LESSON 2: A Growing Nation: Education in the Early 1900s

Teachers Name: Ms. Alyssa K. McLean

Grade Level: 11

Dates of Lesson: February 29 - March 2, 2016

Topic: American Schools in the Early 1900s

Learning Objectives
Objective: Students will analyze the new purpose of schools to instill American values in
children in the early 1900s up to the end of WWII.
Students will know: Teaching to the whole-child, The Great Depression, segregation in
schools, separate but equal, Americanization.
Students will be able to: Describe the societal factors that influenced the daily functioning of
schools as well as the effort to improve schools between the years of 1900-1949.
Assessments
Formative: Give One, Get One. Students will write down all the changes to schools during this
time period that they have learned on one side of the a paper and then talk to other students to
compare their list. If their friends mentioned a change they didn't have before they can write it
down now. This activity will allow students to continue to build on their understanding of the
topic through reflecting on what they already learned in the first half of the lesson and then
having conversations with their peers. After they are done talking amongst themselves, I will
bring it back to the whole class to share out on what they remembered and talked about.
Summative: Create a Wordle that will explain 2 new (to this time) methods of teaching that
were aimed to mold new American citizens and explain how they accomplished their goals.
Explain 1 teaching method that may have led to a social, political, or economic reform in society
once these children were older. In order to create the Wordle students will respond to questions
that help cement their understanding of the relationship between reforms in the early 1900s and
changes occurring in schools. Once they create the Wordle, hopefully, the big themes of the
era should pop out as the biggest word displayed.
STANDARDS (use Common Core, Maine Learning Results, Next Generation Science
Standards, Schools Standards, ISTE Standards Students or combination)
Understands the major US social, political, and economic reforms on a society during
specific time period. (SS.02.HSR.01.02)
Understand the impact of social, political, and economic reform on US history over time.
(SS.03.HSR.01.02)
Rationale
This lesson addresses both the societal reforms between the years of 1900-1949 as well as
the educational reforms that are happening during the same years. This directly relates to the first
learning target used by the EL Social Studies department because it deals with reforms in a

specific time period. This lesson also reaches the second learning target because we are able to
compare the way schools were run in the early 1900s to the very first mandated public schools
discussed in the previous lesson on the late 1800s.
Integration of Other Content Areas
This lesson connects to graphic design through creating the Wordle. Students will type
their answers to questions based on education reform in the 1900s-1940s and then use the online
computer program to generate a Wordle which is a mashup of all the words that have been
entered with the words that are used the most appearing bigger than the others.
Instructional Strategies to Differentiate Instruction
This lesson begins by allowing students a few moments to reflect on what our American
values are and why/how we would instill these in our children. This strategy will work well for
intrapersonal learners because it is time to think on their own. After a few moments to think
about it we will discuss our thoughts as a class. Then, keeping this discussion in mind, we will
look at pictures of classrooms from this time period. This will allow visual learners to thrive
because now they have a real image of the schools that we will continue to think about. This
activity can become very interpersonal as well if looking at the images sparks a good class
conversation. A good part of the class will be spent reading articles about education and other
reforms during the early 1900s. By reading, students can access the same information that we
have been discussing in another form. Students will teach each other about what they have
learned from the articles because I do not expect every student to read each article in its entirety.
I believe that allowing students the opportunity to teach each other will help them better
understand the information as they explain. This strategy occurs again later in the lesson when
students refresh their memory on the topic through the give one, get one formative assessment.
Finally, students will be able to show their understanding of this time period through the
summative assessment as they answer questions and create the Wordle that will sum up these
40 years in a picture created with words.
This lesson will be fairly tech-heavy because we will be using my website as the
platform to look at the pictures of the 1900s classrooms and to read the articles. We will be using
technology again as we create the world. However, I feel this heavy use is justified in this lesson
because it allows students to better connect with the time period and the content. I believe it is
true that a picture is worth 1000 words and they are irreplaceable windows into the past.
Modifications/Accommodations/Extensions
Absence: If students are absent during this lesson, they may go to my website under their
class tab and read the description of the lesson as well as the notes that were taken and any
electronic activities. For the activities that were not possible to post on the site, students should
seek out me, Mr. Latuscha, or Mr. Closson to find out what they missed. If they were absent for
the second half of the lesson in which the summative assessment was explained, students should
contact me as soon as possible to find out the expectations and due date for the assessment.
IEP Accommodations:

Student A: Since this student requires accommodations surrounding organization

I will make sure that all directions/expectations regarding activities in the classroom as well as
the summative assessment are clearly explained and available on my website so they may have
access to the directions at any time. This student also has difficulty staying on task so I will
observe them during the lesson and redirect them if I feel they are no longer paying attention or
if I have lost them in one way or another. I can do this through asking if they have an opinion on
the discussion going on about the pictures that we will examine during this lesson. During work
time in class, I will make sure they are not using their phone or becoming too distracting by
talking to others, which is often a problem for this student.
Student B: This student needs help learning skills of self-control/monitoring in
regards to distraction. As always, I will make sure that they are not on their phone during class
and that they are sitting up and participating. This lesson will already be very impactful for this
student since they require multiple opportunities to uncover the information being analyzed.
Since this lesson features thinking about American values that would be worth instilling in
children; looking at real pictures of what the early 1900s American schools looked like;
exploring websites independently then sharing with the class the information that they found;
and, finally, collaborating with peers through give one, get one; this student will have a lot of
opportunities to uncover the information in different ways. As always, I will give the student
extra time to complete the summative assessment for this lesson since this is a specification in
their IEP.
Student C: This student lives with autism and therefore needs a very clear
classroom routine and plenty of processing time when answering questions. To help
accommodate this student, I will continue to put the daily agenda on the board at the beginning
of each class period. I have also added to my website since the last lesson. Now the website
includes an agenda page for each day that also has a link to the lesson of the day and any
assignments as well as their due dates if this is relevant for the day. This will hopefully help the
student if he/she checks the website before class or after once they are home so they can be
refreshed on what we did that day. As always, I will allow this student extra processing time as I
ask questions throughout the lesson and as we share out about the websites that they will explore
on their own. If this student also needs more time working on the summative assessment, I will
provide them with the time they need since it is included on their IEP.
Student D: This student needs assistance with keeping pace with the rest of the
class. Their accommodations explain that they need classroom notes to be provided for them a
clear understanding of expectations and directions given, and help breaking down large tasks into
smaller steps. Again, my website will help meet the accommodations this student requires
because it will allow them to have access to all of the class notes and materials that we will
discuss in class. The website will also help this student breakdown the summative assessment
since it will require a few steps to get the wordle to work. The website breaks down this
process into the clear steps that this student will require.
Student E: This student needs assistance with staying attentive and on task as well
as with organization. As with other students that have similar needs, I will be sure to engage
them through questioning and incorporation. I will also be checking up with them during in class
time for the summative assessment to be sure they understand what is expected of them and that
they are organized. The online explanation of how to complete the wordle for the summative
assessment should also help them stay organized and on task while they complete the
assignment.

Materials, Resources and Technology

-Paper
-Pencils/pen
-iPads
-Time-Order Chart Graphic Organizer
-URL for my website ready for students to copy down
Sources for Lesson Plan and Resources
1940s Timeline
Going to School (1930s)
School Programs (1930s)
Beginnings of Black Education
Public Schools in the 1920s
Education in America in the Early 1900s
Reform Movements of the Progressive Era
Educational Milestones in the 1900s
A Nation of Immigrants
Child Labor in U.S. History
https://s-media-cache

ak0.pinimg.com/564x/e1/c2/ea/e1c2eab85d216a09ed22f0ed2765c814.jpg
http://www.tenement.org/blog/wp-content/uploads/backtoschool-riis-9.17.131.jpg
https://www.continuetolearn.uiowa.edu/laborctr/child_labor/img/womens_trade_union_le
ague.jpg
http://www.studyzone.org/testprep/ss5/b/childl14.jpg
http://ncpedia.org/sites/default/files//jacobs%20school.jpg
http://cdn.onlyinyourstate.com/wp-content/uploads/2016/01/8c26456v-700x522.jpg
http://cdn.onlyinyourstate.com/wp-content/uploads/2016/01/school1-700x526.jpg
http://www.tenement.org/blog/wp-content/uploads/italian-school-1892-9.17.13.jpg
http://www.wvgenweb.org/pleasants/grapesc.jpg
https://www.scoe.net/about/history/PublishingImages/american.jpg
http://cdn.onlyinyourstate.com/wp-content/uploads/2015/12/z567-700x522.jpg

Common Core Teaching Standards and Rationales

Standard #3: Learning Environments
3d. Manages the learning environment to actively and equitably engage learners by
organizing, allocating, and coordinating the resources of time, space, and learners attention.
3o. Values the role of the learners in promoting each others learning and recognizes the
importance of peer relationships in establishing a climate of learning.
-Rationale: This lesson is designed so the overall learning occurs through
collaboration of all the learners in the learning environment. The class will talk together to share
their ideas of schools in the early 1900s and then they will teach each other about these schools
as they share out from exploring the online articles I have provided them with. Through this
collaboration, students are promoting each others learning and building a stronger class bond
and climate.

Standard #4: Content Knowledge

4b. Engages students in learning experiences in the discipline that encourage learners to
understand, question, and analyze ideas from diverse perspectives so that they may master the
content.
-Rationale: This lesson will engage students throughout the class periods by allowing
them to learn the information in their own way and time. Although the class will together to
reach many conclusions, this lesson is designed so students teach each other and themselves
through exploration. Students should question the pictures that they will analyze to ask
themselves, What does this picture show me about the time period? What is different or
similar to now? and Why would this picture appear the way it does? Through this exploration,
students will have a stronger, deeper understanding of the content.
Standard #5: Innovative Applications of Content
5. Understands how to use digital and interactive technologies for efficiently and
effectively achieving specific learning goals.
-Rationale: This lesson is very interactive, starting with looking at the pictures of
early 1900s schools and then teaching themselves and others through exploring the online
articles and then reporting out. Since these are posted on my website, all the digital resources for
the lesson are located in one place which will allow the class to use them efficiently as they
unpack the learning goals of this lesson.
Standard #11: ISTE Standards
2b. Develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress.
-Rationale: This lesson allows students to explore the websites I have given them
based on what interests them. Although the websites have been chosen by me, they are very
diverse in topic within the lessons broader topic and I know certain sites will appeal more to
some students than to others based on my understanding of their interests thus far. Through the
additions to my website such as the agenda page, students can now use technology to manage
their own learning because they know what will be happening each day during the lesson as well
as what homework will be assigned and when it is due.
Teaching and Learning Sequence:
What: Students will understand that the schools of the early 1900s were beginning to
change from the original schools of the late 1800s as societal issues began to become actors on
the day to day function of schools. Through this lens, students will be able to unpack and
understand my learning goal that is new to this lesson (LG2 Education Reform has been both the
result and the cause of social, political, and economic changes in society.) Students will also be
able to begin to reach the second learning target which is: Understand the impact of social,
political, and economic reform on US history over time. (SS.03.HSR.01.02).
Why: This time period is very telling of the values and priorities of America traditionally.
Students should understand the reforms to education in the early 1900s because it shows that at

the time Americans were concerned with preserving our own culture at a time when diversity
threatened to overrun what we had always known. This time period was the first time that all
Americans agreed we needed a uniform public education system to help make efficient and
reliable workers. Since this is the root of the system that students are now experiencing, it is
important for students to know the truth of where the system came from in order to help make
future decisions regarding the trajectory of the American education system.
How:
Day 1:
-Collect Homework
-(5 minutes) Check out new features of website
-(5 minutes) Hook: Think of American values and how would you carry them on?
-(20 minutes) Look at 1900s school pictures
-(30 minutes) Explore articles
-(60 minutes) Share articles
Day 2:
-(15 minutes) Give one, get one
-(25 minutes) Discussion/questions on education in the 1900s-1940s
-(5 minutes) Introduction to Wordle homework
-(35 minutes) In class time to work on assignment
Reflection
I am very impressed with how this lesson went. This class loved looking at the pictures of
classrooms and school houses in the early 1900s. I was amazed by how much they drank in with
these pictures. They noticed things that I had not even realized in the pictures and they drove the
discussion mostly on their own. I was also amazed to see how many students that are usually
more quiet in class had spoken up to point out different aspects of the pictures. One such student
mentioned that the names listed in one old picture mostly had the same last name. This student
realized that those people were all related. That became a great segue for me to ask why would
so many people from one family be attending the same school. Another student noticed that there
were so many more students in the picture of the African American school than in the pictures of
white schools. This led to a conversation about the fact that there was very limited funding for
African American schools and since no one wanted the races to go to school together, African
American schools had a much higher population because there were less options for them when
they had to choose which school to go to. This student even noticed that it looked like there was
one white student among all the others. We then discussed why one student that might appear
white would be going to a black school. Eventually the class realized that it was because maybe
that student had one white parent and one black parent. We had some awesome conversations
and this activity took much longer than I had originally expected. I think that because this
conversation was so extensive, it made exploring the articles easier for them because we had
already talked about a few of the issues/topics.
There were a few things I could have done better in this lesson. First, I forgot to move the
students into a U shaped desk formation. I had planned on doing this lesson with the desks
moved so it was a change but out of habit I started the lesson while they were still in their
6

assigned seats. By the time I realized I had not moved them, it was too late to stop and change
the class around. Second, I think the time-order graphic organizer that I used did not work as
well as I had expected it to. The students were a little confused about how to use it and it did not
flow as well as I would have liked because I wanted them to use it to record facts about themes
they found but it was labeled with events. If I teach this lesson again, I will be sure to either
modify this graphic organizer or find a different one.
The second day of this lesson was very unexpected. I very suddenly got sick on Tuesday
night and I was not able to be in school for the second half of this lesson. Since I wasnt there, I
sent Julie and Craig my plans for the day and explained that if the technology piece of the
assignment didnt work then that would be okay but that the students should still do the four
questions that are outlined on the website. When I got back to school on the next day, I found out
that the wordle did not work at all because the students cant download Java on their iPads. The
students also finished the questions very quickly so there was a lot of time at the end of class
where there was nothing for the class to do. This was a big learning experience for me. Ive
learned to always make a backup plan for technology because you never know if its not going to
work and to always plan for more than students will actually have time to do when you have a
sub so the class doesnt become chaotic because students didnt have anything to do.