Please sign in to access this resource
Not a Florida public school educator?Access this resource
Freely Available: Yes
Aligned StandardsThis vetted resource aligns to concepts or skills in these benchmarks.
5 Lesson Plans
In this lesson, students analyze primary source documents in an effort to answer the central historical question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B. DuBois? The teacher first uses a mini-lecture and a streaming video clip from Discovery Education to explain late 19th-century race relations in the South. Students then analyze an excerpt from Washington's "Atlanta Compromise" speech as the teacher models-extensively-sourcing, contextualization, corroboration, and close reading techniques, answering questions on a graphic organizer. Students then do the same, on their own, with a selection from DuBois' Souls of Black Folk. A final class discussion evaluates the 2 men: who was more right in his approach, given the historical context?
In this lesson, students analyze primary sources in an effort to answer the central historical question: What was life like in American cities during the Industrial Era? The teacher introduces progressive photojournalist Jacob Riis and projects 2 of his photos; discussion questions ask students if the pictures are trustworthy (posed) and what they might tell us about Riis's audience. Students then read excerpts from Riis's book How the Other Half Lives: ugly stereotypes of ethnic Italians, Chinese, and Jews. Students answer guiding questions on the documents, and a final class discussion explores what Riis's work really tells about American urban life at this time.
In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did Teddy Roosevelt oppose the segregation of San Francisco's public schools? The teacher first informs students of the 1906 San Francisco earthquake and the resultant attempted segregation of Japanese students. Students then read 4 source documents-letters and public speeches-in which President Roosevelt discusses his reasons for opposing the law, as well as a political cartoon addressing the issue. For each, students answer questions on a graphic organizer: Why do you think TR opposed the issue? What can you infer about the U.S. in 1906? Finally, the class goes over a timeline of relevant events, enabling the teacher to show how reading contextually lets students learn historical context from documents. Students then respond in writing, using all evidence to reach a conclusion of their own.
In this lesson, students analyze primary sources in an effort to answer the central historical question: Were political bosses corrupt? The teacher begins by explaining progressives' complaints about political machines and graft and then shows a political cartoon criticizing Tammany Hall. Students then read and analyze 2 documents: 1) a book excerpt by muckraker Lincoln Steffens, and 2) a "talk" by political boss George Plunkitt. For each, they answer guiding questions on a graphic organizer (the teacher models this extensively with the first document in the lesson). For HW, students write a dialogue between the 2 writers in which Steffens tries to convince Plunkitt to practice honest government.
In this lesson, students analyze primary sources and engage in a Structured Academic Controversy in an effort to answer the central historical question: What were the attitudes of Progressive social reformers toward immigrants? Students first read their textbook's passage on the Social Gospel and Settlement Houses. The teacher reviews the material, emphasizing main points, and then streams a brief film clip (link included) about women in the Progressive era. Students then divide into groups of 4 and into pairs within each group. Each pair presents the argument to the other that social reformers were either (Pair A) generous and helpful or (Pair B) condescending and judgmental. Only at the end can students abandon their previous positions, reach consensus in writing as a group, and defend that view in a final class discussion: how did social attitudes then differ from those of today?
Related ResourcesOther vetted resources related to this resource.
You have successfully created an account.
A verifications link was sent to your email at . Please check your email and click on the link to confirm your email address and fully activate your iCPALMS account. Please check your spam folder.