Goals & Objectives Students will discuss the ideas of the gospel of wealth, social Darwinism and the Sherman anti-trust. Students will take a for or against position on each issue and back their positon with textual evidence.
California State Content Standards 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. 3. Trace the effect of the Americanization movement. 7. Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
Common Core Literacy Standards CCSS, ELA 11-12, RH 8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. CCSS, ELA 11-12, 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS, ELA 11-12, WHST 9 Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question ON which side of these political issues do yo fall under? How were people influenced during this time period?
Lesson Introduction (Accessing Prior Knowledge) Time: 5 min
This lesson will begin with the word controversy written on the board as we will talk about the idea of conflicting ideas in society centering around the time of the progressive movement. These will include the gospel of wealth, social Darwinism and the Sherman anti trust act.
Vocabulary (Content Language Development) Time: Through Lesson Controversy – Theory of evolution– advocate
Content Delivery (Method of Instruction) Time: 20 min Students will be handed a packet of primary documents that includes three topics. Their task will be to read the 3 documents silently to themselves for the first 20 minutes of the class while highlighting and making annotations on the margins on what the main idea of the document is. After this students will discuss the documents with their group members finally to come together as a class and hear what each group has to say. This part will be conducted in a silent reading environment. To aid them in organizing their thoughts I ask that they use piece of paper fold it long ways in half and assign the right side as agree and the left as disagree. For each topic they will be asked that they write down and highlight any information from the text they can use to support either position. They will be shown how this process works as the teacher will model the topic of school uniforms using an article online. Once they have started reading the teacher will walk around making sure that the room is quiet so that students can focus on their reading. The teacher will also check to see that progress is being made on the students’ list and that they are highlighting as they go. Any student who needs help can raise their hand the teacher will also offer help to students who are falling behind or seem to be struggling. .
Student Engagement (Critical Thinking & Student Activities) Time: 25 min Once the reading time has ended we begin the second part of the activity where students will be asked to discuss with their classmates each of the documents given to them. The groups will be already seated in sets of 3 and the expected method of discussion is one speak one add, comment, agree or disagree while the everyone writes notes down. This process continues going around the group so everyone talks multiple times. The teacher will be in charge of timing and informing students when it’s time to move from one topic to the next with a goal of 8 minutes per topic. The goal is to have students experience a discussion where they have to use text information to support their claims.
Lesson Closure Time: 6 The end activity will be to ask students for a general survey where students will raise their hands when the teachers ask a few questions. For example I will ask who agrees with topic 1 then two finally three. I will ask a few students to read their text evidence and I will inform the class of which answers are ones that best displayed the proper use of textual evidence to back up their claims.
Assessment (Formative & Summative) Each student will have the piece of paper where they wrote their answers down stamped the following day in class for credit once they turn it in. To earn the stamp I must see that students have the sheet filled in with no less than 5 highlights and annotations for each document.
During the class I will check that discussions are active with all students participating at in the discussion order described.
There will be no summative assessment for this unit.
Accommodations for English Learners, Striving Readers and Students with Special Needs English learners will be accommodated by being placed in groups with strong readers, by the teachers spending some one on one time explaining the main idea of the document and by having individualized copies of the packet that have additional vocabulary support. Striving readers will receive the packet one day earlier so they have additional time at home to read the packet and will also have individualized packets that contain additional vocabulary support. They will still have to highlight and annotate but those instructions will be given in class. Accommodations for students with special needs will be made as needed and as deemed appropriate by the teacher.
Resources (Books, Websites, Handouts, Materials) Copies of documents A, B and C along with the “Written Document Analysis Tool” for each student.