ELaferriere

Emily Laferriere EDC448 Prof. Coiro October 22, 2009 The context of this class is looking at the Progressive Era through the lens of a working class citizen. This class is a U.S. History II level two of juniors and seniors. There are a few ESL learners in this class and many who have either reading disabilities or are not up to grade level with their reading skills. During the course of two weeks our class will be looking at the political and social changes that went on during the Progressive Era, including the Pure Food and Drug Act of 1906 and the suffrage movement of the twentieth century. **Citation:** Keyton, A., Perry, E.,& Winkler, A. (1995). //America////, pathways to the present.// Needham, MA: Apprentice Hall.
 * Part A: Print Resources: **
 * Summary and Rational:** This text book will scaffold the lesson by summarizing the major events and occurrences of the late 19th and early 20th century. It is the basic, accepted historical narrative that students will need an understanding of by the end of the section. It will discuss labor movement, the rise of the Captains of Industry, expanding west, women’s rights, growing social reforms, and immigration. I chose this text because with the proper support the text book can bring interesting and most of the time accurate facts that are easily assessable to the student to refer to.
 * Use of Text:** I would like the students to go through the chapter on the Progressive era reforms and list terms and ideas that they are either not comfortable or unfamiliar with or something they are interested in so that I as an instructor can see where my students are struggling and where I need to begin in the lesson. Also it could indicate to me where I could take my lesson so that it becomes interesting to my students on a personal level.


 * Citation:** Sinclair, U (2002). //The Jungle.// Boston, MA: W.W. Norton and Company Inc.
 * Summary and Rational:** This is Upton Sinclair’s influential novel of the Progressive Era. It is a commentary on socialism and immigration of the time. It also discusses in great detail the working conditions of the working poor and also the lack of regulations on the food and drug industry in America at the time of the gilded age. I chose this text because it is such a graphic and gravitating account of the time. Since it was written during the same time that the class is studying it will give the students a feel of the social atmosphere during the turn of the century. The graphic passages add to the appeal of this novel and just as it caught the attention of President Roosevelt it will gross out and catch the attention of students.
 * Use of Text:** I am going to take a significant quote from this novel and put it on a work sheet. This particular quote that I will use will have a gruesome quality to it so that the students will be able to see why this book was so controversial and caused the Pure Food and Drug Act of 1906, plus it adds to the interest of the activity.
 * Attachment:** This is a large text book chapter so I did not include it here.


 * Citation:** Hopkinson, D (2003). //Shutting out the sky, life in the tenements of// //New York////, 1880-1915.// New York, NY: Orchard Books.
 * Summary and Rational:** This children’s picture book is about how the working class and immigrant families lived during the progressive era. There are era specific photographs of family life and living during the Progressive period in New York. I chose this text because seeing era specific photographs with people just like the students looking at them makes the lesson more personal. Students may find it difficult to relate or mentally picture a topic when they have never had any experience with it before. Pictures make the people and the issues more real.
 * Use of Text:** With this text I would have the students split into different groups and discuss what they see in the pictures. There will be more in depth thinking going on if each student can play and feed off of each others ideas and experiences. After the group discussion is over I would bring the class back so there could be a collective discussion about what they saw and felt about the pictures.


 * Citation:** McPherson, S.S. (2006). //Susan B. Anthony.// Minneapolis, MI: Lerner Publication Books
 * Summary and Rational**: This vibrant picture book is about the life of the well known woman suffragist, Susan B. Anthony. This book describes her life and her achievements in an easy to understand way. The pictures do much of the describing in this book. I chose this book because I wanted to incorporate other important ideas that were going on in this era other then the Pure Food and Drug Act with out getting so involved that it would distract from the importance of the lesson. Susan B. Anthony is a leading figure in the women’s movement and presenting her in this way to students is less intimidating then reading a biography on their own.
 * Use of Text:** I would like to read this text out loud with the class. I feel that way it will be a time for students to relate a relaxing enjoyable experience with learning. It makes students more open to a topic when they have more background knowledge about it.


 * Citation:** Sinclair, U (2007). //The Machine.// New York, NY: Dodo Press. Print.
 * Summary and Rational:** This play is a commentary on socialist and a working man’s life and the injustices of living in the Progressive era. I chose this text because it allows the student to use another sense and hear the time period. I want my students to be able to become immersed in the topic that they are learning. This will once again help them relate to the Progressive era on a different level then just strictly reading the text book.
 * Use of Text:** The students would break off into groups and act out a scene of the play so that they could all get a taste of what the feeling of the Progressive Era really was according to Upton Sinclair.
 * Part B: Media Resources:**
 * Citation:** Edison, T. (1906). //Arriving at// //Ellis island// [Video File]. Retrieved October 19, 2009 from http://remixamerica.org/videos/arrival-of-the-immigrants-at-ellis-island-may-1906
 * Summary and Rational:** This is a video clip of immigrants entering New York City at Ellis Island in 1906, the same year that the Pure Food and Drug Act was drafted. I chose this text because it really demonstrates the huge amount of people that were coming to America during this time of American history.
 * Use of Text:** I would show this clip along with our previous discussion on the tenements of New York. I think it is a good way of showing the class how incredibly crowded and unhealthy the living conditions of incoming immigrants and working class families really were.

Part C: Online Interactive Resources: ** **Citation:** WGBH PBS. (2009) //The richest man in the world, Andrew Carnegie.// Retrieved October 19, 2009 from American Experience Website http://www.pbs.org/wgbh/amex/carnegie/
 * Citation:** Zaxyoso. (2008, February 1). //The progressive era: women’s suffrage// [Video File] Retrieved October 19, 2009 from http://www.youtube.com/watch?v=4k_0jgSRp7g
 * Summary and Rational:** This is a short video clip of some suffrage movement pictures and poems of the Progressive era. I chose this text because I felt as if it was a good companion to the Susan B. Anthony. Also, I chose this text because once again students would get to see how women were dressed and how they acted and spoke during the Progressive era. This makes the topic more relatable.
 * Use of Text:** I would show this video clip after our class did the Susan B. Anthony reading so that they could see women suffrage in action.
 * Summary and Rational:** This is a website about one of the Captains of Industry during the Progressive Era, Andrew Carnegie. Students can explore his life by going through the interactive site and discovering different aspects of his life. I chose this text because I feel as if much of learning comes through discovery. It gives understanding a personal feel and a direct link to learning.
 * Use of Text:** I would use this text as a homework assignment paired with an anticipatory reading guide so that the students will become interested in the topic outside of class and possibly discover something new on their own.

Part D: Instructional Resource ** **Citation:** Erowid (2009). //The pure food and drug act (1906).// Retrieved October 19, 2009 from http://www.erowid.org/psychoactives/law/law_fed_pure_food_drug_act.shtml
 * Citation:** Smithsonian National Museum of American History (2008). //The American president, a glorious burden.// Retrieved October 19,2009 from http://americanhistory.si.edu/presidency/5b_frame.html
 * Summary and Rational:** This interactive website frames the life and achievements of the president during the Progressive Era, Theodore Roosevelt. I chose this text so that my students can see who the President was as a person and how he lived and then maybe relating this to why he enacted the Pure Food and Drug Act of 1906.
 * Use of Text:** I would use this website also out of class. I think that students when they have fun doing homework learn more from it.
 * Summary and Rational:** This is a complete text of the Food and Drug Act written exactly how printed in legal terms when it was put into effect in 1907. I chose this text because I feel that a teacher who is instructing a topic should try to familiarize themselves the best that they can with what they are teaching so that they have the ability to answer any student questions that may arise.
 * Use of Text:** I would use this text to further my background knowledge of the Pure Food and Drug Act of 1906 further.

These Texts would all be used over the time period of a couple weeks in my classroom. They all link to one another and have a common subject, reforms of the Progressive era. Each text is varied so that there isn’t too much of one kind of text. Each text will need to be supported appropriately so that they will all be effective for every student. I believe that my ESL students may have some trouble with some of these texts, but I do think that they will be able to relate to and understand what some of the immigrants of the time felt. In that sense they will have more to contribute to class discussion. I do believe that with the proper in class and out of class support that ESL learners and well as students with learning disabilities can handle all of these texts in the way that I have presented them. Learning Objectives: ** Content Area: After the end of the Progressive Era section, students will be able to Reconstruct the literal meaning of a historical passage, read historical narratives imaginatively and explaining how massive immigration after 1870 and how new social patterns, conflicts and ideas of national unity developed amid growing diversity in America. Standard 2A and 2B Era 6
 * Using Texts Together: **

Reading: Students will actively be able to understand the reading of a historical text with fluency and conceptual understanding. RI-10-11.2

Hey Emily, I think you have collected a very informative text set which will really give students a great understanding of the material! I like that you picked a set that has more than one specific topic, and I think you did a great job of connecting them together. I love the idea of using picture books. You did a good job of connecting the picture book and video on Susan B. Anthony. You also did a good job of integrating technology into your lesson. I like the idea of having students write down words they did not know from the textbook because textbooks are usually hard for students to read. You may have to plan a little more time for going over the textbooks, because many students will probably struggle with it. I agree that ESL students and students with learning disabilities will probably struggle with some of these texts, but you made a really great point about ESL students being able to relate and contribute to the conversation. Having a diverse class will be an advantage to this lesson. I especially like your Instructional Resource, and completely agree with your rationale. It is very important for teachers to have a good amount of knowledge on the topic being covered, and I think you will do a great job of teaching this lesson! Mikaela

Emily,  As another history major, sometimes it can be hard to pick which texts you would like to use in a unit plan since usually there are so many to choose from. I think you did an awesome job picking relevant, different and interesting texts to use in your unit plan. The textbook is a great resource for students to use for background knowledge. I as well used the same textbook for my diverse text set. I think it’s great that you’re using The Jungle because most students really find it interesting and like you said it’s a great graphic way to show the students how it lead to the Pure Food and Drug Act. The Shutting out the Sky picture book is also another great way to grab the students’ attention, while providing a way for them to connect to the material you’re teaching them on a more personal level. The websites also look great too, and I agree, a lot of learning comes through discovery. Overall, you did an amazing job on your text set! You chose so many different texts and each of them sound interesting and fun. You probably wouldn’t have too many kids falling asleep in your class! ;) -Christina 