Brooke Neeley South Charleston High School Progressive Reform: The Drive for Reform

March 16, 2014 10th Grade American History

Instructional objectives/ Student Outcomes 1. Evaluate the impact media and literature had on furthering progressive reforms. 2. Describe the programs that were developed to aid the urban poor, industrial workers and children during the progressive movements. WV CSOs 1 and 2) SS.10.H.CL5.3 Search and investigate the various periods and movements at the end of the nineteenth century. (e.g., the Gilded Age, the Populist movement, the Progressive Era, labor movement, continuation of the womens suffrage movement, etc.). 2) SS.10.H.CL5.4 examine and identify the goals and accomplishments of reformers and reform movements (e.g., womens rights, minorities, temperance, prisons, hospitals, schools, etc.). National Standards Era 7: Standard 1: How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption Management Framework Overall Time- 45 minutes Time Frame 5 min introduction 15 min lesson and power point 5- 10 min discussion 10 min class activity 5 min wrap up Strategies Teacher/student led discussion, individual work, and direct instruction Differentiated Instruction/ Adaptations/ Interventions For students who have difficulty writing down their thoughts they can share their news report aloud like a reporter instead of a newspaper journalist. For students who have a hard staying on task, I will engage them by maintaining eye contact and positioning them in the classroom conducive to active engagement.

Procedures
Introduction/ Lesson Set

Read page 556 THE JUNGLE excerpt while I am taking attendance and getting the students settled into a learning environment. Body and Transitions Power point slides: what led to progressivism (i.e. urbanization, industrialization), the power of the media specifically muckrakers, The Jungle, Show a 4 minute clip on the Triangle Shirtwaist Factory Fire. Discuss and write vocabulary words and definitions. o The vocabulary words will be shown in bold throughout the power point presentation which will allow for an open dialogue for students to discuss their understanding and applications of the words. This will also be the time for students to write down any word or definition they may have missed during the lesson. Class activity: after teaching the sections vocabulary words the students will write a newspaper article as if they were reporting the events of the TSF fire and include vocabulary words.

Closure Discuss written activity/ answer questions, assign homework (finish activity), pack up and get ready for end of the day announcements

Assessment
Diagnostic- ask students to explain what events led up to Progressive Movement, i.e. urbanization, industrialization, and politics. Formative- informal question and answers throughout the lesson. Summative- activity: write a newspaper article about the TSF as if you were a muckraker. This activity will allow me to know if the students understand the content and the vocabulary terms and can use them in the proper context. Materials Smart board, PowerPoint, YouTube access, paper, writing utensil, textbook

Extended Activities
If Student Finished Early- draw a picture cartoon to go along with their article If Lesson Finished Early- share written articles with the class If Technology Fails - backup projector, if unable to use power point make lesson more interactive, more open discussion and students can follow along with notes on board.