L2+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 2
 * Grade Level:** High School, Grades 11 and 12 **Topic:** The Progressive Era, 1890-1914

__Objectives__

 * Student will understand that** the Progressive Era took shape in a variety of different forms at a variety of different levels, and 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.


 * Student will know** Settlement House, Social Purity, temperance, Social Gospel, suffrage, segregation, Jane Addams, Hull House, WCTU.


 * Student will be able to** use primary source documents and accounts to relate to the working poor, reformers, and others during the Progressive Era.

__**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:** This lesson asks students to view the Progressive Era from a different perspective. For this lesson, students will need to understand the Progressive Era through the eyes of those who lived it.

__**Assessment**__
Students will be receiving feedback on their Five W's chart, which they will use to organize their thoughts for their product. Students will be peer revising, as well as receiving feedback during class from the teacher. Students will have the opportunity to reflect in the journal at the end of class. Students will also be quizzed to measure understanding of the grassroots components of the Progressive Era, and will be given the following blog prompt: //Think of the many reform efforts discussed in the last couple of days in class. Do you see anything in your life that resembles, or may be the product of, these reform efforts during the Progressive Era. Do any of these affect you personally? Based on the answers to the last couple of questions, do you think the Progressive Era, in terms of its many social reforms, was successful? Why or why not?//
 * Formative (Assessment for Learning)**

//Essay, song, poem, picture, or photo slideshow.// Students will be creating a product empathizing with someone living, reforming, or working in the inner city ghettos before and during the Progressive Era. Students will need to put themselves in the shoes of others, and will be working with a partner to create the product. Students may create their own Progressive Era personality, or may assume one of an actual person.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The teacher will be putting the instructions for the project on the class webpage, and will be providing links to web resources for students. Students will be conducting research on the Internet, and will be creating their products in Microsoft Word, Garage Band, or Photoshop. Students could also create a photo slideshow using iPhoto or Microsoft Powerpoint.

This lesson will incorporate English/Language Arts. If students choose to create a picture or a photo slideshow, this lesson will incorporate Art/Photography as well.

__Groupings__
Two sets of grouping will occur in this lesson:

//Grouping for the product:// Students will be grouped in groups of 2-4 (depending on class size) by interest in which kind of product they would like to create.

//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, and the teacher will facilitate this process, if necessary.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students writing an essay or writing a poem will need to express their ideas through words. All students will need to introduce and explain their products for their presentation.
 * Visual:** Students creating a video slideshow or a drawing will be using their artistic skills to convey their knowledge.
 * Musical:** Musical students may use their talents to write a song, and may perform it as part of their presentation.
 * Intrapersonal:** Students will be reflecting on their work.
 * Interpersonal:** Students will be peer conferencing during class to make suggestions for improving their work.
 * Logical:** Students will be using graphic organizers to collect their thoughts and ideas.
 * Kinesthetic:** Students will be using laptops and will be at the front of the classroom for their presentations, where they may move around as needed.

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 extention 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 blog or other assignments. Plenty of class time for completion of products will be provided. However, for those doing a song or photo slideshow and are not able to complete the product using class time, they will need to complete the product before or after school, or during a study hall. For those doing the essay or poem, they may be submitted on paper. The teacher may ask the student to turn the product into its electronic form during class time or before or after school.

Students will be using one or more of the following Type II technologies: Inspiration, Adobe Photoshop (or other photo-editing software), blogs, and/or GarageBand (or other audio-editing software)
 * Extensions**

__**Materials, Resources and Technology**__

 * Projector
 * Laptops or a computer lab
 * Microsoft PowerPoint 2007 or Apple Keynote
 * Microsoft Word, Appleworks, or some other word processing software
 * Internet access
 * Blog accounts
 * Class wikispace
 * Five W's Chart (see attached)
 * Adobe Photoshop or some form of photo editing/creating software
 * Inspiration software
 * GarageBand or some form of audio editing software
 * Windows Media Player, iTunes, or some other media player, or an mp3 player
 * Speakers
 * Song. Ideas: //Cats in the Cradle// by Harry Chapin
 * Accompanying lyrics
 * Assessment sheet (attached)
 * Assessment rubric (attached)
 * Index cards
 * Excerpt from Upton Sinclair's //The Jungle// (Attached)
 * Excerpt from Jacob Riis' //How the Other Half Lives// (Attached)
 * Quiz on grassroots movements from settlement house to social gospel (part of preferential treatment activity, not to be graded) (attached)

Web Resources
[] []
 * Jacob Riis photography:**

[]
 * Idea for intro to part of lesson about women in the Progressive Era:**

[]
 * Information on Hull House:**

[] []
 * Information on the Settlement House movement:**

[]
 * Information on the Woman Suffrage movement:**

[]
 * Information on working women and the Womens Trade Union League:**

[]
 * Information on the Temperance movement and the Woman's Christian Temperance Union:**

[]
 * Information on the National Consumers League:**

[] []
 * Information on Margaret Sanger and the Birth Control Movement:**

[]
 * Information on the Children's Bureau:**

[] [] []
 * Information on the Socialist movement and the Socialist Party of America:**

[] []
 * Information on the International Workers of the World and the American Federation of Labor:**

[] [] [] []
 * Information on Walter Rauschenbusch and the Social Gospel movement:**

[] [] [] [] []
 * Information on Muckrakers:**

[] (Pages 28-end of first paragraph on page 37)
 * Excerpt from Jacob Riis' //How the Other Half Lives//:**

[] (Jurgis' story only)
 * Excerpt from Upton Sinclair's //The Jungle://**

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

Other Resources:
Class notes from HTY 104: U.S. History II, Spring 2008.

__**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**: This lesson allows the student choices in the person/situation they wish to put themselves in, and in the medium they are to present their product. Students are allowed tremendous freedom to express their creativity and knowledge within these mediums, so 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 empathize with Progressive Era Americans, 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**: Since grouping will be based on interest, students will be grouped with students with similar interests, providing for a more comfortable working environment. 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:** This lesson requires students to act on their knowledge of the grassroots movements of the Progressive Era, which will be demonstrated throughout this lesson, in order to make connections and empathize with those who lived in the Progressive Era.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//


 * Empathy:** Students will be able to use primary source documents and accounts to relate to the working poor, reformers, and others during the Progressive Era. This lesson is fully compatible with the MLR in that it asks students to consider the Progressive Era, a major era and turning point in American history, from a more personal point of view, one of many points of view that are presented throughout this unit.

Rationale:** This lesson and the creation of the product adapts itself towards many of the multiple intelligences.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Students writing an essay or writing a poem will need to express their ideas through words. All students will need to introduce and explain their products for their presentation
 * Visual:** Students creating a video slideshow or a drawing will be using their artistic skills to convey their knowledge.
 * Musical:** Musical students may use their talents to write a song, and may perform it as part of their presentation.
 * Intrapersonal:** Students will be reflecting on their work.
 * Interpersonal:** Students will be peer conferencing during class to make suggestions for improving their work.
 * Logical:** Students will be using graphic organizers to collect their thoughts and ideas.
 * Kinesthetic:** Students will be using laptops and will be at the front of the classroom for their presentations, where they may move around as needed.

In addition, this lesson incorporates a variety of choices for assessment, and a variety of uses of technology, both Type I and II, including: the Internet, Microsoft Word, Inspiration, blogging, and audio and photo-editing software.

Rationale:** This lesson uses a variety of assessment strategies to measure student progress and understanding, as well as checking for needed adaptations to the lesson, and diagnosing any problems the students may be having, including:
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//


 * Formative (Assessment for Learning):** feedback on their Five W's chart, which they will use to organize their thoughts for their product, peer revising, feedback during class from the teacher, reflecting in their journals at the end of class, a quiz to measure understanding of the grassroots components of the Progressive Era, and the following blog prompt: //Think of the many reform efforts discussed in the last couple of days in class. Do you see anything in your life that resembles, or may be the product of, these reform efforts during the Progressive Era. Do any of these affect you personally? Based on the answers to the last couple of questions, do you think the Progressive Era, in terms of its many social reforms, was successful? Why or why not?//

//Essay, song, poem, picture, or photo slideshow.// Students will be creating a product empathizing with someone living, reforming, or working in the inner city ghettos before and during the Progressive Era. Students will need to put themselves in the shoes of others, and will be working with a partner to create the product. Students may create their own Progressive Era personality, or may assume one of an actual person.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Agenda: //Day 1://
 * //(From Lesson 1): What does progress mean to you? exercise (20-25 minutes)//
 * //Hook for Lesson 2:// the teacher will play a song and provide accompanying lyrics from one of the songs listed above, and discuss (15 minutes)
 * Introduction of Assessment: Hand out and go over assessment sheet. Have a list of options for people/situation and product to choose from, and have students indicate their top three on an index card (10 minutes)
 * 5-minute break. During this time, the teacher will determine groups for project, and put up on class wiki **(Total Time so far: 55 minutes)**
 * Lecture on some of the different grassroots movement. For day 1, will discuss the Settlement House movement, the Social Hygiene movement, and the Social Gospel movement (15-20 minutes).
 * Announcing of groups, and time for journal writing. Homework: one half of the class will read an excerpt of Upton Sinclair's //The Jungle//, while the other half will read an excerpt from Jacob Riis' //How the Other Half Lives//, will discuss in class.

//Day 2://
 * Students will get into groups (size depends on size of the class). Students will be allowed to choose their own groups, and the teacher will facilitate this process, if necessary. Groups will proceed to review and comment on the blogs of its members (10 minutes).
 * Idea for introduction of Women in the Progressive Era: preferential treatment men/women activity sheet (see attached); includes quiz (attached) (20 minutes)
 * Continue lecture on grassroots movements. For day, will discuss labor reform, the Socialist movement, the role of muckrakers, and the role of women in the Progressive Era (25 minutes)
 * 5-minute break **(Total Time so far: 55 minutes)**
 * Students will have the rest of the class to work on their projects, ask questions, etc. The last 10 minutes will be reserved for students to write in their journal, if necessary.

//Day 3://
 * Presentation of products (40-45 minutes)
 * Proceed to lesson 3

For the lecture portion of this lesson, desks/tables will be organized in a semi-circle, so that all students can see the projection at the front of the class, as well as turn to their classmates and discuss. Students may rearrange desks as they need when working in groups.

The post-Civil War industrial boom created many negative externalities for Americans, particularly in the cities. The rise of cities and the need for cheap, inexpensive housing for the poor made things worse. The Progressive Era is largely a result of the need for a response to horrid conditions in the inner cities. This lesson discusses the grassroots responses to these conditions, which took shape in a variety of different ways. While there are probably many more movements and variations than time allows discussion for, this lesson will focus on the Settlement House, Social Hygiene, Social Gospel, labor reform, and Socialist movements, and will highlight the important roles played by women and "muckrakers" in this time period. While students will be learning and discussing these things, they will also need to put themselves in the shoes of someone who was there, or a fictional character who could have been there, and will be creating some sort of product (the options being listed above) requiring them to take their new-found knowledge to a new level. Students will be listening to and discussing a song about the struggles of living life to get them thinking about how they can create their own product about the struggles of living in the Progressive Era.
 * Where, Why, What, Hook. Tailors: Musical, Visual, Verbal, Interpersonal.**

While I say above that I will be "lecturing," I am more interested in holding a discussion. I will be presenting some new information, but I will also be asking students questions that will require deep thinking, collaboration, and whole-group discussion. For instance, instead of just telling them why followers of the Social Gospel were interested in helping the poor, I will present the sufficient background information, and ask them to make their own conclusion. The answer to the preceding question is not completely obvious and requires abstract thinking, and group interaction will be encouraged (I'm hoping that, at this point of the year, group collaboration will have become so routine that they will go right to it, instead of me having to tell them to do so). These discussions will help reflect student understanding, along with the quiz on day 2 and student journal writing and blogs.
 * Equip, Tailors: Interpersonal, Logical-Mathematical, Intrapersonal, Verbal**


 * Content Notes:** see attached

As discussed above, class discussions will require students to think deeply. In addition, the product will require students to use higher thinking skills to use their knowledge of the Progressive Era to either a): assume the position of someone who lived during that Era and create a verbal or visual product that characterizes how that person must have felt living and working in that time, or b): create a character who would have lived in that time period, and create the product. Such thinking requires knowledge of the content discussed during class in order to make interpersonal connections. The teacher will facilitate this process by providing the background material on the Progressive Era, by answering student questions during class time, and offering feedback on submitted drafts. Students will be grouped by interest. The class wiki, projected at the front of the classroom, will have choices for the people or situations they are to put theirselves in, and choices for delivery of the product. Students will be given index cards to indicate their top three preferences for each, and the teacher will look to match according to student preferences. Students will be reflecting on their work in their blog/journal, and will be peer revising, as well as receiving feedback during class from the teacher.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Logical-Mathematical, Verbal**

Students will have the opportunity to self-assess through their journals and through their class blogs. The teacher will collect drafts submitted by students and have them back to students by the next class or sooner. This lesson will connect to the next lesson in that the grassroots movements were only one part of the Progressive Era, and they certainly were not enough on their own; political reforms and governmental action were needed as well, things we will discuss in lesson four.


 * Handouts**
 * Excerpt from Upton Sinclair's //The Jungle// (Attached)
 * Excerpt from Jacob Riis' //How the Other Half Lives// (Attached)
 * Quiz on grassroots movements from settlement house to social gospel (part of preferential treatment activity, not to be graded) (attached)
 * Accompanying lyrics
 * Assessment introduction sheet (attached)
 * Assessment rubric (attached)
 * Five W's chart (attached)