Goals & Objectives
Students will be able to analyze the effects the Industrial Revolution had on the working class and the goals of reporters (muckrakers).
Students compose a debate in which the student group become a particular historical figure and hold a class discussion as their person. Students compare the ideals of the middle class (muckrakers) verses upper class (Industrial inventors or monopolist). |
California State Content Standards11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
11.2.1.Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle. |
Driving Historical Question
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Common Core Literacy Standards |
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Did the muckrakers push Progressives to take action and how did those Progressives improve life in the United States.
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CCSS.ELA-Literacy.WHST.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 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. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 
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Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:
The lesson begins with the class as a whole discussing a map of the world. The map is important to the lesson because it leads to a discussion about America expanding because of Industrialization and gaining territories. Students work in pairs to answer the following questions:
1. Which territory did the United States obtain from Russia? Shade it in on your map. In what year was this territory added to the United States? 2. Which U.S. possession was the greatest distance from the United States? Circle its name on your map. 3. Which two places were not U.S. possessions but were under U.S. control? Circle their names. 4. Which possessions did the United States gain as a result of its war with Spain? Circle their names. 5. Draw a box around Midway and study its location. Why do you think this island group was given this name? 6. What is the location of Wake Island relative to Midway? 7. What is the relative location of Guam from the Philippines? 8. Most of the U.S. areas of expansion suggest that Americans in the late 1800s were interested in trade with places on which continent? Circle the name of this continent on your map. 9. How would acquiring the territories shown on the map have helped the United States achieve its goal of more trade with the continent you identified in Question 8? 10. Locate Panama on your map. How might having a canal through this region have helped the United States achieve its trade goals? (Hint: Think about where in the United States most manufacturing was located at that time.) 11. How might having control over Cuba and Puerto Rico help the United States protect the Panama Canal? The class as a whole will discuss their answers. The teacher will read the questions out loud and then let students take over the discussion. |
Content Delivery (Method of Instruction) ‖ Time:
To The majority of the content will be delivered via class discussion. The class will begin class-answering questions about America Expansionism. Students will then work in groups researching, reading, and understanding an important Progressive, Industrialist, and or muckraker in order to participate in a class discussion (acting as their person the group researched). The classroom will be set up in an inner and outer circle discussion format. Student groups have three to four people. Therefore, one person takes on the persona of their Industrial Person, the other students are in the outer circle (one group member focuses on helping the inner person while the other group member focuses on what another opposing viewpoint is being discussed in order to help the inner person to sway the opposition). To allow students the chance to get use to the discussion format, the teacher will ask the questions needed for their matrix to the inner circle. The students are to ask questions and discuss the answer in order to answer the person's ideology.
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Student Engagement (Critical Thinking & Student Activities) ‖ Time:
Students are first engaged in a partner activity where they discuss America Expansionism and share their answer with the whole class.
Students then split into groups of three to four in order to learn the most about a person during the Industrial Revolution (Progressives or Industrialist). Once students have time to read their person biography and answer the given questions within their handout (matrix), the groups critically think about what questions about their person they still have and answers that may help others learn who they are and why they (their person) holds their ideology. Once all groups are prepared the student set the classroom up into and inner and outer circle. One person from each group become the person their group researched (they can hold the mask up to their face). The other group members decide who will help the inner person and who will watch and learn about other personal in order to come up with questions for round 2. Round 2 students will have another group member enter the inner circle and become their person. Now, each group should have three questions to ask other Industrialist or Progressive in order to understand their ideology. The teacher only ask the questions on the matrix to the first round of people. After that the discussion and benefits of the discussion is up to the students and their questions/answers. |
Lesson Closure ‖ Time:
Students participate in a thumps up/ thumps down activity closure. The teacher will ask: 1. Did we meet the goal objectives? (Students will be able to analyze the effects the Industrial Revolution had on the working class and the goals of reporters (muckrakers). Students compose a debate in which the student group become a particular historical figure and hold a class discussion as their person. Students compare the ideals of the middle class (muckrakers) verses upper class (Industrial inventors or monopolist).) thumbs up, yes we did. Thumbs down, no I'm still confused on one of the goals. 2. Did the muckrakers push Progressives to take action? Thumbs up, yes. Thumbs down, no 3. Did those Progressives improve life in the United States. Thumbs up, yes. Thumbs down, no |
Assessments (Formative & Summative)
Formative assessments include how the students work in small groups together, how the students conduct themselves during the inner/outer circle discussion, information written on matrix, and the questions the group ask other groups.
Summative assessment will included an formal essay on the unit exam in which the person is to compare a Progressive to Industrialist ideals that were discussion in the inner/outer circle debate/discussion.
Summative assessment will included an formal essay on the unit exam in which the person is to compare a Progressive to Industrialist ideals that were discussion in the inner/outer circle debate/discussion.
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English Learners: The student can read English well so the reading of the biography will be fine for this student. However, student is less likely to participate in the class discussion. Making sure this student is an outer circle member but is actively involved in analyzing his group member and or how other groups ideal are different, allows the student to be involved and learning without having to actually be the student in the inner circle.
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Striving Readers: Having these students come up with questions for other groups may help these student process the information. Allows these students to be part of the discussion and listening for their question to be asked, focusing on the answer. The discussion part of the lesson is important for these students to be part of because they can hear the language.
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Special Needs (processing disorder): Student wants to be involved as much as possible. It would be a good idea to have this student be part of the discussion during round one so she can have extra chance to process the information about her person. The student has difficult time remembering details, having her involved in the round one discussion allows the student to be part of the interaction and gives the student the focus she needs to learn at least the most about her person.
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