CH 9unitplan

EDSS 511 Secondary Teaching & Learning October 20, 2014
UNIT AUTHOR: Renee Marquis

UNIT TOPIC: The Progressive Era; Social, Economic, Political, Chapter 9
Subject/Content Area: Humanities
Course: Social Studies, U.S. History
Grade Level: 11th grade, College Prep
Length of Unit: 7 Class Days, 8 Class Periods, Mon/Tues/Fri (50 minutes) and Wed/Thurs (120
minutes) I co-teach Period 1 and 3 classes on the following days

1. Tuesday, October 28
a. Classes led by Cooperating Teacher, 50 minutes
2. Wednesday, October 29
a. Skills, Period One: (Me/Cooperating Teacher) 120 minutes
b. Skills, Period Three: (Me) 120 minutes
c. Block Day Periods 1, 3, 5
2. Thursday, October 30
a. Class led by Cooperating Teacher, 120 minutes
b. Block Day Periods 2, 4, 6
3. Friday, October 31
a. Skills, Period One: (Me) 50 minutes
b. Skills, Period Three: (Me) 50 minutes
4. Monday November 1
a. Classes led by Cooperating Teacher, 50 minutes
5. Tuesday, November 2
a. Review Skills, Period One: (Me/Cooperating Teacher) 50 minutes
b. Review Skills, Period Three: (Me) 50 minutes
6. Wednesday, November 3
a. Ch. 6-9 Test, Period One: (Me/Cooperating Teacher) 120 minutes
b. Ch. 6-9 Test, Period Three: (Me) 120 minutes
c. Block Day Periods 1, 3, 5
6. Thursday, November 4
a. Ch. 6-9 Test led by Cooperating Teacher, 120 minutes
b. Block Day Periods 2, 4, 6

2. FACTS ABOUT THE LEARNERS

Class Profile:
Period One
# NAME EL PROF
LEVEL
SPEC ED
CATEGORY
READINESS
LEVEL
LEARNING
PROFILE
INTERESTS
1 Megan English
Only

1150 Reading
Lexile
detailed hw,
pays attention
from back of
tennis, beach,
friends, be a
nurse
class
2 Eric English
Only

1385 Reading
Lexile
Volunteers in
class, quiet, no
disruptions
Migraine
(headaches)
New Student
(week 5)
3 Indiana
(Indy)
English
Only

1385 Reading
Lexile

writing needs
improvement,
needs
encouragemen
t to do hw
Track, Pizza,
likes math and
science, not a
fan of writing
4 Chloe Proficient
in English

Hungarian
home language

1385 Reading
Lexile
Very studious,
pays attention,
and works
hard during
class
volleyball/play
in college,
music, sports,
shopping,
become an
anesthesiologis
t
5 Julianne English
Only

1305 Reading
Lexile
Little chatty
esp. with Alex
and Morgan,
need to use
caution when
assigning
groups, good
student does
work
env. studies,
reading, has a
job, get
Masters in env.
engineering
6 Denzalle English
only
IEP Primary:
290 SLD

Denzalle's
weaknesses in
his auditory
processing
(memory,
fluency,
comprehension,
and
attention)affects
hi involvement
and progress in
the general
education
curriculum

775 Reading
Lexile
.
Has not taken
CAHSEE

Reading
scores indicate
7th grade level

Visual Learner

Quiet, polite,
does class
work with no
disruptions,
need to get
him to open up
and volunteer
sports, football,
friends,

7 Michael
(Mikey)
English
Only

1190 Reading
Lexile
watch who he
sits with during
station work
basketball
scholarship and
get degree
8 Rusten English
Only

English
speaker

Reading Lexile
N/A
studious,
good leader,
pays attention,
good hw,
volunteers
law school and
become a
European
politician
9 Tristan English
Only

1150 Reading
Lexile
needs to
focus, improve
hw habits,
volunteers to
share ideas
surfing,
baseball,
football, go to
college &
become a pro
athlete
10 Spencer English
Only

1305 Reading
Lexile
watch
progress, push
to complete
hw
mechanics, dirt
biking,
motorcycles, go
to college/
open a
business
11 Ana CELDT: 4

Home lang:
Spanish

1050 Reading
Lexile
Asthma,
needs to
improve focus
especially
during group
work.
soccer,
interest in
science of
human body,
become a DEA
narcotic
detective
12 Damon English
Only

1190 Reading
Lexile
Works hard in
class
Likes to chat
with
classmates
football,
meeting new
people, open a
business,
marriage
13 David
(Trent)
English
Only

1125 Reading
Lexile
Nosebleeds
-needs to turn
in complete
hw, not half
done
Pro surfer or
board shaper,
wants to date a
beautiful girl he
likes
14 Braedon English
Only

1385 Reading
Lexile
quiet, uses
time wisely
varsity swim
team, marching
band, go into
field of science
15 Sabrina English

995 Reading has a hurt leg, go to college,
Only Lexile leaves class 5
min early
be a massage
therapist
16 Michael English
Only

1110 Reading
Lexile
Seasonal
Allergies,
watch him
during tests,
wandering
eye, needs to
be guided to
do work
sometimes
sports,
computers,
cars, become a
racecar driver
or computer
engineer

17 Yasmin CELDT: 5

home lang:
Spanish

915 Reading
Lexile

good detailed
hw
field hockey,
family, friends,
go to college,
be a
pediatrician
18 Raye English
Only
IEP, needs to
improve
reading and
writing
90 - Spec.
learning
disability (SLD)
(primary); 240 -
Speech or lang.
impairment
(SLI)
(secondary)
895 Reading
Lexile
Allergic to dust
needs to
change hw
habit, more
details, good
drawings, a
student for
case study,
quiet but uses
time in class
efficiently
likes track and
biology, wants
to go to college
to become a
psychiatrist
19 Morgan English
Only

965 Reading
Lexile
ADD/ADHD,
may need to
put her close
to front to
monitor
progress
-watch during
tests
-detailed
homework,
neat and nice
drawings
-tries to chat
with Alex &
Julie
surfing and art,
likes to go to
gym, wants to
go to CSUSM
& become a
therapist
20 Alexandria
(Alex)
English
Only

1190 Reading
Lexile
keep an eye
on her during
tests, a little
chatty with
Morgan & Julie
go to college
on lacrosse
scholarship (U
of Redlands),
NSHSS, sports
21 Jonah English
Only

Reading Lexile
N/A
keep focused,
likes to talk in
class
skate, go to
trade school for
welding or
carpentry
22 Johnny English
Only

1190 Reading
Lexile
can get
distracted
easily

23 Daniel English
Only

1385 Reading
Lexile
on task during
class
science,
engineering,
computer, TV,
chem. engineer
24 Ronnie English
Only

1080 Reading
Lexile
Discipline
Issue, need to
push him to do
work, tries to
sleep in class,
tries to do
minimum for
classwork,
have to check
work after he
claims to be
done
cars, be a
mechanic,
college to study
tech and
engineering
25 Alina proficient
in English

home lang:
Spanish

1190 Reading
Lexile
good student,
pays attention
in class
dance, soccer,
go to college,
be a physical
therapist or PE
teacher
26 Madeline English
Only

1110 Reading
Lexile
Penicillin,
does work in
class but
monitor to
make sure its
complete, likes
to talk
aerial silks,
playing
harmonica,
music, start a
clothing brand
or be tattoo
artist
27 Chelsea RFEP/EL
info N/A

home lang:
Spanish, RFEP
unavailable

1080 Reading
Lexile
good student,
does nice work
on HW
soccer, music,
fav subject is
math, go to
college/
become an FBI
agent
28 Janicia English
Only

940 Reading
Lexile
Focused in
class and
good work on
HW
basketball,
wants to play in
college, wants
success
29 Andrew English
Only

1385 Reading
Lexile
Caught
sleeping once
but he
participates in
class,
volunteers to
be called on
career in audio
industry, music,
recording or
live sound
engineer
30 Roger CELDT: 2
& 3
able to
answer
comprehe
nsion
questions
IEP
Primary:
240 SLI

Secondary:
290 SLD

deficits in the
area of
receptive and
expressive
language
negatively
impacts
progress in
general
education.

needs to testing
assistance
during math &
history STAR
home lang:
Spanish,
SARBED
deficits in the
area of
receptive and
expressive
language
negatively
impacts
progress in
general
education.

665 Reading
Lexile
Below average
comprehensio
n skills, can
have difficulty
with multi
syllable words.
skate and
bomb hill, plans
to go to
college, wants
to drive but
needs a driving
permit
31 Jennifer CELDT: 4

home lang:
Spanish

870 Reading
Lexile
keep an eye
on during
class
go to college/
be a teacher or
lawyer, travel to
Spain, pass
CAHSEE
32 Deven English
Only

1385 Reading
Lexile
Great student,
good attitude,
pays attention
and does work
varsity
cheerleader,
beach, friends,
go to college,
be a real estate
agent

33 Adriana English
Only

1305 Reading
Lexile
Encourage
her to continue
to do good
work, needs
improvement
to pay
attention
likes to help
others, wants
to be a nurse,
cheerleading,
reading &
writing

34 Selma CELDT: 5

home lang:
Spanish, need
to keep an eye
on due to
Discipline
issues

1050 Reading
Lexile
needs to
improve hw
go to college,
beauty school,
be happy

35 Erin English
Only

1305 Reading
Lexile
very nice
student
cheer, track,
go to college,
get a job,
marriage

36 Linh English
Only

1270 Reading
Lexile
Pollen Allergy
pays attention,
good hw
detail, efficient
use of time,
volunteers
fashion design,
veterinary
science, art,
equestrian
rider, be an
actress or vet

37 Connor English
Only

1385 Reading
Lexile
Migraines,
enjoys
listening, he
benefits from
visual aids,
monitor during
class work
sports,
camping,
soccer, hiking,
go to college
and get a
career

38 Nicolas
(Nick)
EL
Advanced:
Science&H
istory,
Proficient
in ELA,
Basic in
math
CELDT: 5
IEP
primary
disability: 280-
OHI

Difficulties
involving
attention
frequently
impact progress
in his classes

1050 Reading
Lexile

Home lang:
Spanish, RFEP

WJIII 1/9/12:
Broad Reading
SS 104. Reads
a grade level.
CST 5/12: ELA
370, proficient.
Has difficulty
paying
attention,
managing
time, and
attending
class, sleeps
in class
video games,
surfing,
lacrosse,
snowboarding,
success is a
goal

39 Jessica proficient
in English

Home Lang:
Spanish
pays attention,
does work
photography,
baking, music,

1080 Reading
Lexile
running, go to
college be a
pediatric nurse

Period Three

# NAME EL PROF
LEVEL
SPEC ED
CATEGORY
READINES
S
LEVEL
LEARNING
PROFILE
INTERESTS
1 Anders English
Only

Reading
Lexile N/A
Good listener,
does half of
hw
assignment,
needs to
change habit
surf & travel
around world,
music, help
others, write a
book,
photography
2
Sebastian
English
Only

1385
Reading
Lexile
good use of
time but
sometimes
need reminder
to stay on
track
guitar, singing,
food, internet,
become a
musician/ voice
actor
3 Jose English
proficient

Home Lang:
Spanish

1240 Reading
Lexile
Asthma,
monitor during
class and
activity, joke
around/smart
off but not
disruptive,
seems he has
his guard up
around me
sports, study
behavior,
running,
college, own a
business
4 Blue English
Only

1385
Reading
Lexile
Custody issue
good use of
time, does
class work on
time
swim, has a
job, beach,
friends, video
games, get a
good paying
job, leave
behind a good
legacy
5 Bailey English
Only

1385
Reading
Lexile
Participates in
class
friends, video
games,
wrestling,
become an
engineer
6 Jimmy CELDT: 5

home Lang: good at soccer, go to
(2008)

English
proficient
Spanish
1150 Reading
Lexile
completing hw,
good writing/
drawing skills
college, video
games, get a
good paying
job
7 Giselle English
proficient

Home Lang:
Spanish

830 Reading
Lexile
works hard in
class, good
attitude
music, movies,
Penn State,
study physics/
criminology
8 Nacion English
Only
IEP/SPED
documents
unavailable
Reading
Lexile N/A
volunteers to
answer
question,
motivated to
do well
Pro Football
player, own a
business to
help world
9 Thomas English
Only

1385
Reading
Lexile
makes good
use of his time
in class
N/A Absent
10 Gianni English
Only

1385 Reading
Lexile
Asthma
likes to talk but
once he is
given a certain
amt of time to
do activity, itll
be complete
surfing,
lacrosse,
photography,
make $
11 Marcos English
Only

Reading
Lexile N/A
confiscated
phone once,
can tell he
struggles with
some
questions but
rejects help
when I offer
wrestling,
skateboard, go
to CA Maritime
Academy
become a
captain
12 Ramses English
Only

1270 Reading
Lexile
Likes to
volunteer,
well-versed,
interested in
pressing
issues in
history
drawing, CA
Art Institute,
likes a girl in
Florida
13 Stephen English
Only

1035
Reading
Lexile
Leukemia,
Excused
Absence
N/A Absent
14 Amy English
Only

1385 Reading
Lexile
good student
even in the
back of room,
volleyball, go to
Michigan State,
become a vet,
takes good
notes
in FFA, love
raising animals
15 Jesus English
proficient

Home Lang:
Spanish

1270 Reading
Lexile
sometimes
tries to avoid
doing
classwork,
need to remind
him to stay on
track
skateboard,
music, friends,
go to CSUSM
16 Edwin CELDT: 4
(2008)

Home Lang:
Spanish

1385 Reading
Lexile
Heart Surgery,
uses time
wisely in class,
good at station
work
music, college,
travel USA,
guitar, rugby,
classic cars
17 Justen English
Only

1385
Reading
Lexile
good at
drawing,
detailed hw
video games,
friends, college,
be an engineer
18 Kevin English
proficient

home lang:
Spanish

1150 Reading
Lexile
focused most
of time, very
few reminders
to stay on
track
has a job,
music, wants to
be a singer/
screamer in his
band
19 Jessica CELDT: 4
(2008)

Home lang:
Spanish

965 Reading
Lexile
SIS

works hard on
HW, asks
questions
when she
doesnt
understand
college,
marine
biologist, family
one day,
cooking,
dolphins, seals,
soccer
20 Katherine
(Katie)
English
Only

1385 Reading
Lexile
very nice
student, does
work correctly
with details
traveling,
friends, music,
movies, go to
college/ study
in Europe
21 James English
Only

1385 Reading
Lexile
Custody Issue,
needs , to
complete hw,
absent
recently
N/A, didnt
participate
22 Chad English Only

1050 Reading
Lexile
chatty at
group work but
he gets his
work done
sports,
lacrosse, get
good grades &
go to college
23 Sage English
Only

1385 Reading
Lexile
makes good
use of his time
martial arts,
wrestling, be a
pro fighter/
mixed martial
artist
24 Anthony English
Only

1190
Reading
Lexile
Lupus, can
tell he likes
technology,
but monitor
video game
developer,
video games,
TV, food
25 Christian
(Chris)
English
Only

1270 Reading
Lexile
Pollen Allergy,
sometimes is
out of focus
but bounces
back
skateboard,
music,
lacrosse,
graduate from
college
26 Austin English
Only

1150
Reading
Lexile
bit goofy but
on task during
activity/ taking
notes
TV, golf,
college, be a
police officer,
basketball
27 Jae English
proficient
Advanced in
ELA,
Science, &
History CA
Standards
Tests
IEP Primary 320
AUT
Social-cognitive
deficits related to
Asperger's
Disorder impacts
Jae's ability to
attend to
instruction and
complete
assignments
without significant
prompting and/or
accommodations.

Needs to improve
social language
skills and
organization
Home Lang:
Filipino
(Tagalog),
Discipline
Issue
*allergies to
aspirin and
dust mites

1270 Reading
Lexile
Good reading,
math, and
writing skills.
participates in
class

WJIII
2/16/2012
Broad
Reading--SS
101. Jae
successfully
reads his
textbooks and
assignments in
general
education
classs
Tae kwon do,
wants to be a
computer
engineer or
entrepreneur
28 Calvin English
Only

1190 Reading
Lexile

Discipline
Issue
Keep him
focused
basketball,
video games, $
29 Jade

English only

1305 Reading
Lexile
Asthma &
Diabetes
( Insulin
dependent)
New student
(started week
4)
30 Zane English
Only

1305 Reading
Lexile
volunteers,
good HW,
efficient with
time
skateboarding,
bass guitar, be
a musician
31 Diana RFEP IEP is missing ,
mixed up with
another student,
IEP info
unavailable until is
resolved
Home Lang:
Spanish
(SART,
SARBED)

785 Reading
Lexile
does HW but
needs to
improve
slightly, asks
for help when
confused
go to college,
wants to learn
how to draw,
likes social
media
32 Ashley RFEP
CELDT: 5
RFEP documents
N/A
Home lang:
Spanish

1050 Reading
Lexile
Peanut
Allergy

she
volunteers,
helps others in
group that are
confused, she
uses class
time to her
advantage
art, cars,
music, Henna,
sports, be a
tattoo artist,
peace corps,
travel to Fiji,
Hawaii, and
Australia
33 Orion English
Only

1385
Reading
Lexile

Allergic to
Bees, had
heart surgery
in 2002, pays
attention in
class
driving,
engineering,
programming,
video games,
hiking, college,
get drivers
license
34 Myah English
Only

1240
Reading
Lexile
attentive,
good hw
soccer, bake,
ocean, go to
college and
major in marine
biology
35 Erick English
proficient

Home lang:
Spanish,
watch for
discipline
issues

1190 Reading
Lexile
Allergic to
Bees &
Penicillin,
sometimes
late to class
gym, friends,
be successful/
wealthy, join
criminal justice
system
36 Maxwell
(Max)
English
Only

1385 Reading
Lexile
puts effort into
hw, great
details
friends, beach,
music, go to
college
37 Lesley CELDT: 4 IEP Primary: home lang: my second Sports, soccer,

Basic: Math,
L.A., SS
Far below
basic for
science
6th grade
reading
level
290 SLD

Auditory
processing
disorder and
deficits in memory
affects her
involvement and
progress in the
general education
curriculum.
Spanish

820 Reading
Lexile
student for the
case study
assignment.
she seems to
comprehend
material
through PPT
slides and
video clips
watching TV,
drawing, wants
to visit Italy
38 Joshua
(Josh)
English
Only

1305
Reading
Lexile
pays attention
in class, needs
to improve hw
effort
competitive
swimmer,
college
scholarship, be
a firefighter,
surfing
39 Bianca CELDT: 4

home lang:
Spanish,
RFEP N/A

910 Reading
Lexile
Asthma,
SARBED,
needs
guidance
during class
work, can get
distracted
easily
football,
friends, criminal
justice i.e.
officer, FBI,
Border Patrol
40 Brianna English
Only

Reading
Lexile N/A
very nice
student, works
hard in class
but can get
distracted from
time to time
cheerleading,
shopping,
making cheer
bows, college/
business
degree, fashion
buyer for stores
41 Adriana CELDT: 4
Basic in L.A.
& science,
below basic
in Math
IEP 290 - Spec.
learning disability
(SLD) (primary);
200 - None
(secondary)

Auditory
processing
deficits/short term
memory, may
impact progress in
the general
curriculum.
home lang:
Spanish,
RFEP

965 Reading
Lexile

completes
HW, likes to
be well
organized
running,
movies, go to
college,
cooking, open
a clothing store

42 Nolan English
Only

1385 Reading
Lexile
pays
attention,
sports, food,
cars, music,
participates,
good detailed
hw
Masters
Degree, bike
rides, be a
good family
man

Whole Class Information
Number of Students in Class
- Period One: 39
- Period Three: 42
Demographic Information: See above charts
Developmental Needs: Period 1 is calm and quiet in comparison to Period 3 (talkative
and easily distracted)

Individual Student Information and Differentiation Strategies
Consult the Lesson Rational Reflection and the http://www.secondarydifferentiation.weebly.com

#1 Student - Student with Special Education Need
a. Name: Raye, Period 1
b. Eligibility: 90 - Spec. learning disability (SLD) (primary); 240 - Speech or language
impairment (SLI) (secondary)
c. Identity: Grade 11, African-American, Home Language: English, Lives with Father and
Stepmother (has custody, both employed), Mother does not have custody but is listed as an
Emergency Contact
d. Goals: When given a grade level text to read, Raye will extend ideas presented in primary or
secondary sources through original analysis, evaluation, and elaboration as measured by
teacher records, student work, and statewide assessments.When given a composition to write
Raye will edit her own work demonstrating an understanding of grammar, diction, sentence and
paragraph structure by removing run on sentences and fragments on 2 consecutive attempts as
measured by proficiency essays and in class writing compositions.

e. Readiness: 895 Reading Lexile, Has not Passed ELA or Math CAHSEE
f. Interest: Likes reading, music, track and biology, wants to go to college like UCLA to become
a psychiatrist
g. Learning Profile: Allergic to dust, needs to change homework habit, more details, good
drawings, a student for case study, quiet but uses time in class efficiently. Benefits from visual
aids and notes via graphic organizer or notes packet
h. Differentiation:
Content: Expectations for lesson and content should be made clear and are to be written
down on whiteboard. Raye needs a visual guideline to what is expected of her and what is
required during lesson (notes during PowerPoint slides, notes packet, class work participation,
homework assignments, rubric for project/paper, study guides, etc.) Raye will benefit from clear
instructions in order to maintain her focus throughout the lesson. Raye takes detailed notes and
goes above and beyond with the homework assignment. Raye needs to be able to interact with
her partner during the 10:2 strategy or pair share to ensure her comprehension.
Process: Raye works well in small groups or with a partner. Raye is seated next to a
motivated student and surrounded by other motivated students whom she usually works with in
during small group class work.
Product: Raye should be assessed by her writing skills, her homework, and her ability to
explain the content after interacting with others. Proper feedback will help Raye when she tries
her best to explain the content during a discussion but this practice will help develop her speech
or language impairment.
Affect: Raye should be given oral or written feedback on a daily basis, depending on the
situation. While the teacher is roaming the class, she should be asked by teacher to explain her
point of view or opinion about what they are learning in the lesson. She should be asked if she
understands the instructions and she is able to see the lesson objectives/expectations clearly
written on whiteboard.
Learning Environment: Raye sits near the front of the room so she can close to see the
PowerPoint presentations and hear what the teacher is saying. She sits next to a motivated
student which is a good match for her during pair share discussions and to maintain focus.
i. Assessment: I would look at Rayes collected work when I collect the whole class work. I will
also look at her work for the quizzes and chapter tests.

#2 Student - English Language Learner
a. Name: Lesley, Period 3
b. ELL Level: CELDT Level 4- Early Advanced, IEP Primary: 290 SLD Auditory processing
disorder and deficits in memory affects her involvement and progress in the general education
curriculum.
c. Identity: 11th grade, Hispanic, Home Language: Spanish, Lives with mother who has
custody and sister, father is not listed on her file
d. Goals: Lesley would like to attend community college. She would like to work in the field of
law enforcement.
e. Readiness: 820 Reading Lexile
f. Interest: Sports, soccer, watching TV, drawing, wants to visit Italy
g. Learning Profile: She is my second student for the case study assignment. She is quiet
during class, works well with pair share partner, and pays attention. She seems to comprehend
material through PowerPoint slides, video clips, notes packets, and graphic organizers.
h. Differentiation:
Content: Lesley sits in front of class to ensure she hears what teacher is saying regarding
class instructions or lesson content. Vocabulary list in English, detailed notes, notes via packet
or graphic organizer, and clear instructions on homework, projects, essay rubrics, etc. will help
Lesley visually process the content due to her auditory processing disorder and deficits in
memory.
Process: I believe Lesley works well when lessons contain engaging teaching strategies
i.e. 10:2 strategy, visual video clips, PowerPoints, and notes on a graphic organizer. She is
quiet in class but she is engaged throughout the lesson. I usually come up to Lesley asking her
if she is does or does not understand the instructions. She has sometimes asked me to define a
vocabulary term unknown to her.
Product: Lesley will be able to improve her writing skills with the help of the rubric, which
communicates teachers expectations. As she volunteers in class, her verbal ability to explain
the content will be a way for her to verbally comprehend the material due to her auditory
processing disorder. It may be helpful to have her come by at lunch or after school once a week
for a brief check-in to check her weekly progress in class.
Affect: Lesley should be given feedback on her homework and class work. As the class
begins their work, Lesley should be checked on to ensure she heard instructions correctly so
she understands the teachers expectations. She should be encouraged to use her notes and
class work to study for tests. She should also develop a habit of studying a little every day
instead of waiting until a few days before test. In regards to oral or written feedback, I will offer
Lesley the opportunity of coming in for help or to ask questions at lunch or after school.
Learning Environment: Lesley sits in the front of the class so she is able to hear what the
teacher is saying as well as seeing the lesson on whiteboard or PowerPoint. Her partner is a
good student which is great for pair share discussions and student-centered class work
i. Assessment: For this unit, I plan on looking at Lesleys in-class work, homework, and how
she is doing on her tests. Due to her auditory processing disorder, I will give Lesley PowerPoint
slides so she can visually process the instructions and content.

#3 Student Low Level Student
a. Name: Jonah, Period 1
b. Need: Jonah needs reinforced support from his parents, counselor, Assistant Principal, and
all current teachers. Jonah is disengaged in U.S. History and from his 2013-2014 report card,
many of his teachers found he did not do class work, wasted time, and did not put effort in. He
has been given notice of his disengaged behavior and missing work but he does not come in to
make up work. I feel there needs to be some sort of intervention to why he is not doing any
class work otherwise he may have to go to a continuation school.
c. Identity: 11th grade, White, Home Language: English, Lives with Father who has custody,
Mother does not have custody but is listed as emergency contact
d. Goals: Unavailable since he is not an EL or SPED student
e. Readiness: Reading Lexile score unavailable
f. Interest: Likes to skate and he plans to go to a trade school for welding or carpentry
g. Learning Profile: Need to keep him focused, easily distracted by his desire to talk to
classmates or sleep. He does semi-efficient class work especially when given a notes packet or
graphic organizer but he acts as if its a chore. He has a lot of missing class work and does not
turn in homework which has resulted in him failing the weekly vocabulary quizzes and first unit
test.
h. Differentiation:
Content: Vocabulary list is posted in class to be completed by every Friday of the week.
Teacher must keep an eye on Jonah to make sure he is paying attention during lesson. Lesson
plans in this unit could have engaging material and learning aids to ensure engagement of
Jonah and other students. Jonah is often in Lock Out (SMHS policy for students who are in halls
after final bell rings) and misses the majority of lesson. Jonah works well in small groups but he
must be placed with motivated students who wont distract him.
Process: Jonah should discuss content with partner during pair share discussions and
work in small groups during student-centered class work. Teacher should stand close to Jonah
to ensure he is paying attention and not trying to sleep in class.
Product: Jonah needs to be assessed by his writing skills and class work since he tends
to not complete homework. However, his quizzes and first unit test has determined he is not
taking the time to do homework and study the material with the help of a study guide and other
study sources. Jonah should be asked to share his opinion during a class discussion as well as
be given a rubric for writing essays/projects, etc. to make sure he understands the lesson
instructions.
Affect: Jonah should be held back after class to see how he is doing and to inquire his
class performance for the day. He also needs to be told he needs to make up missing work
because it will just stay a zero and it will not go away until he makes it up.
Learning Environment: Jonah sits in the second row closest to the front so he is able to
hear what teacher is saying and teacher has a clear view of when he is absent/in lockout or
trying to sleep.
i. Assessment: I plan on looking at Jonahs class work to see how he is comprehending the
material and if he is writing thorough and detailed responses or just doing the bare-minimum. I
plan on keeping a close eye on Jonah when we are watching video clips to make sure he is not
sleeping. He needs to keep working in class with no distractions.

#4 Student Average Level Student
a. Name: Chad, Period 3
b. Need: Positive feedback, 10:2 Strategy, Notes Packets or Graphic Organizer notes
c. Identity: 11th grade, Home Language: English, White, Lives with both parents and two
siblings
d. Goals: Chads individual goals are not listed on his profile as he is not an EL or SPED
student. One of his main goals is to get good grades and go to college. Some of Chads
previous teachers have said he often turns in incomplete classroom assignments and his school
work is affected by his tardies or absences.
e. Readiness: Reading Lexile score of 1050
f. Interest: Sports, lacrosse, wants to get good grades and go to college
g. Learning Profile: Chad is often distracted in class due to his desire to socialize with
classmates instead of paying attention to teacher. He is very chatty during group work but he
gets the work done. His homework and its quality has steadily improved but needs to continue. I
had an issue with Chad 2 weeks ago where he was ordered to go outside for being disrespectful
towards me. The issue was resolved after we talked in private outside the classroom. He seems
to process information when it is presented in a PowerPoint.
h. Differentiation:
Content: Chad needs to understand content throughout lesson and the teachers
expectations should be made clear to him. He needs to be paying attention throughout lesson
and participate in student-centered class work. He positively responds to participating during
pair share discussions and reading and analyzing modified primary sources to answer guiding
questions. He is sometimes in SMHS Lockout so he often falls behind on what material is being
taught that day.
Process: Chad works well in small groups but he needs to work with motivated and non-
distracting students. He should be monitored by teacher while walking around various groups to
ensure he is staying on track.
Product: Chad should be called on to participate so he can share his answer with the
class. It will also keep him engaged from distracting himself and following behind. Chad should
receive feedback especially positive to ensure his good class behavior will continue. Chad will
soon follow this example because this is what the teacher wants from him during class.
Affect: Even though Chad works well in small groups, I feel he would also benefit from
working independently so he will have the least amount of distractions rather than likely being
distracted while working in a group.
Learning Environment: Chad sits in third row from the front and is able to listen to what
teacher is saying regarding instructions or content. He sits next to Nacion who sometimes can
be distracting but he is engaged during lessons. They work well together during pair share
discussions.
i. Assessment: I plan on looking at Chads class work, homework, quizzes, and tests to see
how he is comprehending the material and if he is writing thorough and detailed responses or
just doing the bare-minimum. I plan on keeping a close eye on Chad especially during class
discussions and when we are watching video clips to make sure he is paying attention. He
needs to keep working in class with no distractions. If Chad is in Lockout, he will know to come
find me to makeup the notes, class work, etc.
#5 Student High Level Student
a. Name: Amy, Period 3
b. Need: Amy needs to be challenged during each lesson so she stays engaged and does not
become bored. She is quiet during class but she is an intelligent student who goes above and
beyond not only in class but in homework and small group projects. I plan on using a variety of
teaching strategies to cover audio, visual, and kinesthetic learning instead of sticking to one
strategy lesson after lesson.
c. Identity: 11th grade, Home Language: English, White, Lives with parents and has a younger
sister.
d. Goals: As a non ELL or SPED student, her learning goals are unavailable. Her previous
teachers have said she is a delight to have in class.
e. Readiness: Reading Lexile score of 1385
f. Interest: Play volleyball, go to Michigan State, become a vet, in FFA, love raising animals
g. Learning Profile: Kind, quiet, and studious student, takes detailed notes, completes
homework on time, does well on quizzes, and had highest score in Period 3 for first test.
h. Differentiation: How does this unit differentiate instruction for this student based on above
info?
Content: Amy has no difficulties with the curriculum and content. She is encouraged to
continue her good work and completes the vocabulary homework with detail and on time. Out of
the entire 3rd period, Amy received the highest grade, 96%.
Process: Amy is excelling in this class and she doesnt have any difficulties with the
content. She works well with her partner during pair share discussions and in small group
activities as well.
Product: Amy should be given both formal and informal assessments. I compliment and
give positive feedback when I am grading her detailed homework or when handing back a high
score quiz.
Affect: Amy can work independently or with a group. She works with students where the
work is evenly distributed. Amy is able to analyze and critically think when reading primary
sources for a class discussion.
Learning Environment: Amy sits in the back in between 2 motivated students. They all
work well together and she is able to stay engaged during the lessons.
i. Assessment: For this unit, I plan on looking at Amys in-class work, homework, and how she
is doing on her quizzes and tests. Amy is able to process and comprehend the daily classroom
expectations and lesson content.

2. Unit Rationale: Enduring Understandings & Essential Questions
My eleventh grade class will be studying The Progressive Era for about a week. We will
examine the social, political, and economic changes or reforms during the Progressive Era.
Students should be able to identify the goals of the Progressive Movement such as economic
and education reform, ending segregation and voting restrictions for African Americans,
changing womens roles, and the role the media played to inform public about social issues.
This unit explores perspectives on the central issues of the Progressive Era. Students examine
the middle class reformers' attitudes towards immigrants; draw inferences about historical
context by analyzing documents that relate to segregation of San Francisco schools in 1906;
and address how muckrakers played an important role in addressing the corrupt side of
business and public life. The unit includes cognitive modeling lessons: one compares the
perspectives of Booker T. Washington and W.E.B Dubois. The second is the background on
Woman Suffrage lesson prepares students for the Anti-Suffragists lesson plan on why
Americans opposed womens right to suffrage. The students will be provided with notes packets
during PowerPoint lectures and there will also be a student-centered group poster project to be
done in class.

Enduring Understandings (EU)
Students will understand how the Progressive Movement sought to reform late 19th and early
20th century Americas social, political, and economic issues. Students will be able to analyze
the wide range of economic, political, social, and moral reforms. These included efforts to
outlaw the sale of alcohol; regulate child labor and sweatshops; scientifically manage natural
resources; insure pure and wholesome water and milk; Americanize immigrants or restrict
immigration altogether; and bust or regulate trusts. Despite real and perceived social, political
and economic contradictions, individuals and groups constantly work to change oppressive
elements of society. Students will identify the weaknesses/problems of a rapidly changing
American society in the early 1900s and evaluate the strategies utilized to impact government
policy for the betterment of society. Students will analyze primary sources, visual video clips,
secondary sources, photography, political cartoons, etc. from differing perspective, biased or
unbiased, in order to critically evaluate and fully comprehend the content. On Tuesday
November 2, the class will review for test but will also participate in an assessment activity that
enables students to connect ideas and draw conclusions about the Progressive Era.

Essential Questions
What questions will frame the unit?
1. What were the effects of Industrialization on living and working conditions, including its
portrayal and food safety in The Jungle by Upton Sinclair, a muckraker?
2. Explain how The Jungles portrayal of the lack of food safety and horrors of meatpacking
industries led to the Passage of the Pure Food and Drug Act?
3. Why was it important to ensure the success of the public education reform?
4. Who was a stronger advocate for African Americans, Booker T. Washington or W.E.B.
DuBois?
5. What were some of the social, economic, and political goals of the Progressive
Movement?
6. What were the Progressive philosophies, policies, accomplishments and effectiveness of
Presidents Roosevelt, Taft, and Wilson? What government policies responded to these
conditions and calls for change?
7. Do you think that investigative reporters are as needed now as they were in the 19th
century? Why?
8. What was the significance of muckrakers? How did they try to make change?
9. How did the Progressive Movement change womens roles?
10. Who should have access to the American dream?
11. Do we have the responsibility to help others? Is it better to work together or alone?
3. STANDARDS
CA History Content & Common Core Standards
*11.2.1 Know the effects of industrialization on living and working conditions, including the
portrayal of working conditions and food safety in Upton Sinclairs The Jungle.
*11.2.2 Describe the changing landscape, including the growth of cities linked by industry and
trade and the development of cities divided according to race, ethnicity, and class.
*11.4.4 Explain Theodore Roosevelts Big Stick diplomacy, William Tafts Dollar Diplomacy, and
Woodrow Wilsons Moral Diplomacy, drawing on relevant speeches.
*11.2.9 Understand the effect of political programs and activities of the Progressives (e.g.,
federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment, Theodore
Roosevelt, Hiram Johnson).
ELD Standards
*ELD 11.1. (Bridging) A. Collaborative, 1. Exchanging information and ideas with others through
oral collaborative discussions on a range of social and academic topics
*ELD 11.3 (Bridging) A. Collaborative, 3. Offering and justifying opinions, negotiating with and
persuading others in communicative exchanges
*ELD 11.6. (Bridging) B. Interpretive, 6. Reading closely literary and informational texts and
viewing multimedia to determine how meaning is conveyed explicitly and implicitly
through language
4. UNIT OBJECTIVES
*Students will be able to define and describe the challenges facing the United States at the turn
of the 20th century. (Affective, CA History Standard 11.2.2)
*Students will be able to describe what the Progressive Era was and the types of Progressive
movements that occurred during the early 20th century, and what those movements sought to
accomplish. (Cognitive, CA History Standard 11.2.9)
* Students will be able to identify the weaknesses/problems of a rapidly changing American
society in the early 1900s and evaluate the strategies utilized to impact government policy for
the betterment of society. (Cognitive, CA History Standard 11.2.1)
*Students will be able to compare and contrast the work of Progressive Presidents as well as
what both individuals and groups sought in order to change the oppressive elements of society.
(Affective, CA History Standard 11.4.4)
*Students will be able to connect the horrors of the meatpacking industries and food safety and
how its portrayal in The Jungle led to the passing of the Pure Food and Drug Act as well as
many health code regulations that we still use today. (Cognitive, CA History Standard 11.2.1)

5. ASSESSMENT PLAN
Have an assessment for every objective and standard in unit. Cross-reference the objective and
standard for each assessment. Example: Assessment (Objective/Standard #)

Tuesday:
* Name of Assessment: Pre-Assessment Worksheet, Vocabulary List and Ch. 9 notes packet

*Formality: Informal

* Purpose: Diagnostic, Formative

*Implementation Method: 1) Typed list of Chapter 9 Vocabulary (displayed in class).
Worksheet and pencil informal pre-assessment as diagnostic tool. 2) Students will be assessed
informally during the class for participation in discussions and the completion of assignments.

* Communication of Expectations: Ch. 9 Vocabulary will be displayed on homework section
of the whiteboard. Throughout the unit, every lessons expectations will be displayed in class on
a daily basis.

* Evaluation Criteria: Based on classroom engagement, participation and behavior during
lecture and class discussions

*Feedback Strategies: Teacher will give oral and written feedback to students on completed
worksheets, participation in class, behavior while working in groups, and the test.

*Student Self-Assessments: Students are encouraged to pay attention in class and take
detailed notes to help them complete class work activities and comprehend the content.

Wednesday: Block Day Periods 1& 3 (My classes) and Period 5
* Name of Assessment: Progressive President Poster, Presentation, and Notes

*Formality: Formal

* Purpose: Formative

*Implementation Method: 1) Progressive President Poster & Presentation rubric, pre-cut
poster paper, colored markers, The Americans textbook. 2) Students will be assessed formally
during the class for participation in researching, adding content while making and completing
poster as well as the presentation.

* Communication of Expectations: Teacher will explain class poster expectations: conduct
research on Progressive President, work as a team, include all topics, write notes during
presentation and show creative side.

* Evaluation Criteria: Please see attached poster project rubric

*Feedback Strategies: Posters and presentation are reviewed by teacher and written and oral
feedback will be given the next class.

*Student Self-Assessments: Please see attached poster project rubric

Thursday: Block Day Period 4
* Name of Assessment: Progressive President Poster, Presentation, and Notes

*Formality: Formal


*Implementation Method: 1) Progressive President Poster & Presentation rubric, pre-cut
poster paper, colored markers, The Americans textbook. 2) Students will be assessed formally
during the class for participation in researching, adding content while making and completing
poster as well as the presentation.

* Communication of Expectations: Teacher will explain class poster expectations: conduct
research on Progressive President, work as a team, include all topics, write notes during
presentation and show creative side.

* Evaluation Criteria: Please see attached poster project rubric

*Feedback Strategies: Posters and presentation are reviewed by teacher and written and oral
feedback will be given the next class.

*Student Self-Assessments: Please see attached poster project rubric

Friday:
* Name of Assessment: The Jungle Excerpt and Guiding Questions, Ch. 9 PowerPoint (3
slides)



*Implementation Method: 1) Verbal: 3 slides from Ch. 9 PPT will be displayed for teacher to
lecture with while students take notes. 2) Written & Verbal: Students will be assessed informally
during the class for participation in reading and analyzing The Jungle excerpt, volunteering
during class or partner discussions, and completion of the The Jungle guiding questions
worksheet.

* Communication of Expectations: Lesson expectations written on whiteboard. Students must
be writing notes during PowerPoint lecture and the guiding questions worksheet is to be
checked for completion which will give students participation points.

* Evaluation Criteria: Class participation and behavior during lecture and The Jungle class
work activity.

*Feedback Strategies: Oral feedback and praising good classroom behavior and participation
is important. Teachers should give positive feedback to well-behaved and/or engaged students
to encourage this participation to continue.

*Student Self-Assessments: Students are encouraged to pay attention in class and take
detailed notes to help them complete class work activities and comprehend the content.

Monday:
* Name of Assessment: The Activities and Reforms of the Progressives



*Implementation Method: 1) Students will take notes from PowerPoint lecture and then read
and analyze two primary sources- one on muckrakers and one on women. Students will use
sources to answer guided questions.

* Communication of Expectations:

* Evaluation Criteria: Paying attention during PowerPoint lecture, participating in class
discussions and while reading and analyzing 2 primary sources- muckrakers and women.

*Feedback Strategies: Oral feedback and praising good classroom behavior and participation
is important. Teachers should give positive feedback to well-behaved and/or engaged students
to encourage this participation to continue.

* Student Self-Assessments: Students will be able to write full responses to Guiding questions
by pulling relevant content out of document excerpt. Student will turn in questions to be
assessed by teacher.

Tuesday:
* Name of Assessment: Successes & Failures of Progressive Era and Ch. 6-9 Test Review


* Purpose: Summative

*Implementation Method: 1) Written (worksheet for academic test preparation and Ch. 6-9
Study Guide)

written (multiple choice, t/f, open ended essay, academic test preparation), verbal, performance
* Communication of Expectations: Students will review for test but will also participate in an
assessment activity that enables students to connect ideas and draw conclusions about the
Progressive Era.

* Evaluation Criteria: Teacher will evaluate students behavior and was or was not on task.
The study guide is given to them for their own benefit to study and be responsible for their
learning and test grade.

*Feedback Strategies: Teacher will give oral feedback on class behavior and use of time.

*Student Self-Assessments: Students are responsible for assessing the successes and
failures of the Progressive Era and in preparing for test

Wednesday: Block Day Periods 1 & 3 (My Classes) and Period 5
* Name of Assessment: Ch. 6-9 Test

*Formality: Formal


*Implementation Method: 1) Performance (Ch. 6-9 Test)

* Communication of Expectations: Teacher tells students to put everything away and
everyone is to remain silent until every student is finished with test.

* Evaluation Criteria: Teacher will be able to assess the individual progress of each student
based on the score of the test.

*Feedback Strategies: Teacher will give feedback on test scores the following days and will
allow students to do test corrections to make up some points.

*Student Self-Assessments: Students will learn of their test score and assess their score
based on how much they did or did not prepare for test.

Thursday: Period 4
* Name of Assessment: Ch. 6-9 Test

*Formality: Formal


*Implementation Method: 1) Performance (Ch. 6-9 Test)

* Communication of Expectations: Teacher tells students to put everything away and
everyone is to remain silent until every student is finished with test.

* Evaluation Criteria: Teacher will be able to assess the individual progress of each student
based on the score of the test.

*Feedback Strategies: Teacher will give feedback on test scores the following days and will
allow students to do test corrections to make up some points.

*Student Self-Assessments: Students will learn of their test score and assess their score
based on how much they did or did not prepare for test.

6. STEPS OF INSTRUCTION
CALENDAR
Unit Plan Calendar Ch. 9 The Progressive Era
The purpose of this unit is to have the students develop a firm understanding of the Progressive
Era. This will be achieved through lectures, class discussions, and use of primary source
documents. The primary source material in this unit range from pictures, to political cartoons,
video, and audio clips. In the unit the students will be able to make connection between the
lessons and will be able understand how they relate to each other.

DAY 1
Standard: 11.2.2 Describe the changing landscape, including the growth of cities linked by
industry and trade and the development of cities divided according to race, ethnicity, and class.
Objective: Students will be introduced to Ch. 9 The Progressive Era by doing a pre-assessment
activity then will be presented with lecture. Throughout lesson, students will be able to analyze,
identify, and explain the effects of industrialization and the living and working conditions.
Students will be able to define and describe the challenges facing the United States at
the turn of the 20th century.
Student Activity: Watch a video clip then take notes from PowerPoint in a graphic organizer or
notes packet provided by teacher.
Assessment: (Informal, Diagnostic) Teacher will pause film every 5 minutes to address
important issues or interesting facts the students just saw and heard. Students will pair share
with a partner then will volunteer to share what they found interesting in film clip and during a
closing discussion to assess comprehension of the notes. Students will be required to
participate in class discussion so teacher can formally assess the students abilities to identify
and explain the effects of industrialization and its living and working conditions. Teacher will
mark students off by roster once they have contributed to the discussion.

DAY 2
Standard: 11.4.4 Explain Theodore Roosevelts Big Stick diplomacy, William Tafts Dollar
Diplomacy, and Woodrow Wilsons Moral Diplomacy, drawing on relevant speeches.
Objective: Students will be able to describe Progressive philosophies, policies, and
effectiveness of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson.
Student Activity: Students will be put in groups of 6 and each group will be assigned one of the
three presidents. 2 groups will conduct research and create poster on same president, to ensure
all vital content is included on poster for notes.
Assessment: (Formal, Formative) Teacher will look for these topics on each group poster;
Childhood, Adulthood before becoming President, the Presidential Campaign,
Accomplishments, Public Opinion, and Life after Presidency. During second hour, students will
take notes on each president during poster presentations and will be able to understand each
presidents roles and effectiveness during the Progressive Era. A poster & presentation rubric
will be provided.

DAY 3
Standard: 11.2.1 Know the effects of industrialization on living and working conditions,
including the portrayal of working conditions and food safety in Upton Sinclairs The Jungle.
Objective: Students will be able to identify and explain the lack of food safety and horrors of the
meatpacking industries especially its portrayal in The Jungle by Upton Sinclair. Students will be
able to connect and explain how The Jungle led to the passage of the Pure Food and Drug Act.
Students will be able to analyze and evaluate primary source documents in the form of text
excerpts to develop an understanding of the unsafe and unsanitary working conditions of the
meatpacking industries and other food and drug companies.

Student Activity: Students will be shown some PowerPoint slides to take notes prior to reading
the excerpt from The Jungle and answering the Guided Questions. After students will read
excerpted version of Pure Food and Drug Act and will have a class discussion on reasons why
The Jungle led to its passage.
Assessment: (Informal and Formative) Students will turn in their Guided Questions of The
Jungles Chapter 9 and the teacher will mark off students by roster after they contribute ideas
during class discussion.

DAY 4
Standard: 11.2.9 Understand the effect of political programs and activities of the Progressives
(e.g., federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).
Objective: Students will be able to develop and analyze the significance of muckrakers, reform,
and changing of womens roles during the Progressive Era. Students will be able to describe
what the Progressive Era was and the types of Progressive movements that occurred during the
early twentieth century, and what those movements sought to accomplish.
Student Activity: Students will take notes from PowerPoint lecture and then read and analyze
two primary sources- one on muckrakers and one on women. Students will use sources to
answer guided questions.
Assessment: (Informal,Formative) Students will be able to summarize the readings and write
full responses to Guided questions. Students will turn in questions worksheet for participation
points for individual assessment.

Day 5
Standard: History Content Standards 11.2.1, 11.2.9, 11.4.4
Objective: Students will be able to summarize Ch. 6 content and draw their conclusions on
what social, political, and economic reforms did and did not succeed during the Progressive Era.
Student Activity: Students will review for test but will also participate in an assessment activity
that enables students to connect ideas and draw conclusions about the Progressive Era.
Students will be able to assess the successes and failures of the Progressive Era and of
the various movements of the Progressive Era.
Assessment: (Informal, Summative)

DAY 6
Standard: History Content Standards 11.2.1, 11.2.9, and 11.4.4
Objective: Students will be able to use their ability to identify and connect pre-existing
knowledge during a Chapter 6-9 Test.
Student Activity: Students will quietly take the test and will remain quiet until everyone is
finished.
Assessment: (Formal, Summative) Teacher will be able to assess the individual progress of
each student based on the score of the test.

DAY Three Lesson Plan

Day Three:
1. Title Of Lesson:
a. The Jungle by Upton Sinclair

2. Curriculum Area & Grade Level:
a. U.S. History, Grade 11
b. Ch. 9 Unit

3. Date of Lesson/Time Needed
a. Friday October 31st
b. Periods 1, 3-5
c. 50 minutes

4. Resources:
a. Class Set of The Jungle Excerpt & Guiding Questions worksheet
b. Class Set of the Pure Food and Drug Act of 1906 excerpt & Guiding Questions
worksheet
c. Ch. 9 Progressive Era PowerPoint

5. CA Content Standards(s): History Content Standard 11.2.1. Know the effects of
industrialization on living and working conditions, including the portrayal of working conditions
and food safety in Upton Sinclairs The Jungle.

6. CA ELD Standard(s): ELD 11.6. (Bridging) B. Interpretive, 6. Reading closely literary and
informational texts and viewing multimedia to determine how meaning is conveyed explicitly and
implicitly through language.

7. Big Idea Addressed/Enduring Understanding:
a. This lesson focuses on the significance of The Jungle by Upton Sinclair
b. Students will be analyzing excerpts from The Jungle and the Pure Food and Drug Act and will
see how they are connected
c. Students will collect information about the horrors of the meatpacking industries and the
reforms of government regulations through the Pure Food and Drug Act

8. Essential Questions:
a. What were the effects of Industrialization on living and working conditions, including its
portrayal and food safety in The Jungle by Upton Sinclair, a muckraker? What problems did he
expose?
b. Explain how The Jungles portrayal of the lack of food safety and horrors of meatpacking
industries led to the Passage of the Pure Food and Drug Act?
c. What do you think was Sinclairs purpose for writing this piece?
d. How do you think readers reacted to The Jungle when it first came out?
e. What can the government do to protect the citizens of the United States from companies such
as this?
f. Was food and drug regulation and safety a success of the Progressive Era?
g. Why was The Jungle so influential in leading the government to start enforcing food and drug
regulations?
h. What federal inspections were enforced by the Pure Food and Drug Act?
i. How did this law lead to the creation of the modern Food and Drug Administration (FDA)?

9. Objective(s) or Learning Goal(s): Cognitive
a. Students will be able to identify and explain the lack of food safety and horrors of the
meatpacking industries especially its portrayal in The Jungle by Upton Sinclair. Students will be
able to connect and explain how The Jungle led to the passage of the Pure Food and Drug Act.
Students will be able to analyze and evaluate primary source documents in the form of text
excerpts to develop an understanding of the unsafe and unsanitary working conditions of the
meatpacking industries and other food and drug companies.

10. Assessment(s): Formative- Progress-monitoring
a. Students will be assessed as a class on their comprehension of content that was read in both
primary source documents, The Jungle and The Pure Food and Drug Act. The teacher will also
check for understanding of both sources during class discussions and their responses to the 2
guiding questions worksheets.
b. Teacher will assess understanding and progress based on the information students share
with the class whether they volunteered or were called on
c. Students demonstrate reading, writing, and listening skills while analyzing each primary
document, listening to what the teacher and classmates are sharing, and looking to see if their
responses have supportive evidence.

11. Instructional Strategies: What the teacher
does
12. Student Activities: What the students do

1. Anticipatory Set (1 min)
Teacher tells students they will learn about
the horrors of the meatpacking industries.
Teacher asks them to get out paper to take
notes from PowerPoint and will be reading
and analyzing 2 primary source documents.
One document is to be finished before
moving on to next one.

2. State Objective (4 min)
Teacher tells class they will collect
information from the PowerPoint slides as
well as the two primary sources. In this
lesson, the students will be able to identify
and explain the lack of food safety and
horrors of the meatpacking industries
especially from its portrayal in The Jungle by
Upton Sinclair. Students will be able to
connect and explain how The Jungle led to
the passage of the Pure Food and Drug Act.
Students will be able to analyze and evaluate
primary source documents in the form of text
excerpts. Students may work with a partner
(pair share) to help them develop an
understanding of the unsafe and unsanitary
working conditions of the meatpacking
industries and other food and drug
companies.

3. Input-Modeling (2 min)
Teacher reminds students the notes will be
brief so there will be time for the documents.
Students are to analyze both documents to
pull out textual information and use it as
evidence when writing responses to the
guiding questions. The notes are important
for their understanding and will be useful
1. Anticipatory Set (1 min)
Students are informed they will be learning
about the horrors of the meatpacking
industries. Students are asked to get out
paper to take notes during PowerPoint. After
PowerPoint, students will be reading and
analyzing 2 primary source documents but
will do one at a time.

2. State Objective (4 min)
Students are told to write down information
from PowerPoint as well as 2 primary
sources. Students are to be able to identify
and explain the lack of food safety and
horrors of meatpacking industries especially
from its portrayal in The Jungle by Upton
Sinclair. Students listen to the teacher list and
explain the lesson objectives. During the
primary sources activity, students are allowed
to work with partner (pair share)

3. Input-Modeling (2 min)
Students are reminded the PowerPoint notes
are brief so the class will have time to read
and analyze both primary source documents.
They need to pull out information to help write
answers to guiding questions worksheets.
Students are also told detailed notes can be
helpful study aids.

4. Check for Understanding (1 min)
Students are asked by teacher if they have
any questions about the lesson. Students
then listen to teacher restate the lesson; 10
minutes of notes from PowerPoint then will
use rest of class to do primary sources
activity.

5. Guided Practice (10 min)
Students are taking notes and listening
study aids.

4. Check for Understanding (1 min)
Teacher asks students if they have any
questions on the lesson. We will spend first
10 minutes of lesson taking notes then will
jump into the next activity; reading and
analyzing the 2 documents and answering the
questions.

5. Guided Practice (10 min)
Students have paper on their desks for notes
and are attentively listening and writing while
teacher lectures with the help of PowerPoint.
Teacher asks class comprehensive questions
every 5 minutes to monitor students
engagement. Notes continue for another 5
minutes then teacher announces he/she is
passing out the first primary source
document, The Jungle, and the guiding
questions worksheet. To avoid overwhelming
the students, the teacher will pass out the 2nd
document after the class finishes the first.

6. Independent Practice (30 minutes)
a. Teacher reads The Jungle excerpt outloud
while class follows along.
b. Students are given 20 minutes to answer
the Guiding Questions worksheet while
teacher walks around the classroom.
c. Teacher leads discussion by calling on
students (use seating chart or roster) to share
what they wrote for the first three questions
(make sure a different student answers a
question, do not call on the same students
over and over)
d. Teacher asks students to make sure they
are writing responses with evidence to
support their answers.

7. Closure (2 min)
Teacher asks students to return class set of
The Jungle document and to finish answering
attentively while teacher lectures through
PowerPoint slides. Students are asked
comprehensive questions every 5 minutes to
monitor their engagement. Students continue
taking notes for 5 more minutes then students
receive the first primary source document,
The Jungle, and guiding questions worksheet.

6. Independent Practice (30 min)
a. Students listen and follow along as teacher
reads The Jungle excerpt outloud.
b. After the reading, students are told they
have 20 minutes to answer guiding questions
worksheet
c.
c. Students attention is brought back to the
teacher who begins a discussion on what the
class responses were. Students are to
discuss and answer first three questions but
will be called on by seating chart or roster.
d. Students are told the teacher wants to hear
their answers and to make sure they are on
the right track and using evidence to support
answers.

7. Closure (2 min)
Students are asked to return the teachers
class set of The Jungle document and to
finish answering guiding questions for
homework. Students are also told it will be
checked for completion and the class will start
reading the 2nd document and answering the
questions during next class.

The Jungle questions worksheet for
homework. It will be checked for completion
next class. Class will start reading the second
document and answering the questions
worksheet during next class.

ANTICIPATORY SET
The real hook for this class occurs on the second/third days of instruction. On Day Two, I will
assign students into groups of six and will research one of the three Progressive U.S.
Presidents and will make a colorful and creative poster to present to class. This allows them to
interact with each other, work together as a team and have a chance to be creative. Day Three
will be used to show students engaging PowerPoint slides and allow them to read a horrifying
excerpt from The Jungle and answer guiding questions. Reading this excerpt will allow students
to visualize in their minds what they are reading in order to gain a better understanding of the
horrors of the meatpacking industries and how it led to the passing of the Pure Food and Drug
Act.

CLOSURE
At the close of this unit, students will take a test on Chapters 6-9 as it will be at the end of the
second grading period at San Marcos High School. Students will prepare for this test on their
own time. However, on day three, the students will review for test but will also participate in an
assessment activity that enables students to connect ideas and draw conclusions about the
Progressive Era. With this activity, students will be able to assess the successes and failures of
the Progressive Era and of the various movements of the Progressive Era. As the teacher
grades the tests, teacher will be able to assess the individual progress of each student based on
the score of the test.

Ch. 9 Vocabulary: People
A. Florence Kelly
B. Carry Nation
C. Upton Sinclair
D. President Theodore Roosevelt
E. President William H. Taft
F. President Woodrow Wilson
G. Robert La Follette
H. Susan B. Anthony
I. John Dewey
J. W.E.B. Du Bois
K. Ida Tarbell
L. Gifford Pinchot

Ch. 9 Vocabulary: Terms
A. Progressive Movement
B. Prohibition
C. Muckrakers
D. Scientific Management
E. The Jungle
F. Seventeenth Amendment
G. National Association of Colored Women (NACW)
H. Suffrage
I. National American Women Suffrage Association (NAWSA)
J. Square Deal
K. National Association for the Advancement of Colored People (NAACP)
L. Bull Moose Party
M. Federal Trade Commission (FTC)
N. Federal Reserve System
O. Eighteenth Amendment
P. Nineteenth Amendment

Ch. 9 Vocabulary: Policies
A. Bans against child labor
B. The initiative referendum and its recall
C. The Sherman Anti-Trust Act (1890)
D. The Pure Food and Drug Act (1906)
E. The Meat Packing Act (1906)
F. Payne-Aldrich Tariff
G. The Federal Reserve Act (1913)
H. The Clayton Anti-Trust Act (1914)
I. The Ratification of the Nineteenth Amendment in 1920

Materials:
-Progressive Era Pre-Assessment Worksheet
-Ch. 9 Notes Packet including graphic organizer
-Class Poster Rubric
-Video Clips
-Test Review Activity
-Extensive Ch. 9 PowerPoint
-The Jungle Excerpt & Guiding Questions
-Pure Food and Drug Act of 1906 & Guiding Questions
-Women in Progressive Movement Excerpt
-Muckrakers Worksheet
-Ch. 6-9 Study Guide


Introduction to Progressivism

Imagine: The year is 1900. You have always been a glass is half-empty kind of
person. However, as your New Years resolution, you have decided to try to be
more optimistic about things. You have decided to make a list of all of the good
things in your life, community, state, America and the world. You cant, however,
forget all of the negatives, so while you are making a list of all of the positives,
you list beside that everything that is wrong/could improve in the world at that
time.

Positives Negatives


Progressive Era Video Clips
1. The Progressive Era
https://www.youtube.com/watch?v=PWmQhnK6xu8
https://www.youtube.com/watch?v=i0Q4zPR4G7M
2. Progressive Presidents:
https://www.youtube.com/watch?v=F7flSW1PGsA
https://www.youtube.com/watch?v=uFlOLyMwnjU


Products of the Progressive Era

MUCKRAKERS: HISTORY OF THE STANDARD OIL COMPANY BY IDA TARBELL, 1904-
1872, WHILE THE PRODUCERS AND REFINERS WERE WORKING OUT ASSOCIATIONS AND ALLIANCES
TO REGULATE THE OUTPUT OF CRUDE AND REFINED OIL, THE FREIGHT RATES OVER THE THREE
GREAT OIL-CARRYING ROADS WERE PUBLICLY SUPPOSED TO BE THOSE SETTLED BY THE AGREEMENT
OF MARCH 25. EXCEPT BY THE SOPHISTICATED IT WAS BELIEVED THAT THE RAILROADS WERE
KEEPING THEIR CONTRACTS. THE LAKE SHORE AND MICHIGAN SOUTHERN AND THE NEW YORK
CENTRAL HAD NEVER KEPT THEM, AS WE HAVE SEEN. MR. FLAGLER'S STATEMENT THAT THE
STANDARD RECEIVED A REBATE OF TWENTY-FIVE CENTS A BARREL FROM APRIL 1 TO NOVEMBER 15,
1872, WOULD SEEM TO SHOW THAT WHILE WITH ONE HAND MR. CLARK AND MR. VANDERBILT
SIGNED THE AGREEMENT WITH THE OIL MEN THAT HENCE FORTH FREIGHTS SHOULD BE "ON A BASIS
OF PERFECT EQUALITY TO ALL SHIPPERS, PRODUCERS AND REFINERS, AND THAT NO REBATES, DRAW
BACKS, OR OTHER ARRANGEMENTS OF ANY CHARACTER SHOULD BE MADE OR ALLOWED THAT
WOULD GIVE ANY PARTY THE SLIGHTEST DIFFERENCE IN RATES OR DISCRIMINATIONS OF ANY
CHARACTER WHATEVER," WITH THE OTHER THEY HAD SIGNED AN ARRANGEMENT TO GIVE A TWENTY-
FIVE CENT REBATE TO MR. ROCKEFELLER.

CHILDRENS BUREAU
"THE SAID BUREAU SHALL INVESTIGATE AND REPORT TO SAID DEPARTMENT UPON ALL MATTERS
PERTAINING TO THE WELFARE OF CHILDREN AND CHILD LIFE AMONG ALL CLASSES OF OUR PEOPLE,
AND SHALL ESPECIALLY INVESTIGATE THE QUESTIONS OF INFANT MORTALITY, THE BIRTH-RATE,
ORPHANAGE, J UVENILE COURTS, DESERTION, DANGEROUS OCCUPATIONS, ACCIDENTS AND DISEASES
OF CHILDREN, EMPLOYMENT, LEGISLATION AFFECTING CHILDREN IN THE SEVERAL STATES AND
TERRITORIES."

FEDERAL LEGISLATION, 1912

16
TH
AMENDMENT- RATIFIED FEBRUARY 3, 1913
THE CONGRESS SHALL HAVE POWER TO LAY AND COLLECT TAXES ON INCOMES, FROM WHATEVER
SOURCE DERIVED, WITHOUT APPORTIONMENT AMONG THE SEVERAL STATES, AND WITHOUT REGARD
TO ANY CENSUS OR ENUMERATION.

16
TH
AMENDMENT TO THE US CONSTITUTION

18
TH
AMENDMENT (A.K.A. THE VOLSTEAD ACT)- RATIFIED JANUARY 16, 1919

SECTION 1. AFTER ONE YEAR FROM THE RATIFICATION OF THIS ARTICLE THE MANUFACTURE, SALE,
OR TRANSPORTATION OF INTOXICATING LIQUORS WITHIN, THE IMPORTATION THEREOF INTO, OR THE
EXPORTATION THEREOF FROM THE UNITED STATES AND ALL TERRITORY SUBJ ECT TO THE
J URISDICTION THEREOF FOR BEVERAGE PURPOSES IS HEREBY PROHIBITED.
SECTION 2. THE CONGRESS AND THE SEVERAL STATES SHALL HAVE CONCURRENT POWER TO
ENFORCE THIS ARTICLE BY APPROPRIATE LEGISLATION.
SECTION 3. THIS ARTICLE SHALL BE INOPERATIVE UNLESS IT SHALL HAVE BEEN RATIFIED AS AN
AMENDMENT TO THE CONSTITUTION BY THE LEGISLATURES OF THE SEVERAL STATES, AS PROVIDED
IN THE CONSTITUTION, WITHIN SEVEN YEARS FROM THE DATE OF THE SUBMISSION HEREOF TO THE
STATES BY THE CONGRESS.
18
TH
AMENDMENT TO THE US CONSTITUTION

LEAFLET WRITTEN AND DISTRIBUTED BY ALICE PAUL OUTSIDE OF THE WHITE HOUSE IN 1917:

PRESIDENT WILSON AND ENVOY ROOT ARE DECEIVING RUSSIA. THEY SAY "WE ARE A DEMOCRACY.
HELP US TO WIN THE WAR SO THAT DEMOCRACIES MAY SURVIVE." WE WOMEN OF AMERICA TELL
YOU THAT AMERICA IS NOT A DEMOCRACY. TWENTY MILLION WOMEN ARE DENIED THE RIGHT TO
VOTE. PRESIDENT WILSON IS THE CHIEF OPPONENT OF THEIR NATIONAL ENFRANCHISEMENT. HELP
US MAKE THIS NATION REALLY FREE. TELL OUR GOVERNMENT THAT IT MUST LIBERATE ITS PEOPLE
BEFORE IT CAN CLAIM FREE RUSSIA AS AN ALLY.

PRODUCTS OF THE PROGRESSIVE ERA Worksheet Name:
Date:

In the United States, the Progressive Era was a period of reform that began in America's urban
regions from, approximately the 1890s and lasted through the 1920s. Reformers sought change
in labor and fiscal policies in different levels of government; initially it was successful at local
level, and then it progressed to state and gradu ally national. The reformers were predominantly
members of the middle class. Furthermore, women came to the fore in the Progressive era and
proved their value as social workers, probably due to the lack of female suffrage.

The Progressive Era saw an extraordinary amount of change. After you have read each of the
documents, write the problems that each group or person addressed and the changes that took
place as a result.

Topic and
Date
Problems addressed Change that took place

Muckraking

Childrens
Bureau

16
th

Amendment


18
th

Amendment

A NEED FOR PROGRESSIVES
Name: _________________________
Per. _____ Date: _________________

The Industrial Revolution was the major technological, socioeconomic and cultural change in
the late 18th and early 19th century that began in Britain and spread throughout the world.
The first Industrial Revolution merged into the Second Industrial Revolution around
1850, when technological and economic progress gained momentum with the development of
steam-powered ships, railways, and later in the nineteenth century with the internal combustion
engine and electrical power generation.
Industrialization in the US caused a tremendous amount of social, political, and
economic change in a relatively short amount of time. The change was so fast that the federal,
state, and local governments were not equipped or prepared to address the changes. In the
section below, identify and categorize all of the problems that arose as a result of
industrialization from the 1850s until the 1920s.

Social

Political Economic

Of the problems listed above, choose 2 that you feel were the most important problems that
needed to be addressed. Explain why each was so important, and present ideas as to how
each problem could be overcome, either from the perspective of an involved citizen or a
government official.

Most important problem:
____________________________________________________________________________
______________________________________________________________

______________________________________________________________________
_____________________________________________________________________

______________________________________________________________________
______________________________________________________________________

2
nd
most important problem:
____________________________________________________________________________
________________________________________________________________

______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________

Assessment of the Progressive Era (Review Worksheet)

Directions: Assess the success and failure of a minimum of three of the
listed Progressive movements in the chart below.
Progressive Movements: Temperance/Prohibition, Suffrage, Consumer
Protection, Labor Reforms and Worker Protection, Political Reforms,
Settlement Houses

Progressive Movement Successes of the Movement Failures of the Movement


Assessment of the Progressive Era (Review Worksheet) Critical Thinking Questions:

1) How would you define the Progressive Era? Use Evidence to Support Your Answer.

2) In your opinion, what do you believe to be the most important
success of the Progressive Era? Why?

3) In your opinion, what do you believe to be a significant failure or
flaw of the Progressive Era? Why?

4) Describe a political, social, or cultural movement today that you
would define as progressive. Why would you define this era as
such? Use Evidence.

The J ungle Upton Sinclair 1906

There were the men in the pickle rooms, for instance, where old Antanas had
gotten his death; scarce a one of these that had not some spot of horror on his person.
Let a man so much as scrape his finger pushing a truck in the pickle rooms, and he
might have a sore that would put him out of the world; all the joints of his fingers might
be eaten by the acid, one by one.
Of the butchers and floorsmen, the beef boners and trimmers, and all those who
used knives, you could scarcely find a person who had the use of his thumb; time and
time again the base of it had been slashed, till it was a mere lump of flesh against which
the man pressed the knife to hold it. The hands of these men would be criss-crossed with
cuts, until you could no longer pretend to count them or to trace them. They would have
no nails,they had worn them off pulling hides; their knuckles were swollen so that their
fingers spread out like a fan.
There were men who worked in the cooking rooms, in the midst of steam and
sickening odors, by artificial light; in these rooms the germs of tuberculosis might live
for
two years, but the supply was renewed every hour. There were those who worked in
the chilling rooms, and whose special disease was rheumatism; the time limit that a man
could work in the chilling rooms was said to be five years. There were the wool pluckers,
whose hands went to pieces even sooner than the hands of the pickle men; for the pelts
of the sheep had to be painted with acid to loosen the wool, and then the pluckers had to
pull out this wool with their bare hands, till the acid had eaten their fingers off. There
were those who made the tins for the canned meat, and their hands, too, were a maze of
cuts, and each cut represented a chance for blood poisoning.
There were the "hoisters," as they were called, whose task it was to press the
lever which lifted the dead cattle off the floor. They ran along upon a rafter, peering down
through the damp and the steam, and as old Durham's architects had not built the killing
room for the convenience of the hoisters, at every few feet they would have to stoop
under a beam, say four feet above the one they ran on, which got them into the habit of
stooping, so that in a few years they would be walking like chimpanzees.
Worst of any, however, were the fertilizer men, and those who served in the
cooking rooms. These people could not be shown to the visitorfor the odor of a
fertilizer man would scare away any ordinary visitor at a hundred yards, and as for the
other men, who worked in tank rooms full of steam, and in some of which there were
open vats near the level of the floor, their peculiar trouble was that they fell into the vats;
and when they were fished out, there was never enough of them left to be worth
exhibitingsometimes they would be overlooked for days, till all but the bones of them
had gone out to the world as Durham's Pure Leaf Lard! . . .

Upton Sinclairs The J ungle Guiding Questions
Sinclairs investigation of the Chicago meatpacking industry flew off the shelves and informed
the country about the conditions at the places where they got the meat for their dinner. Use the
table and questions to discuss the problems facing the population at the time of the
Progressives.

1. Fill in the following chart for four of the jobs discussed above.

Job Name Actions of Job Risks of Job Risk to Consumers


2. What kinds of problems are seen facing the workers in this meatpacking factory? (Give
3 examples)

3. What kinds of problems could the consumers see from meat purchased from this
company? (Give 3 examples)

4. What do you find most surprising in Upton Sinclair's account of the meatpacking
industry around the turn of the century? Why?

5. What do you think was Sinclair's purpose for writing this piece?

6. How do you think readers reacted to The Jungle when it first came out?


7. What can the government do to protect the citizens of the United States from
companies such as this?

8. What is the history of the governments relationship with big businesses such as the
meatpacking industry? What has the government done in the past with big business?

9. Combine your answers above with your conclusions drawn from the reading and
answer the following question: What can society do to combat the problems facing
workers and consumers such as those seen in The Jungle?


Pure Food and Drug Act of 1906
For preventing the manufacture, sale, or transportation of adulterated or misbranded or poisonous or
deleterious foods, drugs, medicines, and liquors, and for regulating traffic therein, and for other purposes.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress
assembled, That it shall be unlawful for Columbia any article of food or drug which is adulterated or
misbranded, within the meaning of this Act; and any person who shall violate any of the provisions of this
section shall be guilty of a misdemeanor
In the case of food:
First. If any substance has been mixed and packed with it so as to reduce or lower or injuriously affect its
quality or strength.
Second. If any substance has been substituted wholly or in part for the article.
Third. If any valuable constituent of the article has been wholly or in part abstracted.
Fourth. If it be mixed, colored, powdered, coated, or stained in a manner whereby damage or inferiority is
concealed.
Fifth. If it contain any added poisonous or other added deleterious ingredient which may render such article
injurious to health: Provided, That when in the preparation of food products for shipment they are preserved
by any external application applied in such manner that the preservative is necessarily removed
mechanically, or by maceration in water, or otherwise, and directions for the removal of said preservative
shall be printed on the covering or the package, the provisions of this Act shall be construed as applying
only when said products are ready for consumption.
Sixth. If it consists in whole or in part of a filthy, decomposed, or putrid animal or vegetable substance, or
any portion of an animal unfit for food, whether manufactured or not, or if it is the product of a diseased
animal, or one that has died otherwise than by slaughter.
Sec. 8. That the term, misbranded, as used herein, shall apply to all drugs, or articles of food, or articles
which enter into the composition of food, the package or label of which shall bear any statement, design, or
device regarding such article, or the ingredients or substances contained therein which shall be false or
misleading in any particular, and to any food or drug product which is falsely branded as to the State,
Territory, or country in which it is manufactured or produced.
CONGRESS OF THE UNITED STATES. PURE FOOD AND DRUG ACT OF 1906. WASHINGTON, DC: U.S.
GOVERNMENT PRINTING OFFICE, 1906

Pure Food and Drug Act of 1906 Guiding Questions. Use Evidence.

1. Why was The Jungle so influential in leading the government to start enforcing
food and drug regulations?

2. What federal inspections were enforced by the Pure Food and Drug Act?

3. How did the passing of this law come to affect our 21st century food and drug
regulations?

4. How did this law lead to the creation of the modern Food and Drug Administration
(FDA)?


Assessment for Poster Presentation of the Progressive President
CATEGORY 4 3 2 1
Presentation Well-rehearsed
with smooth
delivery that
holds audience
attention
Rehearsed with
fairly smooth
delivery that
holds audience
attention most of
the time
Delivery not
smooth, but able
to maintain
interest of the
audience most
of the time
Delivery not
smooth and
audience
attention was
often lost
Requirements All requirements
are met and
exceeded
All requirements
are met
One requirement
was not
completely met
More than one
requirement was
not completely
met
Content Covers topics of
Progressive
President in-
depth with
details and
examples.
Subject
knowledge is
excellent.
Includes
essential
knowledge about
the topic of
Progressive
President.
Subject
knowledge
appears to be
good
Includes
essential
information
about the topic
of Progressive
President but
there are 1-2
factual errors
Content is
minimal, OR
there are several
factual errors
Organization Content is well
organized using
headings, color,
details, bulleted
lists to help
audience relate
to material
Uses headings
or bulleted lists
to organize, but
overall
organization of
topics appears
flawed
Content is
logically
organized for the
most part
There was no
clear or logical
organizational
structure, just
lots of facts


Name:__________________________ Period:_____ Date:____________________

MUCKRAKERS: A New York politician, Theodore Roosevelt, made fun of one reporter who
wrote about corruption. Roosevelt said the reporter was always sifting through the dirt, or muck
looking for problems. He called the reporter a muckraker. Roosevelt meant the name as an
insult. But muckrakers proudly took up the title. Muckrakers reported on a variety of social,
economic and political problems troubling the U.S. at this time.

Sources: The Americans: p. 262 ; p. 308 ; p. 317 ; pp. 326-327

Muckraker Published Work and Date Description of Problem(s)
Exposed
Ida Tarbell

Jacob Riis

Lincoln Steffens

Upton Sinclair


The Declaration of Sentiments, Seneca Falls Conference, 1848 (Modified)
Elizabeth Cady Stanton and Lucretia Mott, two American activists in the
movement to abolish slavery organized the first conference to address Women's
rights and issues in Seneca Falls, New York, in 1848. The Declaration of the
Seneca Falls Convention was signed by sixty-eight women and thirty-two men.

We hold these truths to be self-evident: that all men and women are created
equal; that they are endowed by their Creator with certain inalienable rights; that
among these are life, liberty, and the pursuit of happiness. . . . Whenever any
form of government becomes destructive of these ends, it is the right of those
who suffer from it to refuse allegiance (loyalty) to it, and to insist upon the
institution of a new government. . . . The history of mankind is a history of
repeated injuries and usurpations (taking away power) on the part of man toward
woman, having in direct object the establishment of an absolute tyranny over her.

He has never permitted her to exercise her inalienable right to the elective
franchise (right to vote).

He has compelled her to submit to laws, in the formation of which she had no
voice.

He becomes, in marriage, for all intents and purposes, her master--the law giving
him power to deprive her of her liberty, and to administer punishment.

He closes against her all the avenues to wealth and distinction which he
considers most honorable to himself. As a teacher of religion, medicine, or law,
she is not known.

He has given to the world a different code of morals for men and women, by
which moral delinquencies (crimes) which exclude women from society, are not
only tolerated, but deemed of insignificant in man.

He has endeavored, in every way that he could, to destroy her confidence in her
own powers, to lessen her self-respect, and to make her willing to lead a
dependent and abject life.

Now, in view of this entire disfranchisement of one-half the people of this country,
--in view of the unjust laws above mentioned, and because women do feel
themselves aggrieved, oppressed, and fraudulently deprived of their most sacred
rights, we insist that they have immediate admission to all the rights and
privileges which belong to them as citizens of the United States.

Source: Declaration of Sentiments, written in 1848 by Elizabeth Cady Stanton.
The Declaration of Sentiments, Seneca Falls Conference, 1848 Questions

1. Why did the women at Seneca Falls choose to copy the Declaration of Independence?

2. What were 3 things they complained about?

3. Are you surprised by any of the grievances?

4. Do any of the grievances seem like theyre still true today?


Ch. 6-9 Study Guide

The Great Migration
Experiences of new immigrants
19
th
century working conditions
Effects of urban growth/urbanization
How Railroads supported Industrial growth
RRs and U.S. expansion
Child Labor causes and effects
Effects of The Jungle
Impact of mechanized farming
Chinese Exclusion Act and Nativism
Bessemer Process
1848 Seneca Falls
Inventions- Typewriter, Light Bulb
Alexander Graham Bell
Sherman Anti-trust Act
Violent Strikes
Mormon movement to Utah
Volstead Act
Jim Crowe laws
Dred Scott v. Sanford
18th Amendment
19
th
Amendment
Elizabeth Cady Stanton and Lucretia Mott
Booker T. Washington
Angel Island/Ellis Island
Teddy Roosevelt as Trustbuster
Wilsons Moral Diplomacy tested by?
Policies of TR, Taft, and Wilson
Gentlemens Agreement
Urban Problems- housing, water, sanitation, crime, fire, transportation
Boss Tweed
graft
Prohibiton
Beliefs of the Progressive movement
Industrial Revolution
working conditions
child labor
The Jungle
Immigration
Ethnic neighborhoods
Nativism
Americanization movement
Political machines & political bosses
Robber barons
Vertical and horizontal integration
Trusts
monopolies
Sherman Antitrust Act
Social Darwinism
Social Gospel movement
Populist Party
Granger movement
Gold standard
Effects of widespread electricity to homes
Fords Model T demonstrated what to industry?
Carry Nation
Susan B. Anthony
Bull Moose Party
Pure Food and Drug Act
FDA
W.E.B. Du Bois

Unit Assessment Evaluation- Ch. 9 The Progressive Era

Objective & Standard:
Day 1 11.2.2 Describe the changing landscape, including the growth of cities linked by industry
and trade and the development of cities divided according to race, ethnicity, and class.
Assessments: (Informal, diagnostic) Other (verbal discussion), Verbal, Teacher and peer
feedback, informs teacher how long to spend on each part for the rest of the week
Day 2 - 11.4.4 Explain Theodore Roosevelts Big Stick diplomacy, William Tafts Dollar
Diplomacy, and Woodrow Wilsons Moral Diplomacy, drawing on relevant speeches.
Assessments (Formal, formative) Teacher will look for these topics on each group poster;
Childhood, Adulthood before becoming President, the Presidential Campaign,
Accomplishments, Public Opinion, and Life after Presidency. During second hour, students will
take notes on each president during poster presentations and will be able to understand each
presidents roles and effectiveness during the Progressive Era. A poster & presentation rubric
will be provided.
Day 3 - 11.2.1 Know the effects of industrialization on living and working conditions, including
the portrayal of working conditions and food safety in Upton Sinclairs The Jungle.
Assessments (Informal, formative) Students will turn in their Guided Questions of The
Jungles Chapter 9 and the teacher will mark off students by roster after they contribute ideas
during class discussion.
Day 4 -11.2.9 Understand the effect of political programs and activities of the Progressives
(e.g., federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).
Assessments (Informal, Formative) written activity, paper and pencil, Teacher feedback
provided written, and it will determine both what needs to be reviewed and who has learned the
material
Day 5 - History Content Standards 11.2.1, 11.2.9, and 11.4.4
Assessments (Informal, Summative) Students will review for test but will also participate in
an assessment activity that enables students to connect ideas and draw conclusions about the
Progressive Era. With this activity, students will be able to assess the successes and failures of
the Progressive Era and of the various movements of the Progressive Era.

Day 6- History Content Standards 11.2.1, 11.2.9, and 11.4.4
Assessments- (Formal, Summative) Teacher will be able to assess the individual progress of
each student based on the score of the test.

1b) To help you answer #2, please evaluate your assessment plan using these ten prompts:
1. Are your assessments addressing all standards, objectives and goals? How are the
assessments inherent to the learning goals/objectives?

My assessments address all standards and objectives the students are learning

2. How many assessments do you have? One for each day? More than one for each
objective?

Each assessment has 2 or more for each day except day 5 which has one.

3. What variety are you providing for the assessments? (formality, purpose, implementation
method, communication of expectations, evaluation criteria, feedback strategies, self-
assessment )
Two days of formal, four days of informal assessments. Students will do notes, guided
questions, poster project/presentation, and summary. One diagnostic, three formative and
two summative assessment.

4. How will you know if your assessments are valid & reliable? Using multiple assessments to
monitor student progress?
I will look at each students writing during the activity and after it is turned in to assess
understanding. I firmly believe a students writing reflects his or her understanding. It is a goal to
have every student participate during discussion, not just the few students who share while the
others try to avoid being called on. Each student will be checked off on roster and receive points
for sharing and it gives teacher a chance to assess each students answer.

5. How are the students development needs (readiness levels, interests and learning profiles)
integrated into the assessments? How many different multiple intelligences are incorporated in
the unit assessments? How do students have choices in their assessments?

I will give students time to take notes and to prepare to answer questions during discussion or
for a worksheet. I plan to pause the film clip every 5 or 10 minutes to address important content
and to check comprehension. I will also allow my students to pair share ideas with a partner
prior to discussion or when working on a guided questions worksheet. Each lesson will have
diverse material and great variety to attract students of all learning needs.

6. How are the criteria for the assessments communicated, modeled and supported?
Assessments are communicated verbally before, during, and after each lesson. Students
will have discussion during days 1, 2, and 3. and will be prompted and the teacher will model
and guide their discussion and answers. The teacher will support them by paraphrasing
students answer during discussion, during movie clip (day 1), through creating Progressive
President group posters and presentations (day 2), and reading The Jungle excerpt(day 3).
Students are familiar with teachers expectations but if not, the copy of expectations are in class
syllabus they received, read, and signed for understanding.

7. How will you guide students to self-assess as they complete their assignments? Have you
provided an assessment rubric for the unit? Will students use it for a formal self-assessment?
When?
Students will have be familiar to the teachers expectations for day 5 & 6, the summative
assessment is a reviewing for test on Day 5 and the Ch. 6-9 test on Day 6.

8. How will you have assessment data inform your instruction? Not just at the end of the unit but
along the way?
Observations throughout the discussion and the teacher will observe students notes during
guided questions and as they are listening to poster presentations. Teacher will use quiz to help
assess comprehension and skill development.

9. What levels of problems solving and critical thinking are implemented in the assessments?

Students will use evaluation skills, creativity, knowledge, comprehension, and analysis

10. Do you need more information about what the students really know and understand? Will
these assessments help you identify your students misconceptions? Will these assessments
help you identify if your students are achieving the learning goals?

I feel the poster presentations and quiz will make it clear what students know and comprehend. I
will also assess understanding via students answers to class discussion questions

2a) Identify one strength in your unit assessment plan and explain why it is a strength in
relation to the learning goals/objectives of this unit. (See 1b for ideas.)
Strength the poster project and presentations. It requires many skills- reading, critical
thinking, analysis, and creativity to complete assignment.

2b) Identify one weakness in the assessment plan and explain why it is a weakness in relation
to the learning goals/objectives of this unit. (See 1b for ideas.)
Weakness Day 1 and 4. Only requires taking notes, watching video clip, and comprehension
to answer the question. Teacher is to lead discussion and explain connections of the
Progressive Era to students prior knowledge from previous units.

3a) Include an additional assessment to address your weakness in the assessment plan. Think
about how the additional assessment could improve your assessment plan.
Describe the additional assessment:
In small groups, students have to fill out a short quiz or short answer questions on Progressive
Era presidents, living and working conditions, muckrakers, and reform.

Explain how it might be used to improve the plan by answering the following questions:
3b) When in the plan would you use this assessment? (Day of unit)

Day 4, beginning of the period.

3c) What goals/objectives would be assessed by this assessment?
Goal/objective being assessed: Students being able to identify and explain the Progressive Era
and its social, economic, and political effects/policies

3d) What type of assessment would it be?
Formal or Informal

Diagnostic, Formative or Summative

Multiple Choice, Fill in the Blank or Essay, Drawing, Performance, Other ________

3d) What would be the purpose of the assessment?

Assess skills or Assess knowledge/concepts

3e) How would you implement the assessment?

Individual or Group Assessment

Paper & Pencil, Verbal, or Performance

3f) What feedback strategies would you use?

Who will correct and provide feedback? Teacher, Student or Peer

How will the feedback be provided: Verbal, Written, or Performance

3g) How would the results of the assessment inform instruction?

This diagnostic assessment will assess student progress throughout the week and will affect
how teacher will continue instruction for the rest of the week and for the next unit. It will help the
teacher to decide on the pace for the rest of the lessons. It will also assess which students are
genuinely struggling and those who are just refusing to do class work, homework, etc. The
teacher can use this to decide what concepts need to be over- or under-emphasized based on
how well they do on each and this will help improve lesson plan and activities. It will also allow
teacher to hold private discussions with students who are struggling or are not doing work.

Determine what material needs to be reviewed or who has learned material

This diagnostic quiz given on the fourth day of the unit will help the teacher decide what sort of
information needs to be reviewed and how well students are able to take notes based on
reading as well. This will also show students they need to find time to study content outside of
class in preparation for the upcoming Ch. 6-9 test.

4) Explain how using the additional assessment as you described in question 3 improves the
assessment plan and addresses the dilemma of needing more information about what the
students really know and understand, their misconceptions, and their progress toward achieving
the learning goals.

The additional assessment from question 3 addresses a teachers dilemma for deducing the
progress of each student and the entire class as well. The students will be given a preview of
the importance of paying attention in class by taking detailed notes and participating in class
activities. These assessments will help them understand the material and will satisfy learning
goals of the unit.

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EDSS 511 Secondary Teaching & Learning October 20, 2014

UNIT AUTHOR: Renee Marquis

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