Turning the century - Learn NC [PDF]

The students will answer the following questions while on the trip: What makes a good museum? ... Examples: The Western

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Idea Transcript


Turning the century Students will create a museum display illustrating life during the late nineteenth and early twentieth centuries. A lesson plan for grades 9–12 Social Studies B Y LIS A S TA M E Y

Learning outcomes Students will: explain how the Gilded Age fostered the consolidation of business, the government, and disadvantaged economic and social classes. trace immigration movements, analyze patterns of settlement, and document how immigration led to changes in education, religion, and social interaction. describe new inventions and their impact on society. compare and contrast the Populist and Progressive movements and their impacts on society.

Teacher planning T I M E RE QUI RE D F OR L E S S ON 11 days M AT E RI AL S / RE S OURCE S Display display boards multi-colored construction paper glue scissors multi-colored markers posterboard space large enough for tables and display boards Research history textbooks encyclopedias biographical reference materials National Geographic Magazines old textbooks that may have pictures cut from them video “Ellis Island” (available at some public libraries or the A&E channel Web site) Portfolio multi-colored two-pocket folders (one for each student 11 sheets of notebook paper stapled for a journal Portfolio Instructions 1 Portfolio Instructions 2 Rubric T E CHNOL OGY RE S OURCE S computer with internet connection word processing program computer lab video camera and tape

Learn more American Visionaries: Legends of Tuskegee A three-part web exhibit that uses primary source documents, photos, and artifacts with supporting text to tell about the lives of Booker T. Washington, George Washington Carver, and the Tuskegee Airmen. R E LA TE D P A GE S Mid-1800s reform era group presentations: Students will work in groups to present information on the reforms of the mid 1800's. Topics could include the Unitarians, abolition, women's rights, growth in education, treatment of the mentally ill, temperance, and utopian communities. Civil rights wax museum project: In this lesson plan, students will choose African Americans prominent in the Civil Rights Movement and research aspects of their lives. They will create timelines of their subjects' lives and a speech about their subjects, emphasizing why they are remembered today. Eroded land, eroded lives: Agriculture and The Grapes of Wrath: This lesson plan, designed to be taught before students read The Grapes of Wrath, focuses on helping students put this novel in historical context. Students will learn about the (unintentional) abuse of soil that allowed the Dust Bowl to be so devastating and extensive. They will also see photographs by Dorothea Lange and others depicting the wasted land and subsequent wasted dreams of thousands. R E LA TE D TOP IC S

Pre-activities The students will visit a local historical museum to learn how displays are constructed and how information is presented to the visitor. The students will answer the following questions while on the trip: 1. What makes a good museum? 2. How did the museum present necessary information? 3. How are the exhibits planned and organized? 4. What exhibit did you like best? Why? Be specific. This will prepare the students to create a museum display of their own.

Learn more about American history, United States, history, immigration, industrialization, inventions, labor unions, project-based learning, reform, reform movements, social studies, urbanization, and westward expansion.

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DAY 1 1. Teachers will explain the organization of the students’ portfolios. Students will organize their portfolio following the teacher’s example. They will be using the two handouts Portfolio Instructions 1, Portfolio Instructions 2, and the Rubric. It is best to do this with the students one step at a time. 2. Once the portfolios are organized, introduce the idea of creating a museum for the period of 1876-1917. Brainstorm possible displays and information to be included. Examples: The Western Frontier, The Gilded Age, Immigration, Industrialization, Politics and Propaganda, and Life at the Turn of the Century. 3. With a partner, have the students create a chart illustrating the following general information: key personalities, key events/issues, technological developments, and political developments/issues for the time period. The students will work on this for the remainder of the class. 4. At the close of class, ask the students to reflect on how they are feeling about the project in their journal.

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DAY S 2 AND 3 Profiles The students will be creating biographical profiles on the following people: Andrew Carnegie, John D. Rockefeller, Cornelius Vanderbilt, Susan B. Anthony, Red Cloud, Sitting Bull, Samuel Gompers, Eugene Debs, W.E.B. DuBois, and Booker T. Washington. The profiles will be two pages of hand-written information including the following: background (brief) and significance to this period. They will be submitted for revision at the end of Day 3. DAY 4 Labor Unions 1. The students will be creating a newspaper article summarizing the rise of the labor unions. The article should include the following: business practices of the “tycoons”, a timeline illustrating the rise of the labor unions, a description of the labor strikes occurring between 1877 and 1910, and labeling a map of the major labor strikes. 2. At the end of class, return the biographical profiles for the students to revise for homework. DAY 5 Immigration and Urbanization 1. The students will begin class with a discussion of why people immigrated to the United States. 2. The students will then create a bar graph illustrating the patterns of immigration. 3. The students will watch an excerpt from the movie, “Ellis Island” and write a response in their journal: What effect did immigration have on the United States? (The students should begin focusing on the rise of the city.) 4. The students will have a brief discussion outlining the reasons for growth of the cities and the problems created by growth in the urban populations. 5. The students will produce a collage or poster illustrating city life at the turn of century. 6. For closure, have the students write in their journal a response to the following prompt: What was the most interesting information you have learned today? DAY 6 Reform Movements 1. The students need to be grouped in small groups to create a annotated timeline for the following movements: women’s suffrage, socialism, educational reforms, political reforms, and religious pluralism. 2. When they have finished the timelines, they need to write an analysis of how the movement impacted society during the period. DAY 7 Inventions 1. The students will create a chart illustrating inventors, inventions, and date of the invention. This chart may be done using a computer and put into a table format. (It may be wise to use the computer lab on this day.) 2. The students will then write an essay describing in detail the impact of these inventions on industrial and social development in the United States. DAY 8 Westward Expansion (optional) 1. The students will have a discussion describing the factors that drew settlers to the west and the impact of western settlement on Native American population. 2. The students will then create a line graph illustrating the decline in Native American population and a map depicting the sites of the major “Indian Wars.” DAY 9 Word Processing 1. The students will be working on typing the final copy of their biographical profiles, labor union newspaper article, and anything else they feel needs to be in print. 2. Students need to produce invitations describing the date, time, and place for visiting the museum. 3. For closure, the students need to reflect in their journal their feelings about the project. 4. The students will turn in their portfolios to be graded for completeness and accuracy of information. DAY 10 Assembly Students will put the museum together today for presentation to students, faculty, and parents to visit. The students have been gathering objects throughout the course of the project to represent the time period such as an oil lamp, an old wedding photograph, a quilt, fine china, etc. and will need to organize the items according to the appropriate display. The teacher needs to select the student work to be included in the museum displays. Once the students have all the “artifacts” and information collected and organized, they may begin the assembly of the museum. DAY 11 Museum Tours The students will serve as tour guides to groups of students, faculty and parents. They will need to explain the content of each of the displays to demonstrate their knowledge of the information.

Assessment Students will be assessed by serving as tour guides and explaining the information related to each display. While serving as tour guides, they will be videotaped which will then be used by the teacher to complete the rubric. A sample Rubric is attached that may be used as an assessment tool.

Supplemental information COM M E NT S This project is designed to be student-directed with the teacher serving as a facilitator or guide. The students are receiving minimal direct instruction, but the success of this project is dependent upon the students reading their text and answering review questions for homework. My students really enjoyed completing this project and sharing what they learned with parents and fellow students.

North Carolina Essential Standards S OCI AL S T UDI E S (2010) United States History I USH.H.3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time. USH.H.3.1 Analyze how economic, political, social, military and religious factors influenced European exploration...

North Carolina curriculum alignment S OCI AL S T UDI E S (2003) Grade 11–12 — United States History Goal 4: The Great West and the Rise of the Debtor (1860s-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation. Objective 4.01: Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced. Objective 4.02: Evaluate the impact that settlement in the West had upon different groups of people and the environment. Objective 4.04: Describe innovations in agricultural technology and business practices and assess their impact on the West. Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America. Objective 5.01: Evaluate the influence of immigration and rapid industrialization on urban life. Objective 5.02: Explain how business and industrial leaders accumulated wealth and wielded political and economic power. Objective 5.03: Assess the impact of labor unions on industry and the lives of workers.

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