A Time Travelers Journey By: Meg Strauss, Taylor Phillips, Ty Delobel, Monica Fowlkes

In this assessment, students will be able to identify the characteristics of the 1900-1910 time era along with design principals, agricultural industry, as
well as the importance of correct grammar and mechanics within writing. Students will understand the time period as to which we will travel through
time and the different aspects within each content. Through this creation students will be able to see the difference between early 20th century and
21st century skills.
 History
1.1: The historical method of inquiry to ask questions, evaluate primary and secondary sources, critically
analyze and interpret data, and develop interpretations defended by evidence from a variety of primary
and secondary sources.
1.2: Analyze the key concepts of continuity and change, cause and effect, complexity, unity and diversity
over time
Big Idea: Students will build context of muckraking and journalism in the early 1900s by taking a brief
look at Upton Sinclairs The Jungle and its significance in the Progressive Era as a light-shedding piece
of journalism.
Formative assessments:
1. Students will annotate a sample bibliography developed by me that pertains to the
Progressive Era. Each source will require a short summary as to why the source is useful.
2. Students will research an article from a newspaper published during the Progressive Era that
depicts muckraking. They will identify the problem, proposed solution, and give a brief
presentation on what they identified.
Modifications/misconceptions: Students may not understand the language of the book as it is from a
different time. If needed, I will provide summaries that include quotes and specific examples from the
book that help build context even when separated from the actual book.
Essential Questions:
What prompts people to question their surroundings?
How is journalism a helpful context-building tool?
FACS
11.2.3 Analyze the effects that the principles and elements of design have on aesthetics and function.
16.3.8 Evaluate the impact of history of design and designers, arts and culture.
Big Ideas: Elements and Principles of Design
Essential Questions: -What is the importance of applying the principles of design when producing and
designing a newspaper? -How does using aesthetic appeal promote the design of the overall product?
Students will be able to design, propose, and produce a newspaper that incorporates appropriate
choices to meet the design of the theme.
Students will effectively display evidence that all five parts of the principles of design are included in the
design of the newspaper - proportion, balance, rhythm, emphasis, and harmony.
Formative Assessments:
1.Show evidence of design knowledge through a proposal of the design for the newspaper. Student must
include principles of design.
2.Critique and evaluate other designs to direct their own personal project.
Summative Assessment: Deliver an oral presentation in an organized, sequential manner; concisely and
thoroughly summarize the design. This delivery will need to explain the use of the principles of design in
the newspaper.
Modifications/ Misconceptions: Students may not understand critical features in elements and principles
of design. If needed, allow outside research and collaboration.
Agriculture
PSTS. 01: Understand the history and global significance of agricultural mechanical and technical systems
PSTS.01.01b: Define the major historical events and trends and in agriculture mechanics and technology to global
agriculture production.
Students will determine how the change in agricultural technology has improved yields through a timeline of 1900-1910
with 5 different facts.
Formative Assessments:
1. Timeline with two specific facts supporting something in Agriculture history between 1900-1910.
2. Research a controversial topic within agriculture that happened during the time period of 1900-1910. Write
one paragraph using pros and cons of the controversial topic. This will be checked by the teacher before
the final assessment.
Summative Assessment:
Expand on the paragraph written to make it into a newspaper article. Use the timeline to add supporting
facts.
Modifications/Misconceptions: Students might not understand how to make a timeline and will be given the option to
use technology to create this timeline.
Essential Questions: Why is agricultural history important to the future?
What do we use from the past that is beneficial to our future?
How is is future technology going to expand from now?
English
3.3.: Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the
writing process.
Big Idea: Students will be able to refine, edit, and correct a journalistic article, paying special attention to the usage of
active voice and parallel structure.
Formative Assessments:
1. At the start of the class, students will work in pairs to come up with two sentences that illustrate parallel
structure and two sentences that do not illustrate parallel structure. After checking with the teacher,
students will give their index cards to another pair. The pair will then determine which sentences illustrate
parallel and nonparallel structure. The pairs answers will then be assessed by the teacher at the end of
class.
2. In their daily free-writing notebooks, students will correct five of their writings to adhere to active voice.
These five writings will then be assessed by the teacher.
Modifications/ Misconceptions: For students who struggle with visual reading, such as students with dyslexia, I will
verbally read the articles (recognizing all forms of punctuation). This will allow all students to partake in the editing of
grammatical errors.
Essential Questions:
What is the importance of applying proper grammar and mechanics to writing?
Summative Assessment: Teacher will break students into groups of four. Together all four students will write and develop two articles in the form of a
newspaper. One article will be a muckraking article (making a fictitious story with quotes from primary sources) and the other will be on agriculture. Once
finished, students will break into POGIL groups. A student will focus on historical source uses (citing and checking information), one student will check for

Rubric
precision agriculture and relation to today, one student will focus on the layout and font (making the newspaper attractive and eye-catching), and the final
student will focus on grammar, spelling, and sentence structure.
Points 45.1-50 35.1-45 25.1-35 15.1-25 0-15

Timeline is complete with Timeline is complete but Timeline is missing some Timeline is very basic. Timeline is missing.
Agricultural full expansion. There is expansion is lacking. The parts but is mostly The paragraph does not Paragraph is extremely
History 100% improvement from
original paragraph.
original paragraph has
some expansion but
complete. The
newspaper article consist
contain multiple pro/con
statements. Does not
dense. Does not contain
pro/con statements. The
Exploration could use more to of the original paragraph support the controversy. newspaper article is
differentiate from the with no improvements. missing.
original paragraph.

4 primary sources are 3-4 primary sources are 2-3 primary sources are 1-2 primary sources are 0-1 primary sources are
History properly cited and properly cited with cited with some errors; cited with errors, few to cited with many errors,
information is correct, minimal errors, many some quotes are no quotes are included; no quotes included;
many quotes are quotes are included; no included; no plagiarism no plagiarism plagiarism is included
included; no plagiarism plagiarism

Evident that balance, Only four out of the Only three out of the Only one principle No details
FACS rhythm, proportion, five principles were five principles were was utilized in the
emphasis, and visible in the visible in the design.
harmony all have
newspaper design. newspaper design.
played a role in the
design.

There are no errors in There are 2-4 errors in There are 5-7 errors in There are 7-10 errors in The mistakes in regards to
English spelling or grammar. regards to grammar and regards to spelling and regards to spelling and grammar, spelling, and
spelling. There are 2-4 grammar. There are 5-7 grammar. There are 7-10 parallel structure make the
The articles use articles extremely difficult to
mistakes in regards to mistakes in regards to mistakes in regards to
correct parallel read. Passive voice is used
either active voice or either active voice or either active voice or throughout the articles.
structure and active parallel structure. parallel structure. parallel structure.
voice.