Goals & Objectives Students will be able to describe in detail major reforms and prominent people of the progressive era. Students will create a persuasive piece of writing. Students will create a poster that represents an issue that was addressed by the progressive movement.
California State Content Standards 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition). 4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society. 7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape
Common Core Literacy Standards CCSS, ELA 11-12, RH 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships amongthe key details and ideas. CCSS, ELA 11-12, RH 7 Integrate and evaluate multiple sources of information presented in diverse formats and media e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
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 historical issues would you fall under?
Lesson Introduction (Accessing Prior Knowledge) Time: 5 min
Ask students if they’ve ever been stopped at a grocery store by someone asking for them to sign a petition or by a green peace member. Inform them that these people are engaging in a petition signature drive. Ask what is it that they do? Describe the way they do their job. They inform you about the issue, they highlight their main points and they inform you and persuade you. Inform them about how California can get initiatives which are signed by people into laws this came about during the progressive era and this is similar to the process in which we will engage today.
Vocabulary (Content Language Development) Time: Through Lesson Signature drive - Petition - Persuade
Content Delivery (Method of Instruction) Time: 5 min Students will work in groups to create mock petitions accompanied by one page posters that support an issue, idea or person that I assign to them. Their task is to assume the role of a signature collector that has to gather support for their assigned cause. They use notes from prior lessons and additional resources that I will give the access to in order complete the unique prompt that I have assigned to each group. One example for the prompt will follow along the lines of “write two paragraphs persuading people to support the women’s suffrage rights movement. Include information in support of this issue from the given primary sources and from the previous lessons. Also there must be a poster created in support of the issue that includes a minimum of 5 images along with 1-2 sentence description of what the image signifies.
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Student Engagement (Critical Thinking & Student Activities) Time: 40 min Students will be given a prompt and 2 primary sources which will focus on one particular issue that was focused on by the progressive movement, their job will be to create a persuasive pitch for the audience (me) to sign their petition to get their issue passed. Accompanying this will be a poster which will have no less than 5 images with 1-2 sentence descriptions per image that directly relate to the issue the group was assigned. The groups will also be able to draw information from the textbook and from previous assignment we have done in class. The students will be shown a model petition and poster for the “initiative” which I the teacher will have made and no one else will have assigned. I will model all the components that I expect and the way I want the minimum 2 paragraphs written. Then I will pass out the packets to each group and they will break up into groups and they will each be responsible for one part of the poster as once again they will each take a job that will hold them accountable for a specific part of the project. First job will be the writer who will have final say on the content of the 2 paragraphs, the artist who will develop the images and be in charge of the poster and the presenter who will aid his teammates until he is required to speak to the class briefly about his issue and describe his group’s poster. The teacher will be walking around this time providing feedback and support to group members while also writing down each student’s job to make sure they are also individually accountable for their work. The teacher will encourage students dividing the work and keeping on task and will conduct progress checks on students that he has determined need extra help.
Lesson Closure Time: 6 I will inform the class when it is time to clean up and remind them that they will have to finish the rest of the work for homework. I will make a special announcement to those that will talk to the class about practicing at home.
Assessment (Formative & Summative) The formative assessment for this lesson will be a little harder to observe since there will be three types of jobs students will be tasked with. I will walk around monitoring that we are making progress on all fronts and that the task assigned is being completed. I will check off that each member has been assigned a job and that they are completing their individual work successfully that will be their formative assessment. There will be no summative assessment as the follow up activity to this will be a short presentation of each poster then a gallery walk. The summative assessment for this unit will be a test and this poster project will serve as an assignment to help student review for the unit test.
Accommodations for English Learners, Striving Readers and Students with Special Needs The accommodations for EL’s in this lesson will be based on their placements with heterogeneous groups that vary in reading skills in order to aid them while reading the primary sources and understanding the prompt given to her class. The modeling in the beginning of the class should also help these students understand the goals of the assignment and what is expected of them but on top of that I will also write the instructions and have them projected onto the whiteboard for reference during the class. The bulk of the vocabulary work for this lesson will have been completed prior to this lesson as the vocabulary has been covered in previous lesson regarding each topic. Striving readers will also benefit from modeling the activity from the activity and having the instructions projected on the board. They will specially benefit from having had notes on these topics previously in the class as they now have background knowledge that will help them interpret the primary sources and draw out evidence for this assignment. The primary sources will also be carefully chosen by me to make sure that they are at a proper reading level and if need be I will add on to those text synonyms to words that might be difficult to understand. Regarding students with special needs I will make accommodations on a case by case basis. Regardless there will already be quite a few accommodations in place that are targeted at either EL or striving readers but should also benefit some special needs students.
Resources (Books, Websites, Handouts, Materials) Projector, students in groups, topic packets including prompt, white paper for poster and two primary sources. Model initiative project completed to show the class. Color pencils and markers.