CSULB History Social Science Lesson Plan Template

Lesson Title: Sinclair's "The Jungle"- Alma Jongewaard

Unit Central Historical Who were the muckrakers and What were the effects of political
Question(s): what was their effect on society? programs and activities?

Subject / Course: U.S. History

Grade: 11
Lesson Duration: 60 minutes

Content Learning Objective (content and product):

e.g., students will be able to [content analysis] by [product and activity].

Students explain how Sinclair's "The Jungle" is related to one of the Four Goals of Progressivism by writing
a paragraph using evidence from "The Jungle."

Historical Thinking Learning Objective (thinking skill and product):

e.g., students will be able to weigh [historical thinking learning objective] by [activity].
Students will be able to weigh evidence by analyzing "The Jungle" and its role in the Progressive
Movement.

Historical Thinking Skill, California Content, and Common Core Standards Addressed:

Historical Thinking Skill: Evidence and interpretation- Students must interpret what they have learned
through their notes and excerpts of "The Jungle" as to which of the 4 goals "The Jungle" best represents.
Students must provide evidence to justify their interpretation.
Content Standard- 11.2.1- Know the effects of industrialization on living and working conditions, including
the portrayal of working conditions and food safety in Upton Sinclairs The Jungle
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.

Narrative Summary of Tasks / Actions:

Students begin with Warm Up

Teacher provides the Objective/Central Question for the lesson
Progressive Movement- 4 goals and definitions of those goals- Students take notes
Short video for "The Jungle"- Students take notes and answer short questions
"The Jungle" Excerpts and questions- students read and answer questions individually
Debrief and class discussion
Product- Student paragraphs answering the central question
Closure- students write down 1 sentence summary about today's lesson.

Materials / Equipment:

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 CSULB History Social Science Lesson Plan Template

Computer with internet access, projector, handouts, excerpts from Sinclair's "The Jungle"
Video: http://www.youtube.com/watch?v=h2ppaJwQ9UM

Inquiry-Based Lesson Plan for History-Social Science

1. Anticipatory Set Time: 5 mins

Students answer the question, "What is the Progressive Movement?"

A few selected students will provide their answers. This is used to assess prior knowledge and to set the
stage for the upcoming lesson. Students are given a sentence starter to encourage writing complete
sentences.

2. Central Historical Question for Lesson Time:-

The Jungle is related to which of the 4 Goals of Progressivism?

3. Teacher Input (delivery of historical context) Time:10-15 mins

Teacher provides the Objective/Central Question for the lesson for students to know what is the ultimate
purpose of the lesson
Review/Background: Progressive Movement- 4 goals and definitions of those goals- Students take notes
Short video for "The Jungle"- Students answer short questions

4. Student Activity and Investigation (w/

Time:20 Mins
differentiation)
"The Jungle" Excerpts and questions- students read the two excerpts from "The Jungle" that are provided.
Students read and answer the provided questions individually and answer questions individually
Students are given excerpts that are of high-interest and are likely to entice students to read the entire
passage. The questions are aligned with some of the most significant portions of the text so students will
know what to look for. Most students are expected to finish reading and answering the questions in the
allotted time. However, for students who read at a slower pace, they will be able to understand the overall
message of the readings in the time allotted.
Because this is the investigation, not the assessment, the class will go over the questions together.
Therefore, students who do not finish reading and may not finish answering the questions will be able to add
in information from their fellow students and class discussion.

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 CSULB History Social Science Lesson Plan Template

5. Lesson Assessment (w/ differentiation) Time: 15 mins and finish for homework

Students write 1 paragraph that consists of at least 4 sentences. Students will answer the central question
for the lesson.
Directions: Try to prove to me why "The Jungle" fits in with the goal that you have chosen using evidence, or
quotes from "The Jungle." Make sure that the quotes are relevant to your goal and tell me WHY you think
so.
Differentiation: Directions are scaffolded and ask students to categorize their information in a way that will
allow for structure in their paragraphs. Students who have high writing abilities will be able to write their
paragraph without as much structure, while most students require help in the 'planning to write' process.

6. Closure Time: 5 mins

Students write a 1 sentence summary about today's lesson and share.

Class debrief, students have an opportunity to ask questions at the end of class.

7. Student Reflection (metacognition) Time: During closure

Students given time to contemplate and ask any questions they have to be able to complete their
assignment.