at local level, and then it progressed to state and gradu ally national. The reformers were predominantly members of the middle class. Furthermore, women came to the fore in the Progressive era and proved their value as social workers, probably due to the lack of female suffrage.
The Progressive Era saw an extraordinary amount of change. After you have read each of the documents, write the problems that each group or person addressed and the changes that took place as a result.
Topic and Date Problems addressed Change that took place
Muckraking
Childrens Bureau
16 th
Amendment
EDSS 511 Secondary Teaching & Learning October 20, 2014
18 th
Amendment
A NEED FOR PROGRESSIVES Name: _________________________ Per. _____ Date: _________________
The Industrial Revolution was the major technological, socioeconomic and cultural change in the late 18th and early 19th century that began in Britain and spread throughout the world. The first Industrial Revolution merged into the Second Industrial Revolution around 1850, when technological and economic progress gained momentum with the development of EDSS 511 Secondary Teaching & Learning October 20, 2014 steam-powered ships, railways, and later in the nineteenth century with the internal combustion engine and electrical power generation. Industrialization in the US caused a tremendous amount of social, political, and economic change in a relatively short amount of time. The change was so fast that the federal, state, and local governments were not equipped or prepared to address the changes. In the section below, identify and categorize all of the problems that arose as a result of industrialization from the 1850s until the 1920s.
Social
Political Economic
Of the problems listed above, choose 2 that you feel were the most important problems that needed to be addressed. Explain why each was so important, and present ideas as to how each problem could be overcome, either from the perspective of an involved citizen or a government official.
Most important problem: ____________________________________________________________________________ ______________________________________________________________
Assessment of the Progressive Era (Review Worksheet)
Directions: Assess the success and failure of a minimum of three of the listed Progressive movements in the chart below. Progressive Movements: Temperance/Prohibition, Suffrage, Consumer Protection, Labor Reforms and Worker Protection, Political Reforms, Settlement Houses
Progressive Movement Successes of the Movement Failures of the Movement
EDSS 511 Secondary Teaching & Learning October 20, 2014
Assessment of the Progressive Era (Review Worksheet) Critical Thinking Questions:
1) How would you define the Progressive Era? Use Evidence to Support Your Answer.
2) In your opinion, what do you believe to be the most important success of the Progressive Era? Why?
EDSS 511 Secondary Teaching & Learning October 20, 2014 3) In your opinion, what do you believe to be a significant failure or flaw of the Progressive Era? Why?
4) Describe a political, social, or cultural movement today that you would define as progressive. Why would you define this era as such? Use Evidence.
The J ungle Upton Sinclair 1906
There were the men in the pickle rooms, for instance, where old Antanas had gotten his death; scarce a one of these that had not some spot of horror on his person. Let a man so much as scrape his finger pushing a truck in the pickle rooms, and he might have a sore that would put him out of the world; all the joints of his fingers might be eaten by the acid, one by one. Of the butchers and floorsmen, the beef boners and trimmers, and all those who used knives, you could scarcely find a person who had the use of his thumb; time and time again the base of it had been slashed, till it was a mere lump of flesh against which the man pressed the knife to hold it. The hands of these men would be criss-crossed with cuts, until you could no longer pretend to count them or to trace them. They would have no nails,they had worn them off pulling hides; their knuckles were swollen so that their fingers spread out like a fan. There were men who worked in the cooking rooms, in the midst of steam and sickening odors, by artificial light; in these rooms the germs of tuberculosis might live for two years, but the supply was renewed every hour. There were those who worked in the chilling rooms, and whose special disease was rheumatism; the time limit that a man could work in the chilling rooms was said to be five years. There were the wool pluckers, EDSS 511 Secondary Teaching & Learning October 20, 2014 whose hands went to pieces even sooner than the hands of the pickle men; for the pelts of the sheep had to be painted with acid to loosen the wool, and then the pluckers had to pull out this wool with their bare hands, till the acid had eaten their fingers off. There were those who made the tins for the canned meat, and their hands, too, were a maze of cuts, and each cut represented a chance for blood poisoning. There were the "hoisters," as they were called, whose task it was to press the lever which lifted the dead cattle off the floor. They ran along upon a rafter, peering down through the damp and the steam, and as old Durham's architects had not built the killing room for the convenience of the hoisters, at every few feet they would have to stoop under a beam, say four feet above the one they ran on, which got them into the habit of stooping, so that in a few years they would be walking like chimpanzees. Worst of any, however, were the fertilizer men, and those who served in the cooking rooms. These people could not be shown to the visitorfor the odor of a fertilizer man would scare away any ordinary visitor at a hundred yards, and as for the other men, who worked in tank rooms full of steam, and in some of which there were open vats near the level of the floor, their peculiar trouble was that they fell into the vats; and when they were fished out, there was never enough of them left to be worth exhibitingsometimes they would be overlooked for days, till all but the bones of them had gone out to the world as Durham's Pure Leaf Lard! . . .
Upton Sinclairs The J ungle Guiding Questions Sinclairs investigation of the Chicago meatpacking industry flew off the shelves and informed the country about the conditions at the places where they got the meat for their dinner. Use the table and questions to discuss the problems facing the population at the time of the Progressives.
1. Fill in the following chart for four of the jobs discussed above.
Job Name Actions of Job Risks of Job Risk to Consumers
EDSS 511 Secondary Teaching & Learning October 20, 2014
2. What kinds of problems are seen facing the workers in this meatpacking factory? (Give 3 examples)
3. What kinds of problems could the consumers see from meat purchased from this company? (Give 3 examples)
4. What do you find most surprising in Upton Sinclair's account of the meatpacking industry around the turn of the century? Why?
5. What do you think was Sinclair's purpose for writing this piece?
6. How do you think readers reacted to The Jungle when it first came out?
EDSS 511 Secondary Teaching & Learning October 20, 2014
7. What can the government do to protect the citizens of the United States from companies such as this?
8. What is the history of the governments relationship with big businesses such as the meatpacking industry? What has the government done in the past with big business?
9. Combine your answers above with your conclusions drawn from the reading and answer the following question: What can society do to combat the problems facing workers and consumers such as those seen in The Jungle?
EDSS 511 Secondary Teaching & Learning October 20, 2014
Pure Food and Drug Act of 1906 For preventing the manufacture, sale, or transportation of adulterated or misbranded or poisonous or deleterious foods, drugs, medicines, and liquors, and for regulating traffic therein, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That it shall be unlawful for Columbia any article of food or drug which is adulterated or misbranded, within the meaning of this Act; and any person who shall violate any of the provisions of this section shall be guilty of a misdemeanor In the case of food: First. If any substance has been mixed and packed with it so as to reduce or lower or injuriously affect its quality or strength. Second. If any substance has been substituted wholly or in part for the article. Third. If any valuable constituent of the article has been wholly or in part abstracted. Fourth. If it be mixed, colored, powdered, coated, or stained in a manner whereby damage or inferiority is concealed. Fifth. If it contain any added poisonous or other added deleterious ingredient which may render such article injurious to health: Provided, That when in the preparation of food products for shipment they are preserved by any external application applied in such manner that the preservative is necessarily removed mechanically, or by maceration in water, or otherwise, and directions for the removal of said preservative shall be printed on the covering or the package, the provisions of this Act shall be construed as applying only when said products are ready for consumption. Sixth. If it consists in whole or in part of a filthy, decomposed, or putrid animal or vegetable substance, or any portion of an animal unfit for food, whether manufactured or not, or if it is the product of a diseased animal, or one that has died otherwise than by slaughter. Sec. 8. That the term, misbranded, as used herein, shall apply to all drugs, or articles of food, or articles which enter into the composition of food, the package or label of which shall bear any statement, design, or EDSS 511 Secondary Teaching & Learning October 20, 2014 device regarding such article, or the ingredients or substances contained therein which shall be false or misleading in any particular, and to any food or drug product which is falsely branded as to the State, Territory, or country in which it is manufactured or produced. CONGRESS OF THE UNITED STATES. PURE FOOD AND DRUG ACT OF 1906. WASHINGTON, DC: U.S. GOVERNMENT PRINTING OFFICE, 1906
Pure Food and Drug Act of 1906 Guiding Questions. Use Evidence.
1. Why was The Jungle so influential in leading the government to start enforcing food and drug regulations?
2. What federal inspections were enforced by the Pure Food and Drug Act?
3. How did the passing of this law come to affect our 21st century food and drug regulations?
4. How did this law lead to the creation of the modern Food and Drug Administration (FDA)?
EDSS 511 Secondary Teaching & Learning October 20, 2014
Assessment for Poster Presentation of the Progressive President CATEGORY 4 3 2 1 Presentation Well-rehearsed with smooth delivery that holds audience attention Rehearsed with fairly smooth delivery that holds audience attention most of the time Delivery not smooth, but able to maintain interest of the audience most of the time Delivery not smooth and audience attention was often lost Requirements All requirements are met and exceeded All requirements are met One requirement was not completely met More than one requirement was not completely met Content Covers topics of Progressive President in- depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic of Progressive President. Subject knowledge appears to be good Includes essential information about the topic of Progressive President but there are 1-2 factual errors Content is minimal, OR there are several factual errors Organization Content is well organized using headings, color, details, bulleted lists to help audience relate to material Uses headings or bulleted lists to organize, but overall organization of topics appears flawed Content is logically organized for the most part There was no clear or logical organizational structure, just lots of facts
EDSS 511 Secondary Teaching & Learning October 20, 2014
MUCKRAKERS: A New York politician, Theodore Roosevelt, made fun of one reporter who wrote about corruption. Roosevelt said the reporter was always sifting through the dirt, or muck looking for problems. He called the reporter a muckraker. Roosevelt meant the name as an insult. But muckrakers proudly took up the title. Muckrakers reported on a variety of social, economic and political problems troubling the U.S. at this time.
Sources: The Americans: p. 262 ; p. 308 ; p. 317 ; pp. 326-327
Muckraker Published Work and Date Description of Problem(s) Exposed Ida Tarbell
Jacob Riis
Lincoln Steffens
Upton Sinclair
EDSS 511 Secondary Teaching & Learning October 20, 2014
The Declaration of Sentiments, Seneca Falls Conference, 1848 (Modified) Elizabeth Cady Stanton and Lucretia Mott, two American activists in the movement to abolish slavery organized the first conference to address Women's rights and issues in Seneca Falls, New York, in 1848. The Declaration of the Seneca Falls Convention was signed by sixty-eight women and thirty-two men.
We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness. . . . Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance (loyalty) to it, and to insist upon the institution of a new government. . . . The history of mankind is a history of repeated injuries and usurpations (taking away power) on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her.
He has never permitted her to exercise her inalienable right to the elective franchise (right to vote).
He has compelled her to submit to laws, in the formation of which she had no voice.
He becomes, in marriage, for all intents and purposes, her master--the law giving him power to deprive her of her liberty, and to administer punishment.
He closes against her all the avenues to wealth and distinction which he considers most honorable to himself. As a teacher of religion, medicine, or law, she is not known.
He has given to the world a different code of morals for men and women, by which moral delinquencies (crimes) which exclude women from society, are not only tolerated, but deemed of insignificant in man.
He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect, and to make her willing to lead a dependent and abject life.
Now, in view of this entire disfranchisement of one-half the people of this country, --in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and EDSS 511 Secondary Teaching & Learning October 20, 2014 privileges which belong to them as citizens of the United States.
Source: Declaration of Sentiments, written in 1848 by Elizabeth Cady Stanton. The Declaration of Sentiments, Seneca Falls Conference, 1848 Questions
1. Why did the women at Seneca Falls choose to copy the Declaration of Independence?
2. What were 3 things they complained about?
3. Are you surprised by any of the grievances?
4. Do any of the grievances seem like theyre still true today?
EDSS 511 Secondary Teaching & Learning October 20, 2014
Ch. 6-9 Study Guide
The Great Migration Experiences of new immigrants 19 th century working conditions Effects of urban growth/urbanization How Railroads supported Industrial growth RRs and U.S. expansion Child Labor causes and effects Effects of The Jungle Impact of mechanized farming Chinese Exclusion Act and Nativism Bessemer Process 1848 Seneca Falls Inventions- Typewriter, Light Bulb Alexander Graham Bell Sherman Anti-trust Act Violent Strikes Mormon movement to Utah Volstead Act Jim Crowe laws Dred Scott v. Sanford 18th Amendment 19 th Amendment Elizabeth Cady Stanton and Lucretia Mott Booker T. Washington Angel Island/Ellis Island Teddy Roosevelt as Trustbuster Wilsons Moral Diplomacy tested by? Policies of TR, Taft, and Wilson Gentlemens Agreement Urban Problems- housing, water, sanitation, crime, fire, transportation Boss Tweed graft Prohibiton Beliefs of the Progressive movement Industrial Revolution working conditions child labor The Jungle Immigration Ethnic neighborhoods EDSS 511 Secondary Teaching & Learning October 20, 2014 Nativism Americanization movement Political machines & political bosses Robber barons Vertical and horizontal integration Trusts monopolies Sherman Antitrust Act Social Darwinism Social Gospel movement Populist Party Granger movement Gold standard Effects of widespread electricity to homes Fords Model T demonstrated what to industry? Carry Nation Susan B. Anthony Bull Moose Party Pure Food and Drug Act FDA W.E.B. Du Bois
Unit Assessment Evaluation- Ch. 9 The Progressive Era
Objective & Standard: EDSS 511 Secondary Teaching & Learning October 20, 2014 Day 1 11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade and the development of cities divided according to race, ethnicity, and class. Assessments: (Informal, diagnostic) Other (verbal discussion), Verbal, Teacher and peer feedback, informs teacher how long to spend on each part for the rest of the week Day 2 - 11.4.4 Explain Theodore Roosevelts Big Stick diplomacy, William Tafts Dollar Diplomacy, and Woodrow Wilsons Moral Diplomacy, drawing on relevant speeches. Assessments (Formal, formative) Teacher will look for these topics on each group poster; Childhood, Adulthood before becoming President, the Presidential Campaign, Accomplishments, Public Opinion, and Life after Presidency. During second hour, students will take notes on each president during poster presentations and will be able to understand each presidents roles and effectiveness during the Progressive Era. A poster & presentation rubric will be provided. Day 3 - 11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclairs The Jungle. Assessments (Informal, formative) Students will turn in their Guided Questions of The Jungles Chapter 9 and the teacher will mark off students by roster after they contribute ideas during class discussion. Day 4 -11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson). Assessments (Informal, Formative) written activity, paper and pencil, Teacher feedback provided written, and it will determine both what needs to be reviewed and who has learned the material Day 5 - History Content Standards 11.2.1, 11.2.9, and 11.4.4 Assessments (Informal, Summative) Students will review for test but will also participate in an assessment activity that enables students to connect ideas and draw conclusions about the Progressive Era. With this activity, students will be able to assess the successes and failures of the Progressive Era and of the various movements of the Progressive Era.
Day 6- History Content Standards 11.2.1, 11.2.9, and 11.4.4 Assessments- (Formal, Summative) Teacher will be able to assess the individual progress of each student based on the score of the test.
1b) To help you answer #2, please evaluate your assessment plan using these ten prompts: 1. Are your assessments addressing all standards, objectives and goals? How are the assessments inherent to the learning goals/objectives?
My assessments address all standards and objectives the students are learning
2. How many assessments do you have? One for each day? More than one for each objective? EDSS 511 Secondary Teaching & Learning October 20, 2014
Each assessment has 2 or more for each day except day 5 which has one.
3. What variety are you providing for the assessments? (formality, purpose, implementation method, communication of expectations, evaluation criteria, feedback strategies, self- assessment ) Two days of formal, four days of informal assessments. Students will do notes, guided questions, poster project/presentation, and summary. One diagnostic, three formative and two summative assessment.
4. How will you know if your assessments are valid & reliable? Using multiple assessments to monitor student progress? I will look at each students writing during the activity and after it is turned in to assess understanding. I firmly believe a students writing reflects his or her understanding. It is a goal to have every student participate during discussion, not just the few students who share while the others try to avoid being called on. Each student will be checked off on roster and receive points for sharing and it gives teacher a chance to assess each students answer.
5. How are the students development needs (readiness levels, interests and learning profiles) integrated into the assessments? How many different multiple intelligences are incorporated in the unit assessments? How do students have choices in their assessments?
I will give students time to take notes and to prepare to answer questions during discussion or for a worksheet. I plan to pause the film clip every 5 or 10 minutes to address important content and to check comprehension. I will also allow my students to pair share ideas with a partner prior to discussion or when working on a guided questions worksheet. Each lesson will have diverse material and great variety to attract students of all learning needs.
6. How are the criteria for the assessments communicated, modeled and supported? Assessments are communicated verbally before, during, and after each lesson. Students will have discussion during days 1, 2, and 3. and will be prompted and the teacher will model and guide their discussion and answers. The teacher will support them by paraphrasing students answer during discussion, during movie clip (day 1), through creating Progressive President group posters and presentations (day 2), and reading The Jungle excerpt(day 3). Students are familiar with teachers expectations but if not, the copy of expectations are in class syllabus they received, read, and signed for understanding.
7. How will you guide students to self-assess as they complete their assignments? Have you provided an assessment rubric for the unit? Will students use it for a formal self-assessment? When? Students will have be familiar to the teachers expectations for day 5 & 6, the summative assessment is a reviewing for test on Day 5 and the Ch. 6-9 test on Day 6.
EDSS 511 Secondary Teaching & Learning October 20, 2014 8. How will you have assessment data inform your instruction? Not just at the end of the unit but along the way? Observations throughout the discussion and the teacher will observe students notes during guided questions and as they are listening to poster presentations. Teacher will use quiz to help assess comprehension and skill development.
9. What levels of problems solving and critical thinking are implemented in the assessments?
Students will use evaluation skills, creativity, knowledge, comprehension, and analysis
10. Do you need more information about what the students really know and understand? Will these assessments help you identify your students misconceptions? Will these assessments help you identify if your students are achieving the learning goals?
I feel the poster presentations and quiz will make it clear what students know and comprehend. I will also assess understanding via students answers to class discussion questions
2a) Identify one strength in your unit assessment plan and explain why it is a strength in relation to the learning goals/objectives of this unit. (See 1b for ideas.) Strength the poster project and presentations. It requires many skills- reading, critical thinking, analysis, and creativity to complete assignment.
2b) Identify one weakness in the assessment plan and explain why it is a weakness in relation to the learning goals/objectives of this unit. (See 1b for ideas.) Weakness Day 1 and 4. Only requires taking notes, watching video clip, and comprehension to answer the question. Teacher is to lead discussion and explain connections of the Progressive Era to students prior knowledge from previous units.
3a) Include an additional assessment to address your weakness in the assessment plan. Think about how the additional assessment could improve your assessment plan. Describe the additional assessment: In small groups, students have to fill out a short quiz or short answer questions on Progressive Era presidents, living and working conditions, muckrakers, and reform.
Explain how it might be used to improve the plan by answering the following questions: 3b) When in the plan would you use this assessment? (Day of unit)
Day 4, beginning of the period.
3c) What goals/objectives would be assessed by this assessment? Goal/objective being assessed: Students being able to identify and explain the Progressive Era and its social, economic, and political effects/policies EDSS 511 Secondary Teaching & Learning October 20, 2014
3d) What type of assessment would it be? Formal or Informal
Diagnostic, Formative or Summative
Multiple Choice, Fill in the Blank or Essay, Drawing, Performance, Other ________
3d) What would be the purpose of the assessment?
Assess skills or Assess knowledge/concepts
3e) How would you implement the assessment?
Individual or Group Assessment
Paper & Pencil, Verbal, or Performance
3f) What feedback strategies would you use?
Who will correct and provide feedback? Teacher, Student or Peer
How will the feedback be provided: Verbal, Written, or Performance
3g) How would the results of the assessment inform instruction?
This diagnostic assessment will assess student progress throughout the week and will affect how teacher will continue instruction for the rest of the week and for the next unit. It will help the teacher to decide on the pace for the rest of the lessons. It will also assess which students are genuinely struggling and those who are just refusing to do class work, homework, etc. The teacher can use this to decide what concepts need to be over- or under-emphasized based on how well they do on each and this will help improve lesson plan and activities. It will also allow teacher to hold private discussions with students who are struggling or are not doing work.
Determine what material needs to be reviewed or who has learned material
This diagnostic quiz given on the fourth day of the unit will help the teacher decide what sort of information needs to be reviewed and how well students are able to take notes based on reading as well. This will also show students they need to find time to study content outside of class in preparation for the upcoming Ch. 6-9 test.
4) Explain how using the additional assessment as you described in question 3 improves the assessment plan and addresses the dilemma of needing more information about what the EDSS 511 Secondary Teaching & Learning October 20, 2014 students really know and understand, their misconceptions, and their progress toward achieving the learning goals.
The additional assessment from question 3 addresses a teachers dilemma for deducing the progress of each student and the entire class as well. The students will be given a preview of the importance of paying attention in class by taking detailed notes and participating in class activities. These assessments will help them understand the material and will satisfy learning goals of the unit.