Grade Level: 11 Time frame: 3 days abstract
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- STANDARDS: Content Standards
- MATERIALS: Primary sources
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TITLE: Impact of the Muckrakers: Comparing The Jungle & Fast Food Nation Topic: The Progressive Era Grade Level: 11 Time frame: 3 days ABSTRACT: Students analyze the impact of the Progressive Era and Muckrakers Big Idea: Analyze actions taken by citizens to prompt reform and improve conditions in America by comparing complex texts Focus questions:
Rationale: SWBAT analyze primary sources by reading complex texts (The Jungle & Fast Food Nation) and completing a “Response to Text” handout and reflection STANDARDS: Content Standards: 11.2.9 Understand the effect of political programs and activities and Progressives Common Core Standards: CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. MATERIALS: Primary sources: Excerpt from The Jungle (1906) by Upton Sinclair, “The Most Dangerous Job,” excerpt from Fast Food Nation (2002) by Eric Schlosser Other sources: “Response to Text” handout, Writing Task Rubric, summary template LESSON: Into the lesson plan Background: Effects of Industrialization, Origins of Progressivism, Progressive Era Reformers Engagement: 1. Video clip of overview of Muckrakers and Upton Sinclair (I use a 5-6 minutes video that is in ancillary materials for our district textbook) 2. Picture analysis (What do you see? Where do you think this us? What is happening?) 3. Show the front cover of The Jungle; ask students what they think the book is about? Why would a book about the meat packing industry be called The Jungle? Vocabulary: Progressivism, ingenious, apparatus, nuisances Through the content: Day 1: 1. Review lesson objective: SWBAT analyze primary sources by reading complex texts (The Jungle & Fast Food Nation) and completing a “Response to Text” handout and Reflection 2. Introduce Essential Questions: A. How are The Jungle & Fast Food Nation similar? What were the impacts of these texts? B. Which author was most successful in motivating the audience to take action? What evidence supports this claim? 3. Response to Text: The Jungle
4. We Do: Teacher Model and complete handout with the class A. Goals: What is the author’s purpose of the text? B. Evidence: What kids of details does the author include to make his point? C. Impact: Predict the outcome and effects; What do you think this text will inspire people to do? 5. Response to Text: Fast Food Nation
6. You Do Together: Students complete with partner A. Goals: What is the author’s purpose of the text? B. Evidence: What kids of details does the author include to make his point? C. Impact: Predict the outcome and effects; What do you think this text will inspire people to do? 7. Lesson Closure: Review Lesson Objective & Reflection. Have students write which line from the texts they thought was most shocking and why. Sample response: The line from ____________, “__________________________”, was most shocking because ______________________. Day 2: 1. Review Essential Questions from Day 1 and introduce Lesson Objective: SWBAT compare & evaluate primary sources by writing a claim citing textual evidence (Summary Template or Rough Draft) 2. Writing Prompt: SWBAT compare The Jungle & Fast Food Nation and evaluate which author was more successful in motivating the audience to take action. Cite textual evidence to support your claim. 3. Introduce Writing Rubric 4. Students complete Summary Template or a rough draft of their writing response 5. Peer Editing: Students exchange rough drafts with a partner and complete revisions Day 3: Students write final response to writing prompt Beyond Assessment: Response to Writing Prompt (Rubric) Connections: Students can research and relate similar problems of modern day industries; cite examples and evidence Page Directory: history -> ucihp -> tah -> UnderstandingAmericanCitizenship UnderstandingAmericanCitizenship -> Establish an uniform Rule of Naturalization UnderstandingAmericanCitizenship -> Lesson for uac focus questions UnderstandingAmericanCitizenship -> Understanding American Citizenship: Chinese Immigration in the United States UnderstandingAmericanCitizenship -> Why Women Should Not Seek the Vote UnderstandingAmericanCitizenship -> Uac lesson Plan Template title: Women’s Suffrage Topic: Women’s Suffrage – Progressive Era Grade Level: 11 UnderstandingAmericanCitizenship -> Uac student assessment document analysis rubric UnderstandingAmericanCitizenship -> Dred Scott v. Sanford UnderstandingAmericanCitizenship -> Uac lesson Plan Template title: Eisenhower’s Message to the Troops Topic: World War Two Grade Level: 11 UnderstandingAmericanCitizenship -> Written by Neil Diamond (1980) Download 19.9 Kb. Share with your friends:
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