L3+Cyr+Geoffrey

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mr. Geoff Cyr **Date of Lesson:** Lesson 3
 * Grade Level:** High School, Grades 11 and 12 **Topic:** Progressive Era, 1890-1914

__Objectives__

 * Student will understand that** the Progressive Era was a response to the Industrial Revolution which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business, and that the Progressive Era had serious limitations, as it was tainted with sexist, racist, and nationalist overtones.


 * Student will know:** Settlement House, Social Purity, temperance, Social Gospel, suffrage, segregation, trust, muckraker, American exceptionalism, Jane Addams, Hull House, WCTU, Theodore Roosevelt, Upton Sinclair, Jacob Riis, Coal strike of 1902, //The Jungle, How the Other Half Lives// Shirtwaist Triangle Fire, Sherman Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, //Muller v. Oregon.//


 * Student will be able to** analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies, E. History Grade 9-Diploma Progressive Era, 1890-1914 Students understand major eras, major enduring themes, and historic influences in the United States and World history, including the roots of democratic philosophy, ideals and institutions in the world.


 * Rationale:** The Progressive Era was a major era in terms of immigration to the United States, and had significant ramifications politically and socially. In this era, we see the historic influence of American exceptionalism as part of the eugenics movement which sought to keep as many "unfit" immigrants out as possible.

__**Assessment**__
Feedback on graphic organizers, teacher and student feedback on blog, quiz
 * Formative (Assessment for Learning)**

//Wikispace//: Students will be researching major ethnic groups immigrating to the United States during the Progressive Era, where they settled, how they integrated into American society, and how they were impacted by American nationalism and eugenics.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The teacher will be creating a PowerPoint presentation with the lesson content, will be showing a video on Ellis Island, and will be using the class webpage and Wikispace. Students will be researching the Internet and building a Wikispace.

Students will be reading on the Progressive Era, writing (typing) for their blogs and wikispaces, and presenting their products orally to the class, this lesson incorporates Language Arts with History.

__Groupings__
Two sets of grouping will occur in this lesson:

//Grouping for the wikispace:// Students will be working in small groups for this project. Groups will be determined by drawing cards from a deck of playing cards.

//Grouping for the blog:// Students will get into groups (size depends on size of the class). Students will be allowed to choose their own groups (they must be different from the groups from Lesson 2, however), and the teacher will facilitate this process, if necessary.

__**Differentiated Instruction**__
 * Strategies**
 * Verbal:** Students will be writing about nationalism and immigration during the Progressive Era and will be writing captions on pictures they find for their Wikispace, and will be presenting their products orally to the class.
 * Visual:** Students will be finding and/or creating pictures and video for use in their Wikispace.
 * Kinesthetic:** Students will be using laptops for their projects.
 * Logical:** Students will be using graphic organizers to gather and organize their thoughts and ideas.
 * Intrapersonal:** Students will be reflecting on their own and through prompts in their blogs/journals.
 * Interpersonal:** Students will be working in groups, and will be peer revising.

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * Modifications/Accommodations**

Should students be absent from class, they will have full opportunities to get the work turned in on time. Students are advised to have work for the day(s) they are to miss turned in before-hand, or the student should see the teacher about working out a plan for getting the work submitted. Students missing one day of school will have one day after the next class they are present to complete the work due for the class they missed. Students missing more than one class should see the teacher about working out a plan. If students do not understand the work, or current circumstances prevent them from completing the work, they should contact the teacher at school, by email, or by phone beforehand, and the teacher will grant the extension necessary, or work out a plan for submitting late work. However, if no attempt at contacting the teacher is made, and/or if the teacher is not notified before-hand of the student's upcoming absence from school, extensions will not be granted and/or points will be deducting for submitting work late.

For those students without access to a computer or Internet connection, blogs may be written on paper, and then submitted to the teacher by hand. The teacher may ask the student to post the blog on the Internet using school computers during class time or before or after school. Students needing access to technology are encouraged to come in after school to do blogs or other assignments. Any students needing to print off information or resources on the Internet may do so. Students without a computer or Internet access may write out a plan for their Wikispace on paper, but will need to put this plan on the Internet during class time or before or after school. Plenty of class time for completion of products will be provided. However, those who are not able to complete the product during class time will need to come in before or after school to do so.

Students will be using the following Type II technologies: blogs, wikispaces
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops (or a computer lab)
 * Projector
 * Internet access
 * Microsoft PowerPoint
 * ISP chart (attached)
 * Step-by-Step chart (attached)
 * Assessment introduction sheet (attached)
 * Assessment rubric (attached)
 * Blog accounts
 * Class webpage
 * Wikispaces account
 * Deck of playing cards
 * Eyewitness accounts of Ellis Island for Hook (attached)
 * Video 5-3-1 for Ellis Island documentary (attached)
 * Peer feedback form (attached)
 * Self-assessment sheet (attached)

Web Resources:
[|http://www.ellisisland.org/immexp/wseix_5_3.asp?] [] [] [] []
 * Information on immigration and statistics:**

[] []
 * Information and video in Ellis Island:**

[] []
 * Information on Margaret Sanger and Eugenics:**

[]
 * Information on //Muller v. Oregon//:**

[]
 * Eyewitness accounts of Ellis Island:**

Journal articles:
Allerfeldt, K. (2003). RACE AND RESTRICTION: ANTI-ASIAN IMMIGRATION PRESSURES IN THE PACIFIC NORTH-WEST OF AMERICA DURING THE PROGRESSIVE ERA, 1885-1924. //History//, //88//(1), 53-73. Accessed March 22, 2009, from America: History & Life database.

Leonard, T. (2005). PROTECTING FAMILY AND RACE: THE PROGRESSIVE CASE FOR REGULATING WOMEN'S WORK. //American Journal of Economics & Sociology//, //64//(3), 757-791. Retrieved April 12, 2009, from America: History & Life database.

Textbooks:
Roark, J et al (2007). //The american promise//. Boston: Bedford/St. Martins.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson caters itself to many different learning styles and approaches.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//


 * Beach Ball**: Students are allowed freedom to express their creativity and knowledge within the wikispace, and are strongly encouraged to do so, as long as they show that they understand the background knowledge they will need to use in creating their products. The Internet allows students access to many different resources in creating their products, and students will be able to move desks or tables around to suit their group needs.


 * Clipboard**: Presentation of the material and use of graphic organizers provide detailed and organized instruction and assessment. Organization of class time and expectations for the product and use of class time will be clearly outlined.


 * Microscope**: Students will be using the Internet to gather the information needed to create their products, and students will need to engage in higher-level thinking in order to synthesize information from a variety of sources, drawing connections between their own lives and the lives of others. Students will be engaging in class discussions during presentation of material, and will be working collaboratively during these discussions and in the creation of their products.


 * Puppy**: The teacher will work to maintain a comfortable, respectful, and engaging learning atmosphere, and expects that all students will work to do the same.

Rationale:** Students will be synthesizing information from a variety of sources for the creation of the product, and will be learning content in a variety of ways, including by making personal connections through their blog, class discussion, and personal exploration.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//


 * Interpret:** Students will be explaining immigration patterns in the Progressive Era, and how these different ethnic groups adapted to American culture, while preserving and establishing their culture here. They will also be exploring the impact that growing nationalist and American Exceptionalist beliefs impacted different ethnic groups, which varies by geographic location.

Rationale:** This lesson uses strategies that cater to the strengths of many different learners and learning styles, including:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Students will be writing about nationalism and immigration during the Progressive Era and will be writing captions on pictures they find for their Wikispace, and will be presenting their products orally to the class.
 * Visual:** Students will be finding and/or creating pictures and video for use in their Wikispace.
 * Kinesthetic:** Students will be using laptops for their projects.
 * Logical:** Students will be using graphic organizers to gather and organize their thoughts and ideas.
 * Intrapersonal:** Students will be reflecting on their own and through prompts in their blogs/journals.
 * Interpersonal:** Students will be working in groups, and will be peer revising.

In addition, students will be engaging with Type II technologies in the form of wikis and blogs.

Rationale:** This lesson incorporates a variety of assessments, both formative and summative, to track student progress, adjust instruction if necessary, and document student achievement.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Feedback on graphic organizers, teacher and student feedback on blog, quiz
 * Formative (Assessment for Learning)**

//Wikispace//: Students will be researching major ethnic groups immigrating to the United States during the Progressive Era, where they settled, how they integrated into American society, and how they were impacted by American nationalism and eugenics.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Agenda:

//Day 1://
 * **//From lesson 2://** Presentation of products (40-45 minutes)
 * Break (5 minutes)
 * //Hook:// Students will read eyewitness accounts from [] (attached). Teacher will then facilitate a discussion on the accounts, as well as a discussion on students' ethnic backgrounds, and if they have anyone in their family (a great grandparent, etc.) that came to the United States through Ellis Island. (15-20 minutes)
 * Discussion of assessment project (see attached introduction sheet and rubrics) (10 minutes)
 * Remaining time can be used for reading or journal writing.
 * //Homework//: Blog entry 2: //some people argue that, when it comes to immigrants coming to the United State, the United States is a __melting pot__. Others believe the United States to be a __salad bowl__. What do you think these terms mean? What are the differences between the two. In your opinion, is the United States a melting pot or a salad bowl? Are there any personal or real-life examples that you know of that shape your opinion? We will discuss people's ideas next class//.

//Day 2://
 * Students will get into groups (size depends on size of the class). Students will be allowed to choose their own groups (they must be different from the groups from Lesson 2, however), and the teacher will facilitate this process, if necessary. Groups will proceed to review and comment on the blogs of its members (10 minutes).
 * Ellis Island documentary (30 minutes)
 * Break **(Total time so far: 40-minutes)**
 * Lecture-discussion: Beginning to Eugenics (20 minutes)
 * Rest of class to get into groups and work on projects

//Day 3://
 * Lecture-discussion: Eugenics to end (30 minutes)
 * Work on projects for the rest of the period
 * Due for teacher feedback: //Graphic organizers//

//Day 4://
 * Hand back Graphic organizers (5 minutes or less)
 * Peer revision between groups: see peer feedback form (attached) (20 minutes)
 * Continue work on projects

//Day 5//
 * Presentation of products

Classroom will be arranged in a semi-circle, so that students can talk to their classmates across the room and next to each other more easily, and so that all students can see the teacher and the front of the room. When students go to work in groups, they may rearrange the desks/tables as necessary.

We see the best and the worst in America when we discuss the Progressive Era. By the best, I mean the assimilation of millions upon millions of new Americans, but by the worst, I mean the rampant nationalism that constituted the eugenics movement, a movement that legitimized American, white, Anglo-Saxon beliefs about their ethnic superiority. Not all immigrants were treated the same, however. For this lesson, students will be exploring the arrival of various ethnic groups to the United States during the Progressive Era, how they established themselves in the United States, and how they were treated by the dominating class of WASPs (White Anglo-Saxon Protestants). As part of this exploration, students will be creating a story using wikis, and sharing with their classmates. The lesson will begin with reading and discussing eyewitness accounts of immigrants and others at Ellis Island, where an overwhelming majority of immigrants passed through en route to citizenship in the United States.
 * Where, Why, What, Hook, Tailors: Interpersonal, Intrapersonal, Verbal, Visual, Kinesthetic**

Students will come to know the lesson content through a combination of their own exploration, peer revision and sharing, and making personal connections through their blogs, and through teacher presentation and class discussions of class content. The graphic organizers, peer revisions and blogs will be used by the teacher to check for understanding.
 * Equip, Tailors: Interpersonal, Intrapersonal, Verbal, Visual, Logical

Content Notes:** see attached

Students will need to use higher-order thinking in order to make personal connections to class content through their blogs. In addition, students will need to be synthesizing informaiton from a variety of sources in order to explain and tell the story of immigrants coming to the United States. The teacher will be facilitating the process of analyzing the era itself and the various sources through answering student questions, generating class discussions, and providing feedback on student blogs and on the graphic organizers. Students will be commenting on each others' blogs, and providing peer feedback on the wikis. Students will also have the opportunity to revise their products using teacher feedback on the graphic organizers.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Intrapersonal, Interpersonal, Linguistic, Naturalist**

Students will have the opportunity to self-assess through their blogs, their journals, and through the self-assessment sheet given at the end of the lesson (attached). The teacher will provide feedback on graphic organizers by the next class.


 * Handouts**
 * ISP chart (attached)
 * Step-by-Step chart (attached)
 * Assessment introduction sheet (attached)
 * Assessment rubric (attached)
 * Eyewitness accounts of Ellis Island for Hook (attached)
 * Video 5-3-1 for Ellis Island documentary (attached)
 * Peer feedback form (attached)
 * Self-assessment sheet (attached)