Tristyn MandelSO 572Unit Plan Professor Martinelle5/3/17

Doing Democracy:

Exploring the Legacy of Progressive Era Social Reform

1890-1920Rationale:

America’s history is marked by a long, steady tradition of social and political reform. Unfortunately,

those who are currently engaged in reform initiatives tend to overlook the weight that past matters possess in

relation to current political challenges. However, during the Progressive Era, a new forum of political decision-

making was discovered where individual citizens inspired the policy actions of the national government.

Progressive reformers threw themselves into numerous projects to improve societal social problems, and by

doing so improved the status of direct democracy. Thus, this Progressive Era Unit emphasizes the importance of

citizen engagement through its emphasis on the legacy of Progressive Era social reform movements. The unit is

designed for eighth-grade students who are just learning about how to get involved in their local political

communities. The unit not only teaches students about the individual Progressive Era reforms, but also

enlightens students to the possibility of a political system where they can voice their concerns over their

political futures and where politicians will listen, despite the influence of money or status.

The unit is appropriate for eighth-grade students who are discovering how to support their opinions with

concrete evidence. Instead of solely labeling the legacy of each Progressive Era social reform movement as

”effective,” the unit makes students responsible for both the evaluation and defense of each movement’s

efficacy. By doing this, students not only beome familiar with the definition of reform, but also become wary of

the elements that make reform movements sucessful. Students then apply this knowledge to their final project,

the creation of a Muckraker Newspaper. The final unit project requires students to craft an opinion editorial that

discusses a modern-day social problem and presents a possible solution to a public audience. Students not only

have the creative agency to choose their social problem independently, but also have the academic

responsibility to back up their claims sufficiently. Thus, the unit’s summative assessment encapsulates the

lesson that my students will learn at the culmination of the unit: that democracy is something we create in the

process of reforming our present institutions.

Massachusetts State Frameworks:

1. USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E) (p. 74)

2. USG.5.6 Identify specific ways for individuals to serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government. (p. 89)

C3 Standards:

1. D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant (p. 46)

2. D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created. (p. 47)

3. D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (p. 55)

Unit Goals

1. Students will understand the role that social reform movements play in a participatory democracy 2. Students will understand how to evaluate the “effectiveness” of social reform movements and will be

able to support their claims with evidence3. Students will understand the difference between muckraker journalism and opinion editorials and will be

able to effectively compose both pieces of writing

Essential Question

1. EQ: How ‘effective’ were the social reform movements of the Progressive Era?

2. My unit’s essential question challenges students to take on a critical perspective in their study of

Progressive Era Social reform movements, so that they can apply their understanding of what

compensates an “effective” social reform movement to present-day reform initiatives. My question

requires students to consider the mistakes and successes of each Progressive Era social reform

movement, which will broaden students’ sense of what tactics modern-day reformers should utilize in

order to ameliorate social problems today.

Project Description:

My unit’s summative assessment is a Muckraker Newspaper project, which students will produce

throughout the unit. Each day for homework, students will utilize a class-made rubric in order to rate the

“effectiveness” of the discussed social reform on a scale of 1-10, and then they will proceed to write an

accompanying “exposé” that reveals the social problem to the public. The students’ exposés will reflect the

journalism-style of the Progressive Era Muckrakers, like Upton Sinclair, Jacob Riis, and Ida Tarbell, who

students will have studied over the course of the week. Each day, I will collect the students’ exposés in order to

check for their understanding. At the end of the unit, Students will assemble their exposés into a realistic

Progressive Era-style newspaper and will place the exposé that they decided revealed the most pressing social

issue on the front page. Students’ newspapers will consist of a front page with a title, price, leading headline,

time-period photograph and an exposé; four proceeding exposés with headlines and time-period photographs; a

supplementary opinion editorial piece equipped with a headline, and a time-period photograph; and a works-

cited sheet for any outside research. Students will be given two days of draft time in class in order to review the

style, tone, and design of major Newspapers. I will assess students’ projects with a rubric that grades student’

work based on their Newspaper’s completeness, historical content, and organization of content, presentation,

and creativity and style.

The creation of a Muckraker Newspaper is an ambitious feat that will require the application of many

skills. Students must possess a strong work ethic in order to craft an exposé each night for homework. Students

will then apply their writing skills towards the completion of five investigative journalism articles and one

opinion editorial article that will each develop claims, use evidence, and communicate conclusions.

Furthermore, students will demonstrate their organizational ability and knowledge of journalism when they

assemble a newspaper that both looks and sounds realistic. Finally, students’ op-eds will showcase students’

higher-order thinking skills: In their articles, students will present a modern-day social problem and propose a

potential solution that was inspired by the actions of the Progressive Era’s social reform movements. The unit’s

final project has substantial inherent value because it not only lets students demonstrate their content knowledge

through a creative forum, but also requires students to apply their understanding of what compensates an

‘effective’ social reform movement to solve real-world problems.

My unit’s project appears challenging, but it has been specifically designed for eighth-grade students.

Eighth-graders will find the project appealing due to its emphasis on both creativity and choice. Instead of

merely writing an essay about the legacy of Progressive Era social reform, students will enjoy mimicking the

journalistic-style of a Muckraker and composing a project that resembles an authentic Newspaper. Furthermore,

although the Newspaper has explicit directions for both its formulation and organization, the project offers

students the freedom to choose their own topics for their op-ed articles. Thus, students will have the opportunity

to research modern-day social problems that personally interest them, which will increase their investment in

the project.

The content, accuracy, and organization of my students’ Muckraker Newspapers will reveal their

understanding of the unit’s EQ and overall goals. If my students can utilize their knowledge of both Progressive

Era social reform and investigative journalism to craft a Newspaper that is convincing and credible, then they

will be greater prepared to participate in today’s movements towards reform.

Unit Layout

*: Lessons marked with a * will be presented in the section following

My Unit EQ:  How ‘effective’ were the social reform movements of the Progressive Era?

Day 1 *

Topic(s): Reform, Social Reform

Q(s):  What does it mean to be a social ‘reformer’

Goal: Goal of this lesson is for students to learn the definition of reform and reformer, and to identify the criteria of what compensates an “effective social reform”

ActivitiesDo Now: identify problems in today’s society and categorize them as political, economic or socialDevelopment: learn the definition of reformDevelopment: creation of a class rubric to evaluate the “effectiveness” of Social reform movementsClosing: “What does it mean to be a ‘social reformer’

Day 2 *

Topic(s): Levels of Reform, Grassroots reform

Q(s): How can local groups instigate ‘effective’ national reforms

Goal: Goal of this lesson is for students to become familiarized with Progressive Era Social Movements and learn about how they were inspired on a local level

ActivitiesDo Now: Comparison of School reform to Government ReformDevelopment: Grassroots 4-square organizerGallery WalkClosing: IQ exit ticket

Day 3

 Muckraking, Investigating Journalism

Q(s): What was investigative journalism’s role during the Progressive Era?

Goal: Goal of this lesson is to familiarize students with the role of muckrakers during the Progressive Era, as well as the format of Investigate Journalism

Activities

Do Now: Clip of Vice. Definition of Investigative Journalism

Development: Introduce concept of Muckraker. Show Muckraker Journalism: Upton Sinclair’s The Jungle

Closing: IQ exit ticket

Day 4

Topic(s): Urban Reform.

Q(s):  How effective were the urban reform movements of the Progressive era?

Goal: Goal of this lesson is for students to learn about and identify the “effectiveness” of urban reform during the Progressive Era

Possible ActivitiesDo Now: Read article about homeless problem in NYC todayDevelopment: Excerpts and pictures from Jacob Riis’ How the Other Half Lives:Groups pitch solutionClosing: IQ exit ticket

Day 5

Topic(s): Labor Reform

Q(s): How effective were the labor reform movements of the Progressive era?

Goal: Goal of this lesson is for students to learn about and identify the “effectiveness” of labor reform during the Progressive Era

Possible ActivitiesDo Now: “Newt Gingrich Thinks School Children should Work as Janitors”Development: Look at primary sources and graphs: examine graphs and images about working conditions before and after labor reformsOn poster paper-students will create pie chart on the number of child laborers by year compared to total workforceClosing: IQ exit ticet

Day 6

Topic(s): Temperance ReformQ(s): How effective was the temperance reform movement of the Progressive era?

Goal: Goal of this lesson is for students to learn about and identify the “effectiveness” of temperance reform during the Progressive Era

Possible ActivitiesDo Now: Can the government

Day 7 *

Topic(s):  Women’s Rights and SuffrageQ(s): How ‘effective’ was the women’s rights movement of the Progressive Era?

Goal: Goal of this lesson is for students to learn about and identify the “effectiveness” of the women’s rights movement during the Progressive Era

Possible activities Do Now: Article about the Women’s Pay GapDevelopment: Document Analysis of Pro-Suffrage vs. Anti-Suffrage

Day 8-9

Topic(s):  Black Rights and RacismQ(s): How ‘effective’ was the black rights movement of the Progressive Era?

Goal: Goal of this lesson is for students to learn about and identify the “effectiveness” of the black rights movement during the Progressive Era

Possible activities Do Now: “The New Separate but Equal” Article

Day 10-11

Topic (s): Format/Crafting of a Newspaper

Q(s): What do all good investigative journalism pieces have in common?

Possible activitiesBrainstorm: look at pictures of investigative journalism headersAsk the class: what compensates a good news expose?Pass around and examine a lot

really regulate peoples’ behavior?Development: Examination of political cartoons that were pro-prohibition and anti-prohibitionGroups anti-prohibition vs. pro-prohibition craft PSAS and present them to the classClosing: IQ exit ticket

argumentsClass discussionClosing: IQ exit Ticket

Development: Booker T. Washington, Ida B. Wells, W.E.B Du Bois Venn DiagramPossible simulation: Actor, Historian, PR Agent, Investigative ReporterClosing: IQ exit ticket

of newspapersGo over key newspaper terminologyGive in-class draft time

Lesson Plan #1

Re-forming Reform: What it Means to be a Reformer Today

Grade/Course: 8th grade US history IINumber of Learners: 30Estimated Length of Class: 75 minutes

I. TARGET ESSENTIAL QUESTION and SUPPORTING QUESTION(S) FOR THIS LESSON

1. What does it mean to be a reformer?2. What is the definition of ‘reform?’ 3. What is the difference between social, political, and economic reform? 4. What are some criteria that can help measure the effectiveness of a social reform?

II. PREREQUISITE KNOWLEDGE AND SKILLS1. Students have learned about the Gilded Age of the 1870s and 1880s and have studied the

positive and negative impacts of the era’s dynamic economic growth. For example, students have been familiarized with the time period’s increased levels of industrialization, immigration, and business, and have been exposed to the era’s resultant political, economic, and social corruption. Specifically, students have identified and familiarized themselves with the reform-minded Americans that characterized the Progressive era (such as the Knights of Labor, the Populist Party, and the Socialist Party).

III. OPPORTUNITIES TO EMPHASIZE DIVERSITY, EQUITY, AND INCLUSION1. Students will brainstorm problems that are existent and relevant today in order to

distinguish the difference between a social, political, and economic reform movement. Many of these identified problems will be social problems that will emphasize the rampant inequalities that characterize American society today.

IV. RATIONALE1. Before students learn about the specific Progressive Era reforms, they should learn how to

evaluate the movements from a critical lens. Thus, this opening lesson is essential as an introduction so that students are able to distinguish both the definition and the criteria what compensates an effective social reform. Learning about how to judge the legacy of each Progressive Era social reform movement will help students identify successful methods of reform that will be useful for their future participation in civic matters.

V. LINK TO ESTABLISHED GOALS FROM MASS D.O.E. & C3 1. Massachusetts History and Social Science Content Standard

a. USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E)

2. C3 Framework Connection a. D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests

and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights

VI. UNDERSTANDINGS (LESSON GOALS)

1. The goal of this lesson is for students to learn the definition of reform and understand the definition and distinguishing characteristics of a social reform

2. Students will identify the criteria of what compensates an ‘effective’ social reform in order to compare the legacy of the various Progressive Era Social Reform movements

VII. PERFORMANCE OBJECTIVES (TRANSFER)

1. Given a Do Now Handout (condition), students will write down and rank examples of problems that are relevant in society today (performance). The teacher will cold-call students and ask them to share a problem that they wrote down on their Do-Now in order to classify them as economic, political, or social problems.

2. Given a list that contains examples of various economic, political, and social problems of Progressive Era (condition), students will predict the reform movement that the problem belongs to and write it down on a graphic organizer (performance) The graphic organizer will be reviewed in class and students will be expected to correct any mislabeling with a different color pen (standard or criteria).

3. Given a worksheet with the word “reform” written on it (condition), students will brainstorm the root of the word in groups and write down any words that they believe are affiliated with the word (performance). Each group of students will be expected to share one of their ideas with the class (standard or criteria).

4. Given a poster paper (condition), students will gather in groups and assign roles (a scribe, a researcher, a manager, and a presenter) in order to devise a rubric that would measure the “effectiveness” of a social reform (performance). Each group will be required to pitch their rubric to the class, which will result in a class-wide vote to select a chosen set of criteria to measure the “effective” legacy of each Progressive social reform movement (standard or criteria)

VIII. MATERIALS1. Do Now Handout2. Problem list handout and graphic organizer3. Reform Definition Worksheet4. Poster Paper 5. Timer/Clock

IX. PROCEDURE

The procedures are the set of instructional steps that constitutes the heart of the lesson. Procedures typically contain three parts: Opener (Do Now), Development, and Closure. These sections are described below. Each step must spell out exactly what you plan to do and be

detailed enough that anyone could take your plan and teach from it. Please number each step of your procedure and include an estimated time frame for each step.

A. INQUIRY QUESTION

What does it mean to be a social ‘reformer’?

B. OPENER (20 m)

1. Students will receive a Do Now that asks them to brainstorm and rank problems that they believe are relevant in today’s society

2. After writing down a list for the Do Now, students will be asked to share a few of the problems that they identified as the most pressing, and the problems will be written on the blackboard

3. Present the three categories of reform (economic, social, political) and ask students the following question

a) Of the reforms listed, which do you think are social, economic, or political? 4. The teacher will then categorize the problems as economic, political or social

problems, and review with students the differences between the three categories with a PowerPoint Slide

a) Students will write each definition down in their notebooks

C. DEVELOPMENT (45 m)

1. After reviewing what qualifies as a economic, political and social problem, the teacher will assess the students understanding of the reviewed categorizations with a hand out

2. The teacher will handout a list of pertinent societal problems from the Progressive Era and a graphic organizer that students will use to separate the problems into their proper categories of reform movement (economic, political, and social)

3. The teacher will then review the handout with the class and ask students the following question: How are problems resolved in our today’s society?

a. The teacher will allow wait-time for student responses 4. The teacher will then present a slide that says: “Reform,” and pass out a handout

that has the word written on it. The teacher will ask students to work in groups in order to break down the word, and brainstorm any words that they feel are related to the word’s definition

5. The students will regroup and call out any words or roots that they wrote down. The teacher will then present the definition of reform and reformer, and pass out a handout with the showcased definitions

6. The teacher will then ask the following question: Judging from our understanding of a social problem How would we define a social reform?

7. The teacher will then ask the following question and present it on the board with a Powerpoint slide: How can we determine if a social reform is effective or not?

8. The teacher will then introduce the major activity: The teacher will hand out a piece of poster paper to each group and explain that they will be creating a class rubric to evaluate the “effectiveness” of each social reform movement that will be discussed in class. The teacher will instruct students to assign roles to their group (scribe, manager, researcher, and presenter) in order to keep the activity timely and organized. Before students start their posters, the teacher will ask students to consider the following example: “Consider the Women’s Rights movement, how could you judge whether or not the movement met its goals?” After the students

create their rubric, they will be required to present their posters to the class. Once each group presents, the students will then vote on a set of three criteria that they will use to judge the effectiveness of the legacy of each Progressive Social Reform that will be discussed in class.

a. Components could include but are not limited to the following: lasting-legacy, creation of policy, and positive impacts on many people. If some of these components are not being considered, the teacher will ask leading questions in order to help students’ realize the criteria’s importance.

D. CLOSING (or CLOSURE)1. The teacher will explain the following unit: An investigation of the Progressive Era

social reforms where students will be responsible for evaluating the legacy of each discussed reform, and later composing a Newspaper that exposes the essential social problems of the Progressive Era.

2. The teacher will hand out an exit ticket that students will complete before they leave class: A reflection on the day’s activity, and an explanation of what they believe it means to be a ‘reformer.’

X. ASSESSMENT

1. Students will be given a participation grade based upon the role that they played in the rubric constructing activity (manager, scribe, presenter, researcher)

2. Students will hand in an exit ticket for a participation grade where they will answer the following question: “What does it mean to be a social reformer?” (Socrative?)-Can review at end of unit responses-

XI. ACCOMMODATIONS

1. Students will work in groups in order to facilitate easier communication between students, and English language learners will be paired together in order to maximize their comfort within the classroom.

2. Students will receive written handouts that define key vocabulary words: such as reform, reformer, and social, economic, and political reforms.

XII. EXTENSION / HOMEWORKFor homework, students will be required to research and select a pressing U.S social problem (mentioned in class) that they believe is worthy of reform. Then, students will be required to write a one-page reflection composed of two parts; students will first explain their chosen social reform, and then propose a potential resolution to help resolve the problem. Students will hand in their reflections the following school day for both credit and feedback.

XIV. APPENDIX1. Do Now

Q: What are some of the most apparent problems that effect society today? Make a list and rank them from most

serious, to the least serious.1.

2.

3.

4.

5.

2. Problems of the Progressive Era Sheet

Problems of the Progressive Era

1. Even though some women had been agitating for suffrage for over fifty years, the vote was still limited to men. Women also received lower wages than men and carried the burden of urban poverty.

2. Some areas of the country were plagued with drought, while others faced terrible flooding. Logging companies used land indiscriminately, destroying old forests that had taken centuries to grow.

3. Members of the working class were subjected to long hours, low pay, and poor working conditions. All those injured at work were also in danger of losing their job. Even young children were often employed in dangerous conditions

4. Several men, including J.P Morgan and the Rockefellers, built bad “trusts” that attempted to build political control from the market and gouge profits from the public

5. The government was controlled by a number of “bosses” who pressured voters in supporting their candidates and causes

6. Schooling was not mandatory, and was often reserved from the upper classes

7. Voting was not done secretly and people had little influence over the political agenda

8. A large influx of immigrants inspired extensive concerns about overpopulation and proper assimilation

9. Cities were crowded, run-down, and not properly inspected

3. Problems of the Progressive Era Venn Diagram a.

Lesson Plan #2:

Suffering for Women’s Suffrage Grade/Course: 8th grade US IINumber of Learners: 24Estimated Length of Class: 75 minutes

I. TARGET ESSENTIAL QUESTION and SUPPORTING QUESTION(S) FOR THIS LESSON1. How ‘effective’ was the women’s rights movement of the Progressive Era?2. What barriers existed for the women’s suffrage movement of the Progressive Era?3. What barriers exist for the women’s rights movement today?

II. PREREQUISITE KNOWLEDGE AND SKILLS1. Students have been introduced to the history unit Progressive Era reform movements of the

late 19th century, which sought to modify various aspects of American society and politics. The units’ prior lessons have included a teamwork activity where students became familiarized with the vocabulary word “muckraker’ and outlined the criteria of what compensates an “effective” social reform. The students’ have also practiced a method of ‘critical analysis’ where they evaluate the legacy of each Progressive social reform in a concise paragraph. With regards to content, students will have studied the general role of women during the late 19 th and early 20th centuries. Specifically, students will have learned that women were not given the right to vote after the Civil War when African American men were given the right.

III. OPPORTUNITIES TO EMPHASIZE DIVERSITY, EQUITY, AND INCLUSION1. This lesson focuses on gender and the push for women to gain civil rights. This will allow for

diversity and gender equality to be present throughout the lesson. Students will also be given a chance to evaluate the effectiveness of the women suffrage moment, and look at a diverse range of documents from women, men, and African Americans.

IV. RATIONALE1. The women’s rights movement did not begin in 1848 and end in 1920; the Seneca Falls

Convention was the culmination of free thought and action that traces back to the early 1800 and still resonates today. In order to understand the political and civic process, students can study the fight that women were involved in to take part of their own. Learning about the characteristics of successful methods and obstacles that both hindered and promoted the women’s rights movement, will prepare students to participate in civic matters and overcome

the obstacles that challenge reform today.

V. LINK TO ESTABLISHED GOALS FROM MASS D.O.E. & C3 1. Massachusetts History and Social Science Content Standard

a. USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E)

b. USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)

2. C3 Framework Connection a. D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and

perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights

VI. UNDERSTANDINGS (LESSON GOALS)1. Students will learn about the progression of the women’s rights movement during the

Progressive Era, and understand the obstacles that confronted the women’s quest for suffrage during the early 20th century

2. Students will be able to evaluate the efficacy of the women’s rights movement by comparing the role of women during this time period to the role of women in our own society.

VII. PERFORMANCE OBJECTIVES (TRANSFER) 1. Given an article about the Pay Gap for women, students will list at least five stereotypes that

they believe still hinder the women’s rights movement today. The teacher will call on students to share their ideas and write their answers on the board.

2. Given a set of primary source documents, the student will analyze contrasting views of the women’s rights movement by answering questions that address the reasons why suffragists wanted women to gain the right to vote, and anti-suffragists did not want women to gain the right to vote in the early 20th century. Students must use quotes from the text to support each of their answers.

3. Given a worksheet that restates the classes’ rubric for what makes an effective social reform, the student will craft a concise paragraph that rates how ‘effective’ they believe the women’s rights movement was. The student must use two examples of evidence from class to support their answer.

VIII. MATERIALS1. Women’s Pay Gap Article2. Do Now Worksheet3. Primary Sources4. MADPA organizer 5. Exit Ticket

.

IX. PROCEDURE

The procedures are the set of instructional steps that constitutes the heart of the lesson. Procedures typically contain three parts: Opener (Do Now), Development, and Closure. These sections are described below. Each step must spell out exactly what you plan to do and be detailed enough that anyone could take your plan and teach from it. Please number each step of your procedure and include an estimated time frame for each step.

E. INQUIRY QUESTIONa. How ‘effective’ was the Women’s Rights Movement of the Progressive Era?

F. OPENER (25 mins)a. Do Nows will be students’ desks. Students will turn and talk with a partner and

read the article “The Pay Gap for Women and Minorities,’ which shows the difference in women’s pay compared to men’s pay. After reading the article, students will answer the following questions on the Do Now Handout:

i. What is the main idea of the article?ii. What does this article suggest about women’s rights today?iii. A stereotype is defined as a preconceived notion, especially about a group

of people. List at least five stereotypes that you believe face women today. b. The teacher will regroup the class and go over students’ answers to the Do Now.

Then, the teacher will introduce the day’s lesson and reiterate the idea that the women’s rights movement is still underway:

i. Today, we are going to learn about the Women’s Rights Movement of the Progressive Era, which culminated in women gaining the right to vote in 1920. Although women have made significant strides, it is evident that women are still faced with difficulties in terms of equal opportunities. That being said, as we explore the challenges that confronted women during the Progressive Era, take note of the progress that the Women’s Right’s movement has made today

c. The teacher will frame the lesson by introducing the inquiry question: i. How ‘effective’ was the Women’s Rights Movement of the Progressive Era?

G. DEVELOPMENT (40 minutes) a. Teacher will begin document analysis whole group. On the projector the teacher will

display an image of 20th century anti-suffrage propaganda. Students will analyze what they see and what they think it means in their notebooks. After 2 minutes of individual analysis students will do a turn and talk with their seat partners to discuss the image.

b. After partner talk teacher will bring class back together and verbally pose and discuss the following questions

i. What is the MADPA of the document?- Main Idea, Author, Date, Purpose, and Audience-

ii. According to this image what was women’s role in society in the early 20 th centuries?

iii. What arguments do you think people would make against women gaining the right to vote?

c. In partners students will then analyze the timeline of women’s right to vote. Students will answer questions about the document to gain a better understanding of the long term struggles that women have faced in gaining the right to vote as well as the different states who did let women vote before universal suffrage was granted

d. Students are given a set of primary source documents to work on in groups of three. Students are asked to analyze the source using MADPA- Main Idea, Author, Date, Purpose, and Audience and then answer the following question for each document

i. What are the arguments against women’s suffrage displayed in this document?

e. Students will then participate in a discussion whole group before writing the exit ticket. Teacher will pose questions and ask for students to use sources from class as evidence for questions

i. What arguments from our current society are similar to the ones presented by the anti-suffragists?

ii. How much progress has women’s suffrage made since the Progressive Era?

H. CLOSING (10 minutes) a. Students will receive the rubric that they composed in order to judge the ‘

effectiveness’ of each Progressive Era Social Reform in order to complete an exit ticket response to the inquiry question: How ‘effective’ was the Women’s Rights Movement of the Progressive Era? They will rate the reform movement’s ‘effectiveness’ from 0-10, and they will use the documents as examples to support their final consensus.

X. ASSESSMENTA. During class: I will walk around and observe as students fill out their MADPA

graphic organizers during source analysis B. Whole Group discussion: This discussion will allow me to see if students are

making connections to the past and present as well as inferring why anti-suffragists were against the 19th Amendment

C. Exit Ticket: I will check the exit tickets (either after class or the next day as homework) in order to ensure that students are completing the task and supporting their ratings with textual evidence.

XI. ACCOMMODATIONS1) The Do Now activity will bold words and provide sentence framers for students without

and English Language background. 2) The Anti-Suffrage Newspaper has Vocabulary defined in a glossary

3) The turn and talk and group source work will allow students to read and discuss documents with peers to practice reading skills and summarization skills.

4) The Lesson is a diversity activity because both women were abolitionists and women's rights activities.

XII. EXTENSION / HOMEWORKA. If students do not finish their op-eds during class, they will be required to complete them

as homeworkB. All students will write an ‘expose’ paragraph for homework where they will ‘reveal’ the

barriers that hindered the Women’s Rights Movement during the Progressive Era. Their expose will mimic the perspective of a muckraker journalist.

XIV. APPENDIX1. Women’s Pay Gap Article

a. http://www.aauw.org/research/the-simple-truth-about-the-gender-pay-gap/2. Do Now Worksheet

a.3. Classwork Sources

1. Source One.

.

2. Women’s Rights Time Line 4. 1787 The Constitution places voting laws in the hands of the states. Women in all states except New

Jersey lose the right to vote.1807 Women lose the right to vote in New Jersey, the last state to revoke the right.

1848First Women's Rights convention in Seneca Fall, New York. Equal suffrage proposed by Elizabeth Cady Stanton.

1867Fourteenth amendment passes, defining citizens as "male”—the first use of the word male in the Constitution.

1872 Susan B. Anthony and her supporters dress up like men and try to vote. They are arrested.1878 Woman suffrage amendment to the Constitution is first introduced in US Congress.1886 Suffrage amendment reaches the US Senate floor; it is defeated two to one.1895 Utah grants women suffrage.1896 Idaho grants woman suffrage.1910 Washington (state) grants woman suffrage.1911 California grants woman suffrage. In New York City, 3,000 march for suffrage.

1912Teddy Roosevelt's Progressive Party includes woman suffrage in their platform. Oregon, Arizona, and Kansas grant woman suffrage.

1913 Alaskan Territory and Illinois grant suffrage.

1917North Dakota, Indiana, Nebraska, Michigan, New York, South Dakota, and Oklahoma grant some form of women’s suffrage.

1918President Wilson declares support for suffrage. A Women’s Suffrage Amendment passes US House with exactly a two-thirds vote.

1919The U.S Senate passes the Women’s Suffrage Amendment. The battle for ratification by at least 36 states begins.

1920

Tennessee, the last of 36 states, ratifies the Women’s Suffrage Amendment. Called the Nineteenth Amendment, it becomes law on August 263. S. 3

4. Source 4: The Suffragists’ ideal is a kitchen-less house. The Suffragist keeps writing and speaking about pots and pans, and denounces housekeeping as degrading. The Suffragists teach women to revolt against the daily task of tending child and house, and we sadly see the results in the nation’s poor health and lowered physique. It is the Suffragist theory that women’s sphere in life should be the same as the man’s. Is it not clear how this hideous feminism is sapping our vitality as a nation? Is it too much to say that it lies at the root of half the sickness and disease in our country? There are many wealthy women who support Suffragism, and who do a very dangerous thing in preaching to working women that housework is degrading. As long as a working woman keeps her home clean and well tended, she enjoys the high regard of her neighbors. Yet, now the more weak-minded have been influenced by the Suffragists’ snobbish preaching. Such feminism is destroying our national character and warping the natural impulses and beliefs that make a woman’s life such a beautiful work of art

a. Vocabulary

i. Degrading: lowering one’s character Sphere: area of influence Sapping: draining Vitality: energy Warping: twisting out of shape

5. Source 5

6

5. MADPA Organizer

6. Source 6

6. Exit Ticket

Exit TicketName______________________________________________________________ Date__________________How ‘effective’ was the Women’s Rights Movement of the Progressive Era? (circle 0-10) 0 1 2 3 4 5 6 7 8 9 10(not effective) (neutral) (very effective)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Criteria for Success- Op-Ed Exit Ticket

- Claim: 1strd person, clear argument- Evidence: quoted evidence from at least 2 documents- Analysis: elaboration on how evidence connects to your claim

Lesson Plan #3

The Roots of Progressive Era Reform

Grade/Course: 8th grade U.S History II Number of Learners: 30Estimated Length of Class: 75 minutes

I. TARGET ESSENTIAL QUESTION and SUPPORTING QUESTION(S) FOR THIS LESSON

1. How can local groups instigate ‘effective’ national reforms?2. What is grassroots reform?3. How essential was grassroots reform during the Progressive Era?

II. PREREQUISITE KNOWLEDGE AND SKILLS1. Students have learned the concept of Federalism, which underscores how governmental

power is divided on a federal and state level. Students are also aware that both national and state governments have the power to both craft and implement policy. Students have also learned about examples in history where state and national reforms were influenced on a local level through assembly and protest, such as during the American Revolution. Students have also been familiarized with the vocabulary word ‘Propaganda.’ Prior to this lesson, students have solidified the difference between political, economic, and social reform; students have also voted for a class-criteria of what compensates an “effective” social reform.

III. OPPORTUNITIES TO EMPHASIZE DIVERSITY, EQUITY, AND INCLUSION1. The lesson’s emphasis on the success of Grassroots reform as a tool to improve civil

society and as an aspect of functioning Democracy inspires students to include themselves within local reform movements that are currently occurring within their own communities. The lesson also demonstrates how equitable and important individual voices are in governmental affairs.

IV. RATIONALE1. Many of the major accomplishments of Progressivism, such as bans against child labor,

the ratification of the nineteenth amendment, and a plethora of labor laws, would not have been possible without the efforts of local reform groups. Therefore, it is important for students to learn about the concept of local reform before they are introduced to the specific works of the era’s Muckraker journalists that helped push the process of reform further. Students’ increased knowledge of the local reform process will help students comprehend the powerful changes that can be produced when citizens gather together to address societal problems.

V. LINK TO ESTABLISHED GOALS FROM MASS D.O.E. & C3 1. Massachusetts Social Science Framework

a. USG.5.5 Identify and explain the meaning and importance of civic dispositions or virtues that contribute to the preservation and improvement of civil society and government.

2. C3 Framework a. D2.Civ.1.6-8. Distinguish the powers and responsibilities of citizens, political parties,

interest groups, and the media in a variety of governmental and nongovernmental contexts.

b. D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good.

c. D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant

VI. UNDERSTANDINGS (LESSON GOALS)1. Students will be introduced to the concept of Grassroots Reform in order to increase their

understanding of how Progressive Era Social Reforms were inspired on a local level 2. Students will be able to identify a few categories of Progressive era Social Reform movements

VII. PERFORMANCE OBJECTIVES (TRANSFER)

5. Given a four-square graphic organizer, students will complete the following process in groups: they will break down the word “grassroots movement” and draw pictures about the parts of the word, they will brainstorm ideas about how, the words may apply to people who desire reform, they will write down a plausible definition of “grassroots movement,” and they will list examples of the possible tactics of grassroots groups. The teacher will walk around and observe student work.

6. Students will fill out a graphic organizer as they partake in a carousal Gallery Walk that showcases examples of propaganda posters of Progressive Era grassroots reform groups. The students will hand in their graphic organizers at the end of the day for a participation grade.

VIII. MATERIALS

1. Student Do Now Journal2. Government and School district flow charts 3. Power Point Slides4. Grassroots Four-Square Graphic Organizer5. Gallery Walk Propaganda Posters6. Gallery Walk Graphic Organizer7. Exit Ticket

IX. PROCEDURE

The procedures are the set of instructional steps that constitutes the heart of the lesson. Procedures typically contain three parts: Opener (Do Now), Development, and Closure. These sections are described below. Each step must spell out exactly what you plan to do and be detailed enough that anyone could take your plan and teach from it. Please number each step of your procedure and include an estimated time frame for each step.

I. INQUIRY QUESTIONa. How can local groups instigate ‘effective’ national reforms?

J. OPENER (25 Mins)a. Students walk in and follow the provided instructions on the board:

i. Do Now Journal: Please take out your Do Now Journals and answer the following prompt: Your school’s superintendent just issued a decree that calls for teachers to provide at least three hours of homework a night. It is up to you to influence the Board of Education to change its policy. How would you go about this? Describe your action plan and number it with steps. When you are done, turn and share your idea with a partner. As you read your classmates proposal, answer the following questions in your journal.

1. What was your partner’s action plan?2. Did your partner’s action plan involve other students/parents or

teachers?3. Did your partner’s action plan involve the principal?4. Did your partner’s action plan involve the Board of Education?5. If students/teachers/parents, the principal, and the Board of Education

each represented a level of government (local, state or national), what would they represent and why?

b. The teacher regroups students for a class discussion, and asks students to share their answers (specifically with regards to question five). The teacher leads students to understand that with a top-down approach, the Board of Education represents the federal government, the principal represents the state government, and students/teachers represent the local government. In order to clarify student understanding, the teacher shares a PowerPoint slide that displays two side-by-side three-tier flow charts that are interconnected with arrows. One shows the hierarchal structure of the government, and the other shows the hierarchal structure of the school. (included in the appendix) The teacher will asks students the following question:

i. What do you think the arrows on the charts represent? ii. The teacher will be prepared reiterate that the arrows demonstrate how each

level can influence the other c. The teacher asks students the following question, and tells them to turn & talk with

their neighbors before reengaging in a class discussion. The teacher is prepared to explain to student that similar to a school district, influencing reform in the U.S is a hierarchal process that mandates participation and action on a local level.

i. How may the process of implementing policy reform in a school relate to the process of implementing policy reform in the U.S?

d. The teacher will then frame the lesson by introducing the inquiry question on the board:i. Present Slide: Today, we are going to learn about local reform and its

national impact during the Progressive era. This is today’s inquiry question that we will reflect on at the end of class: How do local groups instigate ‘effective’ national reforms?

K. DEVELOPMENTa. The teacher will first present a PowerPoint slide with a Venn Diagram that reviews the

separate and shared governmental powers of both national and state governments. The teacher will verbally emphasize the power of both national and state governments to make policy.

b. The teacher will ask students the following question in order to introduce the next activity:

i. What powers do local governments and groups possess in the policy process?

c. The teacher will instruct students to get into groups of 5 in order to complete the 4-square graphic organizer ‘What is a Grassroots Movement?’ The organizer has the following parts: Students draw pictures of each part of the word-“ grass,” “roots,” and “movement” and write down what they represent, students brainstorm and write down how the word may apply to people who are unhappy with the way things are, students write down a preliminary definition, and students ponder and write down ideas of grassroots group tactics or grassroots root movements.

d. The teacher will regroup the class and go over the organizer. The teacher will present a solid definition of grassroots movements on the board and instruct students to write it down in their notebooks

i. Grassroots Movement: A movement towards change that starts with common or ordinary people, not with the leadership or a political party or a national group.

e. The teacher will verbally explain that during the Progressive Era, national progress, such as laws and amendments, were first inspired on a local level by the works of middle and working class activists.

f. The teacher will verbally introduce the day’s activity, and also present a PowerPoint slide that has instructions for the day’s activity written down. The teacher will hand out the Museum Observation Worksheet as he or she speaks.

i. As some of the finest art critics of your generation, today, you have been selected to partake in a Gallery Walk at Ms. Mandel’s Museum of Art. Today’s exhibition is a showcase of Propaganda Posters from numerous Progressive Era Grassroots groups. Each group of five will start at a different exhibit, and will have three minutes to observe and complete your Museum Observation worksheet. After three minutes, you will rotate clockwise until your group has seen every exhibit. (Propaganda will be bolded and defined at the bottom of the screen for review)

g. The teacher will regroup the class to review the worksheet and for a group discussion. The teacher will pose the following questions for students to answer:

i. What was a Poster that stood out to your group?ii. Why do you think Progressive Era Grassroots groups made posters?iii. Who do you think saw these posters?iv. Do you think the posters were effective in getting their points across and

creating reform within the U.S?v. What are other forums that groups use to spread awareness about reform>

h. The teacher will then explain to students that Grassroots groups still use visual campaigns to generate public attention today. The teacher will present a PowerPoint slide that showcases examples of modern-day Grassroots Campaign Posters such as Black Lives Matter, Climate Justice, Colleges for Hillary Clinton, and Colleges for Donald Trump. The teacher will lead an open call-and-response conversation in order to ensure that students are aware of the different Grassroots movements associated with the displayed posters.

i. The teacher will close the lesson by telling students that it is important to learn about Grassroots movements in U.S history, so that we can further understand the Grassroots movements that are happening today.

L. CLOSING (or CLOSURE)a. Students will complete an exit ticket that answers the inquiry question:

i. How can local groups instigate ‘effective’ national reforms? Use examples from two posters that you observed during the Gallery Walk.

X. ASSESSMENTA. During class, the teacher will walk around and observe students filling out the Four-

Square Graphic Organizer and the Museum Observation SheetB. The whole group discussion will reveal which students are understanding the content

and which students are struggling C. The teacher will check and collect students’ exit tickets in order to ensure that students

are completing the task and supporting their answers with evidence from the Gallery Walk Activity

XI. ACCOMMODATIONSA. Students will complete the Do-Now activity with a partner who speaks the same

native language as themB. The Four-Square Graphic Organizer and the Museum Gallery Sheet will be

completed in groups, and will also contain sentence framers C. Classwork activities will incorporate visuals such as graphs, and posters; and will

also encourage students to draw in order to increase their understanding (“grass,” “roots,” “movement.”

D. The slide with the vocabulary word ‘Propaganda’ will bold the word and define the word on the bottom of the page

XII. EXTENSION / HOMEWORK1. With their new knowledge of grassroots reform, students will amend the resolutions that they

drafted to solve a pressing U.S social problem. Students should add how their resolutions will impact the local, state, and national levels of government.

XIV. APPENDIXA. Flow Chart Graphic

B. Grassroots Four-Square Graphic Organizer

C. Gallery Walk Propaganda Posters

a.

b.

c.d.

e.

D. Gallery Walk Graphic Organizer

D. Exit Ticket Exit TicketName______________________________________________________________ Date__________________How can local groups instigate ‘effective’ national reforms? Use examples from two posters that you observed during the Gallery Walk. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Criteria for Success- Exit Ticket

- Claim: 3rd person, clear argument- Evidence: evidence from at least 2 class examples- Analysis: elaboration on how evidence connects to your claim

Project Assignment and Handout

Unit Bibliography

Anti-Suffrage Newspaper in New York (Modified) –Reading Like a Historian

Bush, K. (2014). Progressivism-Spring 2014. Retrieved April 22, 2017, from https://sites.google.com/a/basdschools.org/libertyapus-spring2014/contact-me

Daniel, V. (2013). A Nest of Subversive Propaganda: Progressive Children’s Arts Education from the New Deal to McCarthy Era. American Communist History, 12(2), 91–115.

Ferris, J. (2008, February 7). Progressives Lesson Plans: Reform: Today and Yesterday. Retrieved from http://classes.colgate.edu/s08/education/jferris/Documents/Progressives%20Lesson%20Plans.pdf

Gustin, E. W. Election Day! Political cartoon.1909. From the Library of Congress, By Popular Demand: “Votes for Women” Suffrage Pictures, 1850-1920.

Kevin Miller 2015. The Simple Truth about the Gender Pay Gap (Spring 2017). AAUW.

Knopf, J., & Piehler, L. F. (2011). Images of Change: Magazine Cover Art of the Tumultuous Late Progressive Era. ProQuest Dissertations Publishing.

Kron, P. (2010). Of the People, By the People, For the People: The Power of Grassroots Movements. Retrieved from http://www.usd16.org/ProfDev/AHTC/lessons/Kron10/Kron10.htm

Nebraska Association Opposed to Women’s Suffrage. 1910

Tulsa Daily World. (Tulsa, Indian Territory [Okla.]) 1905-1919, November 03,1918, Club News and Personals, Page 9, Image 31 Oklahoma Historic Society

Women Suffrage Timeline (1700s-1920s) 2016. NWHM.