Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the rise of the Populist Party and
their core messages.In order to introduce the Progressive Era, this lesson will address the
Populist Party and their progressive ideas. Students will learn that many of our present
political policies did not come directly from the status quo two-party political system but
from a third party that started with the common people. This lesson will utilize
questioning, explaining, student collaboration, and presenting visual examples.
2. Standards Addressed
a. NCSSThematic Standards: 2, 6,10
b. NCHS Discipline-Standards: Era 7: 3C
3. Materials Required: Large blank paper, construction paper, glue, colored markers,
crayons, colored pencils, scissors, laptop, and worksheets.
4. Modification for Diverse Learning Needs(Class C):For the ESL students I will plan
to pair at least one fluent bilingual student to each group who can help those ESL
students to express their thoughts. In addition, I will visit these tables to reiterate the
instructions. In order to monitor the students with behavior problems, I will walk around
the room and group those students on one side of the room to always know where to look.
In order to help the students with learning disabilities, I will check in on those students in
order to make sure they have a complete understanding of the activity.
Part II: Heart of the Lesson
1. Title of Lesson:"People’s Party aka Populist Party Brings Ideas to the Table"
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students willlearn the key arguments and
objectives made by the Populist Party. Students will demonstrate this knowledge while
researching and presenting this information as a political party. The objective will be
measured through the quality of information presented as a group and a concluding
activity that will ask each group to produce answers to review questions.
5. Body of Lesson (50min):
a. Introduction (5min):You are the oldest son or daughter of a large farming
family. Your father is promising the farm to you so other family members are
depending on you. Currently the farm is running at full capacity with the new
steam powered tractor along with reapers, harrows, and threshers. By1893, the
family farm has been bringing in less money due an oversupply of farm food as
more Americans set up farms out west and use more heavy equipment. Your
family farm is also burdened by large debt taken in by the purchase of heavy
farming equipment. The market price for farm food is far below what you need to
survive. You write your politicians for assistance but you receive no help. As
like many other farms across the country, your farm is in great peril, what might
you do?
b. Procedure (35min): Spiral Questioning of political drawing of Farmers United
in Washington. I will explain that this farmers alliance later combines with other
third party groups such as the Greenback Party (antimonopoly party), and Knights
of Labor Party to form the Populist Party. This new party formed from the
common people came to promote many of America’s current day political
policies. Questions are provided below. Next the students will placed in groups
of four to five groups. Each group of students represents the Populist Party. The
students will face a problem solving dilemma in which the students must face.
The students will be challenged to create a political campaign that can convince
Americans to vote for a small, third party known as the Populist Party. Each
assigned group of students will make an ad campaign to address the key issues
that represent the goals of the Populist Party. Students will be given 12 minutes
to procure the information in their text book and 12 minutes to present to the
class. Further directions are attached to this lesson.
c. Assessment Plan:As each group presents their issue, I will have students to take
notes and ask questions at the end of the presentation. I also would address the
questions that I prepared prior to class in order to make sure each issue is
explained to its fullest extent, so I know the class content was fully addressed. I
will also try to pose challenging questions so students would learn to defend their
position.
d. Concluding (10min):I will tell that all the students failed to reform American
democracy as Populist Party politicians, but the issues they raised would be
picked up by future progressive politicians and change the course of American
democracy. I willkeep students in their groups and present students with review
questions of each political issue. I will have students present their answer on a
whiteboard. For each issue I will present a current day example.
e. Homework: Students will read pages (528-542). In order to prepare students for
the next lesson, I will tell students to read pages (546-552) to close the topic of
the Populist Party and introduce the Spanish-American War.
Part III: Supporting Material
1.)
2.)
3.)
4.)
5.)
Introduction’s spiraling questions
Group activity instructions
Instructions for running a political party
Guided Notes for the review assessment
PowerPoint Slide for Concluding Activity
1
Introduction’s spiraling questions
1.
2.
3.
4.
5.
Where is the location of this political cartoon?
Who are the people found in this cartoon? Take a look at the banners.
What part of the country does it appear these people are from?
What might be the bloody chasm and what are they throwing into it?
Based on the answers to the previous questions, which time period in United
States History could be represented in this political cartoon?
6. Based on the photograph, would you think that this time period, the
population is more united than it has been in the past?
7. Why did these farmers just address their grievances to their politicians or
political parties?
8. Why is it so significant that these people are united?
9. Do you think that geopolitical background of these people is important?
10. What do you think might happen once the farmers reach the capital building?
11. What might you expect to happen if the farmers do not influence the
government or any of the two major political parties in government?
2
Group Activity Instructions
Each group will be assigned a proposed reform from the populist platform: initiative,
recall, referendum, secret ballots, call for natural monopolies, call for public to vote
for senatorial leaders and graduated income tax. In addition, I will assign each
member of each group specific roles to take in promoting each key issue: art and
design, slogan writer, speech writer, and speaker. I encourage students to make use
of any extra ability they can add to their campaign such as creating a dance move or
short musical display to promote their political issue. I will explain that the purpose
of the exercise is to convince the public that their campaign ad issue is in America's
best interest as the founding fathers would have envisioned, as your party would
argue, and to present each issue as would be expected. Students will find information
for each key political issue within their textbook found between pages 535 and 540.
3
Instructions for running the Populist Party Campaign:
Objective: Students are expected to present individual political reforms as promoted by this party
Directions
Your group has been assigned a certain political reform from the Populist Party. You are expected to do
research and define your political reform using your text book for information.
Definition:____________________________________________________________________________
_____________________________________________________________________________________


As members of the party you are expected to enthusiastically and sincerely present your
political reform as if you formed the ideas.
The problem that your group must face is to convince others that your idea is valid and will
better the country as the founding fathers might have imagined.
Jobs:





Each member of the group will be assigned a job.
Speech Writer
Political Campaign Manager
Art and Design
Speaker
You must make:






Visuals
Slogans
Promises
Musical Numbers or Dance moves
Provide how many people could benefit (Numerically)
Etc. Whatever you can think that will convince the American People of your great idea
Each group has 12 minutes to prepare and 3 minutes to present
SO DO NOT WASTE ANY TIME!
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will center on the precursor, development, events,
and aftermath of the Spanish-American War. Students will understand how the United
States became entangled in their first foreign conflict since the Civil War. Students will
further comprehend how the United States was influenced to declare war by propaganda
presented in the press. This lesson will be taught through response groups.
2. Standards Addressed
a. NCSS Thematic Standards: 2, 5, 6
b. NCHS Discipline-Standards: 6: 4B
3. Materials Required: Presentation, Newspaper Articles, Handouts
4. Modification for Diverse Learning Needs (Class B): This lesson will involve
students forming into small response groups. I will assign the students with cognitive
and behaviors problems in separate groups so the students with behavior problems will
not be influenced by the other students to behave inappropriately, and the student with
cognitive disorder can receive assistance or direction from other students. Regarding the
students with ADHD like behavior, I will patrol the room in order to make sure those
students are on task. I would also pay close attention to the student with an anger
problem by modeling good group interaction practices. Lastly, I have some moderately
difficult reading materials, but I would teach and model helpful reading strategies. I
would also patrol the room to answer questions.
Part II: Heart of the Lesson
1. Title of Lesson: "Spanish-American War"
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will understand what led up to
the war both directly between the United States and Spain and between the Cuban
patriots and the Spanish colonizers. Students will further understand how the yellow
press influenced the decision for the United States to invade Cuba. This lesson will
be taught in a response group. Students will be measured based on how well they fill
they fill out their worksheets and take notes within their guided note taking
worksheet.
5. Body of Lesson (50 min):
a. Introduction (5 min): Students will answer the prompt question: “Describe one
of your favorite foods from a commercial food company? Describe the sugar, fat,
and salt content? Decide if those ingredients are necessary for manufacturing of
that product and explain why the company includes those ingredients into their
product. If you made a consumer food item, what would you include into your
product’s ingredient list in order to sell your product?”
b. Procedure (30 min): The lesson will consist of a mini lecture to introduce the
lead up, duration, and aftermath of the Spanish war. Afterwards, students will
form into response groups to discuss the controversy regarding the explosion of
the U.S.S. Maine from the perspectives of various newspapers, including the
newspapers from the yellow press. Directions are included in the lesson.
c. Assessment Plan: Throughout the lesson, students will be provided a guided
note taking sheet. When students form into response groups, students will be
prompted to fill out a guided worksheet that will record the group’s findings and
the findings of other groups. Based on the quality of the findings and supporting
material found in the worksheet, I will measure the effectiveness of the students’
comprehension. Lastly, I will collect the summarized article that students wrote
during the concluding activity. Based on the quality of information found in
those articles, I will assess the students’ final thoughts informally.
d. Concluding Activity (10 min): Students will write another article from the
perspective of the yellow press. Students will be encouraged to sum up some of
their notes taken from the mini lecture, which can be taken as fact, and then add
some scandalous headline or spin on the notes to create their own yellow press
article. If any time remains, students will sell or exchange their article to any
interested party.
e. Homework: Students will be instructed to read pages 354-357 in order to obtain
a comprehensive understanding of the Spanish-American War. Students will
also be directed to read pages 357-359 to prepare for the lesson on the Philippine
Insurrection.
Part III: Supporting Material
1.) Guided Notes
2.) Directions for Group Activity
3.) Guided Group Worksheet
4.) Articles from New York World
5.) Articles from New York Evening Journal
6.) Articles from New York Times & San Francisco Chronicle
7.) Official Report (1898) of the U.S.S. Maine Disaster
8.) Power Point Presentation
2
Yellow Journalism Activity
Directions
1. The Class will be placed into 4 groups
2. Each Group will be given up 2 articles and possibly other visual artifacts.
3. Your group is assigned to read the articles, answer the critical thinking questions below
and report your finding to the class.
Time Frame: Each group will have 15 minutes to prepare and 3 minutes to present
4. Critical Thinking Questions include:
•
Based on the reading or visual artifacts provided, what was the cause of the U.S.S.
Maine exploding?
•
What might the readers of your newspaper think what happened in Cuba, regarding the
U.S.S. Maine?
•
What is the overall tone of your newspaper? In other words, what kind of emotions did
your newspaper try to express?
5. Fill in your answers into your worksheet provided.
6. As the other groups present their findings to the class, fill in their findings into the
guided worksheet.
7. Once every group presented, fill in the concluding statement to the question:
•
Why did certain newspapers report the sinking of the U.S.S Maine differently?
•
What were the motives of each paper?
•
Do you find that certain news stations or newspapers report the news differently today?
3
3
New York Times Article
Each link will display an ariticle from the New York Times that will caution readers to discount any
publication that states how the U.S.S. Maine was sunk, for no conclusive evidence suggests that the ship
was blown up by outside agents of sabatoge.
http://query.nytimes.com/mem/archivefree/pdf?res=9D07E2D91638E433A2575BC2A9649C94699ED7CF
http://query.nytimes.com/mem/archivefree/pdf?res=9D04EFD7123CE433A25754C1A9649C94699ED7CF
http://query.nytimes.com/mem/archivefree/pdf?res=9E05E1DE1030E333A25754C2A9649C94699ED7CF
http://query.nytimes.com/mem/archivefree/pdf?res=9C05EFD7123CE433A25754C1A9649C94699ED7CF
http://query.nytimes.com/mem/archivefree/pdf?res=9A0CE4D91E39E433A2575BC1A9649C94699ED7CF
http://query.nytimes.com/mem/archivefree/pdf?res=950DE3D91E39E433A2575BC1A9649C94699ED7CF
6
Official Report 1898 Report of the U.S.S Maine Explosion
U.S.S. IOWA, First Rate,
Key West, Fla.,
Monday, March 21, 1898.
After full and mature consideration of all the testimony before it, the court finds as follows:
First - That the United States battleship MAINE arrived in the harbor of Havana, Cuba,
on January 25, 1898, and was taken to buoy 4, in from five and a-half to six fathoms of
waterby the regular government pilot. The United States consul-general at Havana had
notified the authorities at that place the previous evening of the intended arrival of
the MAINE.
Second - The state of discipline on board the MAINE was excellent, and all orders
and regulations in regard to the care and safety of the ship were strictly carried out.
All ammunition was stowed in accordance with prescribed instructions, and proper
carewastaken whenever ammunition was handled. Nothing was stowed in any one of the
magazinesorshellrooms which was not permitted to be stowed there.
The magazines and shellrooms were always locked after having been opened; and after the
destruction of the MAINE the keys were found in their proper place in
the Captain'scabinet, everything having been reported secure that evening at 8 P. M. The
temperatureof the magazines and shellrooms was taken daily and reported. The only
magazine whichhad an undue amount of heat was the after ten-inch magazine, and that did
not explode at the time the MAINE was destroyed. The torpedo war heads were all stowed
in the after partof the ship, under the wardroom, and neither caused nor participated in
the destruction ofthe MAINE.
The dry gun cotton primers and detonators were stowed in the cabin aft, and remote
from the scene of the explosion. Waste was carefully looked after on board
the MAINE to obviate danger. Special orders in regard to this had been given by the
commanding officer.Varnishes, dryers, alcohol and other combustibles of this nature were
stowed on or above the main deck, and could not have had anything to do with the
destruction of the MAINE.The medical stores were stowed aft, under the wardroom, and
remotefrom the scene ofthe explosion. No dangerous stores of any kind were stowed
below in any of the other staterooms.
The coal bunkers were inspected daily. Of those bunkers adjacent to the forward
magazines and shellrooms, four were empty, namely, B3, B4, B5, B6. A 15 had been in use
that day, and A16 was full of New River coal. This coal had been carefully inspected before
receiving on board. The bunker in which it had been stowed was accessible on three sides
at all times, and the fourth side at this time, on account of bunkers B4 and B6 being empty.
This bunker, A16, had been inspected that day by the engineer officer on duty. The fire-
alarms in the bunkers were in working order, and there had never been a case of
spontaneous combustion of coal on board the MAINE.
The two after boilers of the ship were in use at the time of the disaster, but for
auxiliary purposes only, with a comparatively low pressure of steam, and being tended by a
reliable watch. These boilers could not have caused the explosion of the ship. The four
forward boilers have since been found by the divers and are in fair condition.
The finding of the court of inquiry was reached after twenty-three days of
continuous labor, on the 21st of March instant, and having been approved on the 22d by
the commander-in-chief of the United States naval force on the North Atlantic station
was transmitted to the Executive.
On the night of the destruction of the MAINE everything had been reported secure
for the night at 8 P.M. by reliable persons, through the proper authorities, to the
commandingofficer. At the time the MAINE was destroyed the ship was quiet, and
therefore leastliable to accident caused by movements from those on board.
Third - The destruction of the MAINE occurred at 9:40 P.M. on February 15, 1898, in
the harbor of Havana, Cuba, she being at the time moored to the same buoy to which she
hadbeen taken upon her arrival. There were two explosion of a distinctly different
character, with a very short but distinct interval between them, and the forward part of the
ship was lifted to a marked degree at the time of the first explosion. The first explosion was
more inthe nature of a report, like that of a gun, while the second explosion was more
open,prolonged and of greater volume. The second explosion was, in the opinion of the
court, caused by the partial explosion of two or more of the forward magazines of
the MAINE.
Fourth - The evidence bearing upon this, being principally obtained from divers, did
not enable the court to form a definite conclusion as to the condition of the wreck,
althoughitwas established that the after part of the ship was practically intact and sank in
that condition a very few minutes after the destruction of the forward part. The following
facts in regard to the forward part of the ship are, however, established by the testimony:
That portion of the port side of the protective deck which extends from about frame
30 to about frame 41 was blown up aft and over to port. The main deck, from about frame
30 to about frame 41, was blown up aft and slightly over to starboard, folding the frame
forwardpart of the middle superstructure over and on top of the after part.
This was, in the opinion of the court, caused by the partial explosion of two or more of
the forward magazines of the MAINE.
Fifth - At frame 17 the outer shell of the ship, from a point eleven and one half feet
from the middle line of the ship and six feet above the keel when in its normal position, has
been forced up so as to be now about four feet above the surface of the water; therefore,
aboutthirty-four feet above where it would be had the ship been uninjured. The outside
bottomplating is bent into a reversed V shape, the after wing of which, about fifteen feet
broad and thirty-two feet in length (from frame 17 to frame 25), is doubled back upon
itselfagainst the continuation of the same plating extending forward.
At frame 18 the vertical keel is broken in two and the flat keel is bent at an angle similar to
the angle formed by the outside bottom plating. This break is now about six feet below the
surface of the water, and about thirty feet above its normal position.
In the opinion of the court, this effect could have been produced only by the explosion of
a mine situated under the bottom of the ship at about frame 18, and somewhat on the
port side of the ship.
Sixth - The court finds that the loss of the MAINE on the occasion named was not in
any respect due to fault or negligence on the part of any of the officers or members of the
crew of said vessel.
Seventh - In the opinion of the court, the MAINE was destroyed by the explosion of
a submarine mine, which caused the partial explosion of two or more of her
forward magazines.
Eighth - The court has been unable to obtain evidence fixing the responsibility for
the destruction of the MAINE upon any person or persons.
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the Philippine–American War. The
students will understand the circumstances and the purpose of the war. The students will
weigh the justification of American Military presence in the Philippines and relate that
justification to other U.S. military actions. I will teach this lesson through a response
group activity.
2. Standards Addressed
a. NCSS Thematic Standards: 2, 6, 9
b. NCHS Discipline Standards: Era 6: 4B
3. Materials Required: Two group packet handouts, guided worksheet, and presentation
4. Modification for Diverse Learning Needs (Class A): I will organize the line of
tables in order to limit as much movement to accommodate students with physical
disabilities as possible. I will inform the aide of the student with autism about the
upcoming response group activity. If no aide is available, I will consult the student’s IEP
and keep such things as headphones handy in case the student feels the need to use them.
For the remaining two students with learning disabilities, I will consult their IEP and
adjust accordingly. In addition, I will devote extra attention to them in order to ensure
these students are not uncomfortable with the activity.
Part II: Heart of the Lesson
6. Title of Lesson: "Philippine Insurrection"
7. Subject Area: U.S. History
8. Grade Level: Grade 11
9. Objectives: At the completion of this lesson students will learn about the details of
the Filipino Insurrection and how various Americans regarded U.S. involvement in
the Philippines. At the end of this lesson, students will demonstrate their
understanding through a response group activity and guided worksheet. This
understanding will be measured by the accuracy and supporting information
presented in the guided worksheet.
10. Body of Lesson: (50 min)
a. Introduction (15min):
If you acquired the powers of Spider-Man and Uncle Ben told you that "with great
power comes great responsibility," would you use those powers to help others that
might not need your help, even though you think they might? In other words, would
impose your powers on others to help them (as you see it), even though you might
upset the other person or would you leave that person alone and let them suffer in
ignorance? Afterwards, a ten minute mini-lecture detailing the Philippine-American
War will take place.
b. Procedure (25min): Response Group Activity
Students will be broken into six groups. Three groups will represent the AntiImperialist League and the other three will represent the American Government.
Each group will evaluate source materials and offer arguments to support their larger
group's position on the Filipino Insurrection. The lesson will be presented through
response group format. Consult directions for further details.
c. Assessment Plan: During the activity the students will fill out a guided worksheet
that will help the students clarify their arguments. The worksheet will be handed in
with all the students' name on the worksheet.
d. Concluding Activity (10min): Students will answer the concluding question:
After evaluating both perspectives of U.S. involvement in the Philippines, what do
you think the United States should have done after the Treaty of Paris?
-Do you think that American foreign relations have a responsibility to uphold peace
and stability in foreign countries?
-Name the other instances in which the United States has played an active
role in other eastern country's affairs?
e. Homework: Students will read page 359 to 365 in their textbooks to expand on
the Filipino Insurrection and other interventionist actions that the United States had
in Hawaii, China, and Panama. Students will be expected to answer the three
questions numbers 1, 2, and 3 listed in the Section 4 Review column on page 372.
Part III: Supporting Material
1.) Directions for Group Activity
2.) Two Group Packets
3.) Guided Worksheet
4.) Power Point Materials
1
Directions for Response Group
1. Students will break into groups of five, making a total of six groups. (I pre-arranged the groups)
2. Students will be given a number 1-6 and each group with an even number will represent the
Pro-Philippine occupation by U.S. forces. Groups with an odd numbers will represent the AntiImperialist League and argue against Philippine occupation by U.S. forces.
3. Each group will be given a critical thinking question:
What did the American Government say or do in order to justify intervening in the Philippines.
What did the Anti-Imperialist League say or do in order to justify speaking out against the U.S.
armed forces being sent to the Philippines
4. Student will be given a packet of primary and secondary sources. Students are to read the
materials and fill out the guided worksheet to be used in a classroom debate. Reading will take
10-15 minutes. Students are welcome to communicate in order to make strong conclusions.
Filling out the document will take 10 minutes. Be prepared to share.
5. The students are to present their argument in a structured debate. The teacher will moderate
the discussion.
2
American Government
Critical Thinking Question: What did the American Government say or do in order to justify intervening
in the Philippines.
Your Group's Position: As a representative of the American Government you must defend the American
Government's action to occupy the Philippines.
Directions:
1. Your group is assigned to examine the materials provided within this packet.
2. The objective of your group is adopt the principals, values, and sentiments of your assigned
group (American Government).
3. Upon Observing each document (primary and secondary source) and photo, fill in the following
worksheet that will help to articulate your group's position to U.S. occupation of the Philippines.
4. Be prepared to share your group's position to the rest of your class.
5. Try to convince the rest of your class that your group's position is the best remedy for American
Policy
6. Start by filling in the details of packet into the guided worksheet
7. Before reading the materials, do some "sourcing" or pre-reading and evaluate each
resource and determine the following:
-
Who is the author?
What do we know about the author?
What kind of document is this?
Who is the document's audience?
When was the primary source written?
Do you expect the primary source to be biased?
8. While reading, because you will have to articulate and defend your group's position you
can do the following while you read your text in order to help fill in your group's answers
to the guided work sheet that accompanies this packet.
-Question the key terms or quotes.
-Question: “Did this make sense?”
-Highlight
-Circle
-Write side notes
-Look for patterns
-Make connections to self, other texts, and worldly knowledge
9. After reading each text, consult your notes or marks on the text and fill in the information
provided on the guided worksheet attached to this packet.
- Using the text as supporting evidence, state why you believe the main message is what you
think it is.
Other things to consider after reading the texts include:
-What was the tone of the text? Was the text biased?
-What is the main message of the text? (There is no right or wrong answer)
10. -What do you support your opinion with?
2
American Packet
1.) The White Man's Burden
Take up the White Man's burden—
Send forth the best ye breed—
Go, bind your sons to exile
To serve your captives' need;
To wait, in heavy harness,
On fluttered folk and wild—
Your new-caught sullen peoples,
Half devil and half child.
Take up the White Man's burden, No tawdry
rule of kings,
But toil of serf and sweeper, The tale of
common things.
The ports ye shall not enter, The roads
ye shall not tread,
Go mark them with your living, And
mark them with your dead.
Take up the White Man's burden, The
savage wars of peace-Fill full the mouth of Famine And
bid the sickness cease;
And when your goal is nearest The end for
others sought,
Watch sloth and heathen Folly Bring all
your hopes to nought.
Take up the White Man's burden, Ye
dare not stoop to less-Nor call too loud on Freedom To cloke
your weariness;
By all ye cry or whisper, By all ye leave or
do,
The silent, sullen peoples Shall weigh your
gods and you.
…
Take up the White Man's burden, Have done
with childish days-The lightly proferred laurel, The easy,
ungrudged praise.
Comes now, to search your manhood,
through all the thankless years
Cold, edged with dear-bought wisdom, The
judgment of your peers!
—The White Man's Burden by Rudyard Kipling
2.) Western Science
Why is the Soap using this approach to advertising?
What is the soap company trying to say to their
audience and to the rest of the world?
ASK YOUR SELVES THESE QUESTIONS AND
MORE!!!!!!
3.) White Man's Burden: Help to Civilize the Poor
Who does each person represent?
What is going on?
Why is the person carrying the other person?
Where are they going?
ASK YOUR SELVES THESE QUESTIONS AND MORE!!!!
4.) The Schurman Commission
The Schurman Commission also known as the First Philippine Commission was established by
United States President William McKinley on January 20, 1899, and tasked to study the situation
in the Philippines and make recommendations on how the U.S should proceed after
the sovereignty of the Philippines was ceded to the U.S. bySpain on December 20, 1898
following the Treaty of Paris of 1898.
On January 20, 1899, President McKinley appointed the First Philippine
Commission (the Schurman Commission), a five-person group headed by Dr.
Jacob Schurman, president of Cornell University, to investigate conditions in the
islands and make recommendations.
On November 2, 1900 Dr. Schurman signed the following statement:
"Should our power by any fatality be withdrawn, the commission believe that the
government of the Philippines would speedily lapse into anarchy, which would excuse, if it
did not necessitate, the intervention of other powers and the eventual division of the islands
among them. Only through American occupation, therefore, is the idea of a free, selfgoverning, and united Philippine commonwealth at all conceivable. And the indispensable
need from the Filipino point of view of maintaining American sovereignty over the
archipelago is recognized by all intelligent Filipinos and even by those insurgents who desire
an American protectorate. The latter, it is true, would take the revenues and leave us the
responsibilities. Nevertheless, they recognize the indubitable fact that the Filipinos cannot
stand alone. Thus the welfare of the Filipinos coincides with the dictates of national honour
in forbidding our abandonment of the archipelago. We cannot from any point of view escape
the responsibilities of government which our sovereignty entails; and the commission is
strongly persuaded that the performance of our national duty will prove the greatest blessing
to the peoples of the Philippine Islands. [...]"
5.) Dec. 21, 1898: Mckinley issues "Benevolent Assimilation" Proclamation
"...win the confidence, respect, and affection of the inhabitants of the Philippines by
assuring them in every possible way that full measure of individual rights and liberties
which is the heritage of free peoples, and by proving to them that the mission of the
United States is one of benevolent assimilation substituting the mild sway of justice
and right for arbitrary rule."
6.)Theodore Roosevelt, Governor of New York, "Expansion and Peace," The Independent,
December 21, 1899.
According to
Roosevelt, why would the United States be justified in annexing the Philippines?
...Nations that expand and nations that do not expand may both ultimately go down, but the one leaves
heirs and a
glorious memory, and the other leaves neither. The Roman expanded, and he has left a memory which h
as profoundly
influenced the history of mankind.... Similarly, today it is the great expanding people which bequeath to
future ages the
great memories and materials results of their achievements, and the nations which shall have sprung fro
m their loins,
England standing as the archetype and best exemplar of all such mighty nations. But the peoples that do
not expand leave,
and can leave, nothing behind them...
2
Anti-Imperialist Packet
Critical Thinking Question: What did the Anti-Imperialist League say or do in order to justify speaking
out against the U.S. armed forces being sent to the Philippines
Your Group's Position: As a representative of the Anti-Imperialist League you must defend the
organization's stance on keeping U.S. armed forces out of foreign affairs.
1. Your group is assigned to examine the materials provided within this packet.
2. The objective of your group is to adopt the principals, values, and sentiments of your
assigned group (The Anti--Imperialists).
3. Upon Observing each document (primary and secondary source) and photo, fill in the
following worksheet that will help to articulate and defend your group's position to U.S.
occupation of the Philippines.
4. Be prepared to share your group's position to the rest of your class.
5. Try to convince the rest of your class that your group's position is the best remedy for
American Policy
6. Start by filling in the details of packet into the guided worksheet
7. Before reading the materials, do some "sourcing" or pre-reading and evaluate each
resource and determine the following:
-
Who is the author?
What do we know about the author?
What kind of document is this?
Who is the document's audience?
When was the primary source written?
Do you expect the primary source to be biased?
8. While reading, because you will have to articulate and defend your group's position you
can do the following while you read your text in order to help fill in your group's answers
to the guided work sheet that accompanies this packet.
-Question the key terms or quotes.
-Question: “Did this make sense?”
-Highlight
-Circle
-Write side notes
-Look for patterns
-Make connections to self, other texts, and worldly knowledge
9. After reading each text, consult your notes or marks on the text and fill in the information
provided on the guided worksheet attached to this packet.
- Using the text as supporting evidence, state why you believe the main message is what you
think it is.
Other things to consider after reading the texts include:
-What was the tone of the text? Was the text biased?
-What is the main message of the text? (There is no right or wrong answer)
-What do you support your opinion with?
Statement: https://archive.org/details/AddressOfTheAnti-imperialistLeague
1.) Mark Twain Statement
An example of his anti-imperialist writing from the New York Herald, October
15, 1900:
''I left these shores, at Vancouver, a red-hot imperialist. I wanted the American
eagle to go screaming into the Pacific. It seemed tiresome and tame for it to
content itself with the Rockies. Why not spread its wings over the Philippines, I
asked myself? And I thought it would be a real good thing to do
I said to myself, here are a people who have suffered for three centuries. We can
make them as free as ourselves, give them a government and country of their own, put a
miniature of the American constitution afloat in the Pacific, start a brand new republic to take its
place among the free nations of the world. It seemed to me a great task to which had addressed
ourselves. But I have thought some more, since then, and I have read carefully the treaty of Paris,
and I have seen that we do not intend to free, but to subjugate the people of the Philippines. We
have gone there to conquer, not to redeem. . .
It should, it seems to me, be our pleasure and duty to make those people free, and let them deal
with their own domestic questions in their own way. And so I am an anti-imperialist. I am
opposed to having the eagle put its talons on any other land.''
2.) Senator Frisbie Hoar Statement on the Philippines
You have sacrificed nearly ten thousand American lives—the flower of our
youth. You have devastated provinces. You have slain uncounted thousands of
the people you desire to benefit. You have established reconcentration camps.
Your generals are coming home from their harvest bringing sheaves with them,
in the shape of other thousands of sick and wounded and insane to drag out
miserable lives, wrecked in body and mind. You make the American flag in the
eyes of a numerous people the emblem of sacrilege in Christian churches, and
of the burning of human dwellings, and of the horror of the water torture. Your
practical statesmanship which disdains to take George Washington and
Abraham Lincoln or the soldiers of the Revolution or of the Civil War as
models, has looked in some cases to Spain for your example. I believe--nay, I
know--that in general our officers and soldiers are humane. But in some cases they have carried
on your warfare with a mixture of American ingenuity and Castilian cruelty.
Your practical statesmanship has succeeded in converting a people who three years ago were
ready to kiss the hem of the garment of the American and to welcome him as a liberator, who
thronged after your men when they landed on those islands with benediction and gratitude, into
sullen and irreconcilable enemies, possessed of a hatred which centuries can not eradicate.
— George FrisbieHoar, May 1902 speech to the United States Senate
3.) Isolationism as proposed by George Washington
The great rule of conduct for us in regard to foreign nations is in extending our
commercial relations, to have with them as little political connection as possible.
So far as we have already formed engagements, let them be fulfilled with perfect
good faith. Here let us stop. Europe has a set of primary interests which to us have
none; or a very remote relation. Hence she must be engaged in frequent
controversies, the causes of which are essentially foreign to our concerns. Hence,
therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary
vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or
enmities.
—Washington, George."Washington's Farewell Address 1796."Yale Law School Avalon Project,
2008.Web. 12 Sept 2013.
4.) William Jennings Bryan, “First Speech Against Imperialism”
Extract from speech delivered at Trans-Mississippi Exposition, Omaha, Neb., June 14,
1898
...
History will vindicate the position taken by the United States in the war with Spain. In saying this I
assume that the principles which were invoked in the inauguration of the war will be observed in its
prosecution and conclusion.
If, however, a contest undertaken for the sake of humanity degenerates into a war of conquest, we shall
find it difficult to meet the charge of having added hypocrisy to greed. Is our national character so weak
that we cannot withstand the temptation to appropriate the first piece of land that comes within our reach?
To inflict upon the enemy all possible harm is legitimate warfare, but shall we contemplate a scheme for
the colonization of the Orient merely because our ships won a remarkable victory in the harbor of
Manila?
Our guns destroyed a Spanish fleet, but can they destroy that self-evident truth, that governments derive
their just powers, not from superior force, but from the consent of the governed?
Shall we abandon a just resistance to European encroachment upon the Western hemisphere, in order to
mingle in the controversies of Europe and Asia?
5.) Anti-Imperialist Propaganda
WHY WOULD AN ANTIIMPERIALIST USE THIS
DOCUMENT AS TO SUPPORT
THEIR POSITION?
WHAT DOES THIS DOCUMENT
MEAN TO THE CAUSE OF THE
ANTI-IMPERIALISTS?
ASK YOUR SELVES THESE
QUESTIONS AND MORE!!!!!!!!
6.) Racial Attitudes
Philippine-American War, 1899-1902 by
ArnaldoDumindin
-WHAT IS THE AUTHOR
COMMUNICATING?
-WHAT DOES EACH FIGURE
COMMUNICATE?
- WHY IS THE EACH PERSON
REPRESENTED AS THEY ARE?
-ASK YOURSELVES THESE QUESTIONS
AND MORE!!!!!!
3
Guiding Working sheet
Who does your group represent:__________________________________________________________
What is your groups position:_____________________________________________________________
Name your sources and your pre-reading notes below:
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
6. ______________________________________________________________________________
Arguments: (Use the Source Material and your notes or during reading marks to support your group's
perspective and connect it the text)
(ex: The United States implemented the containment theory as matter of moral obligation to help "free
people" as stated in the Truman Doctrine and strategic necessity as theorized by George Kennan's
"Article X.")
Moral Obligation:_______________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________
Strategic Neccisity:______________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Argument Against the other perspective: _____________________________________________
________________________________________________________________________________
________________________________________________________________________________
Additional Arguments: ______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
As the debate rages on... make notes. Fill out the Venn diagram in which each circle will represent a
different perspective. The information you record will be useful for future tests.
Synthesis your final thought:______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the muckraker, Upton Sinclair and
The Jungle. Students will gain knowledge of how an unregulated private business can
affect consumers. Students will further understand the importance of how an individual
with free speech can alter the course of U.S.'s democracy. I will teach this lesson using
Sinclair's book and an engaging activity that incorporates the ugly details of the
unregulated meatpacking industry.
2.Standards Addressed
a. NCSS Thematic Standards: 2, 5, 6
b. NCHS Discipline-Standards: Era 7:1A
3. Materials Required: Presentation, Handout, Flash Cards, Containers, Props
4. Modification for Diverse Learning Needs (Class A): This lesson will involve an
activity in which students will examine a container of tainted and contaminated fake meat
(popcorn). I will organize the line of tables in order to limit as much movement of
students with physical disabilities as possible. I will inform the aide of the student with
autism about the upcoming activity. If no aide is available, I will consult the student’s
IEP and keep such things as headphones handy in case the student feels the need to use
them. For the remaining two students with learning disabilities, I will consult their IEP
and adjust accordingly. In addition, I will devote extra attention to them in order to
ensure these students are not uncomfortable with the activity.
Part II: Heart of the Lesson
1. Title of Lesson: " Upton Sinclair: Muckraker”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will learn "muckrakers" used
the power of free speech to inform and influence the public and the political sphere to
insist change toward public policy. At the end of this lesson, students will
demonstrate their understanding of how the government went from laissez faire to
implementing regulation in private industry through a writing assignment, graded by
a rubric.
5. Body of Lesson (50 min):
a. Introduction (10min):
Students will answer a short preview question:
Have you ever been in someone else’s house in which it was grossest experience
you have ever encountered?
– Did it smell?
– Did it have rotten food in the refrigerator?
– Was trash overflowing from the waste can in the kitchen into the living room?
– Were the walls and ceiling growing mold?
– Was the sink filled with putrid, stagnate water?
– Were flies buzzing throughout the home?
– Were cockroaches climbing on the walls nonchalant?
– Was the floor sticky or have stains?
– And did you ask “so what are we making for dinner tonight?”
b. Procedure (30min): After the brief reading of excerpts from The Jungle, I will
distribute a container of tainted and contaminated fake meat (popcorn). Students
are expected to examine the contents of the contaminated meat and write letters
of concern to their President Theodore Roosevelt. The president will respond
and the congress will read an official report. The timeframe is presented in the
directions attached to the lesson plan. Afterwards, the class will have a vote on
the subject of government regulation in the meat industry.
c. Assessment Plan: During the activity the students will write letters detailing the
information in The Jungle and the observations they witnessed in the activity.
By writing these letters, the students will understand the importance of Upton
Sinclair's muckraking book, the importance of free speech, and the right to
petition the government.
d. Concluding Activity (10min): Students will answer the concluding question:
What amendment right did Upton Sinclair use to initiate change of American
Domestic Policy in the government regulation of Food Safety?
-What does that amendment right mean to how a democracy can work?
-Do you know of any muckrakers past or present?
e. Homework: Students are to write another letter to their local representative,
senator, or president to address their concerns about the pink slime. The
directions are provided below. I will require students to read pages 367-369 on
the subject of muckrakers during the Progressive Era. Afterwards, students will
be expected to read pages 372-376 on the subject of the immigrant influx into
United States.
Part III: Supporting Material
1.) Excerpts from Jack London and government
2.) Excerpt from The Jungle
3.) Directions for Group Activity
4.) Article on Pink Slime
5.) Precise guidelines to the writing exercise
6.) Rubric
7.) Power Point Presentation
1
Excerpts from Jack London and government
Dear Comrades: . . . The book we have been waiting for these many years! It will open
countless ears that have been deaf to Socialism. It will make thousands of converts to our
cause. It depicts what our country really is, the home of oppression and injustice, a nightmare
of misery, an inferno of suffering, a human hell, a jungle of wild beasts. And take notice and
remember, comrades, this book is straight proletarian. It is written by an intellectual
proletarian, for the proletarian. It is to be published by a proletarian publishing house. It is to
be read by the proletariat. What Uncle Tom's Cabin did for the black slaves The Jungle has a
large chance to do for the white slaves of today.
– Jack London
Reynolds and Neill Report
[W]e saw meat shoveled from filthy wooden floors, piled on tables rarely washed, pushed
from room to room in rotten box carts, in all of which processes it was in the way of gathering
dirt, splinters, floor filth, and the expectoration of tuberculosis and other diseased workers.
Where comment was made to floor superintendents about these matters, it was always the
reply that this meat would afterwards be cooked, and that this sterilization would prevent any
danger from its use. Even this ... is not wholly true. A very considerable portion of the meat so
handled is sent out as smoked products and in the form of sausages, which are prepared to be
eaten without being cooked.
President Response to The Jungle
"I" President Theodore Roosevelt wrote of Sinclair in a letter to William Allen White in July
1906:
I stated:
"I have an utter contempt for (Upton Sinclair). He is hysterical, unbalanced, and untruthful.
Three-fourths of the things he said were absolute falsehoods. For some of the remainder
there was only a basis of truth."
2
Animals of the Slaughter House:
“They had chains which they fastened about the leg of the nearest hog,
and the other end of the chain they hooked into one of the rings upon
the wheel. So, as the wheel turned, a hog was suddenly jerked off his
feet and borne aloft. At the same instant the ear was assailed by a
most terrifying shriek; the visitors started in alarm, the women
turned pale and shrank back. The shriek was followed by another,
louder and yet more agonizing--for once started upon that journey,
the hog never came back; at the top of the wheel he was shunted off
upon a trolley and went sailing down the room. And meantime
another was swung up, and then another, and another, until there
was a double line of them, each dangling by a foot and kicking in
frenzy--and squealing. The uproar was appalling, perilous to the eardrums; one feared there was too much sound for the room to hold-that the walls must give way or the ceiling crack. There were high
squeals and low squeals, grunts, and wails of agony; there would
come a momentary lull, and then a fresh outburst, louder than ever,
surging up to a deafening climax. It was too much for some of the
visitors--the men would look at each other, laughing nervously, and
the women would stand with hands clenched, and the blood rushing
to their faces, and the tears starting in their eyes. Meantime, heedless
of all these things, the men upon the floor were going about their
work. Neither squeals of hogs nor tears of visitors made any
difference to them; one by one they hooked up the hogs, and one by
one with a swift stroke they slit their throats. There was a long line of
hogs, with squeals and life-blood ebbing away together; until at last
each started again, and vanished with a splash into a huge vat of
boiling water. It was all so very businesslike that one watched it
fascinated. It was pork-making by machinery, pork-making by applied
mathematics. And yet somehow the most matter-of-fact person could
not help thinking of the hogs; they were so innocent, they came so
very trustingly; and they were so very human in their protests--and so
perfectly within their rights! They had done nothing to deserve it; and
it was adding insult to injury, as the thing was done here, swinging
them up in this cold-blooded, impersonal way, without a pretence at
apology, without the homage of a tear. Now and then a visitor wept, to
be sure; but this slaughtering-machine ran on, visitors or no visitors.
It was like some horrible crime committed in a dungeon, all unseen
and unheeded, buried out of sight and of memory.”
Sanitary Conditions:
•
All day long the blazing midsummer sun beat down upon that square
mile of abominations: upon tens of thousands of cattle crowded into
pens whose wooden floors stank and steamed contagion; upon bare,
blistering, cinder-strewn railroad tracks, and huge blocks of dingy
meat factories, whose labyrinthine passages defied a breath of fresh
air to penetrate them; and there were not merely rivers of hot blood,
and carloads of moist flesh, and rendering vats and soap caldrons,
glue factories and fertilizer tanks, that smelt like the craters of hell—
there were also tons of garbage festering in the sun, and the greasy
laundry of the workers hung out to dry, and dining rooms littered
with food and black with flies, and toilet rooms that were open
sewers.
•
[T]he meat would be shoveled into carts, and the man who did the
shoveling would not trouble to lift out a rat even when he saw one—
there were things that went into the sausage in comparison with
which a poisoned rat was a tidbit. There was no place for the men to
wash their hands before they ate their dinner, and so they made a
practice of washing them in the water that was to be ladled into the
sausage. There were the butt-ends of smoked meat, and the scraps of
corned beef, and all the odds and ends of the waste of the plants, that
would be dumped into old barrels in the cellar and left there. Under
the system of rigid economy which the packers enforced, there were
some jobs that it only paid to do once in a long time, and among these
was the cleaning out of the waste barrels. Every spring they did it; and
in the barrels would be dirt and rust and old nails and stale water—
and cartload after cartload of it would be taken up and dumped into
the hoppers with fresh meat, and sent out to the public’s breakfast.
3
Directions:
Meet your Meat
Swift & Company
Meat Nuggets
1. We will get in groups of 3 or 4 (Prearranged)
2. Your group is given a container of unprocessed Meat Nuggets.
3. Your group is to examine the contents of the unprocessed Meat Nuggets and catalog
what you find.
4. Write a letter to your president describing what you think is in the meat.
•
Tell the president who you are:
(e.g. Mother, Father, Concerned citizen, Animal Activist, Prisoner on Death Rowect.)
HAVE FUN WITH IT
•
Let the president know you read The Jungle
»
ANSWER THESE QUESTION BELOW IN YOUR LETTER
•
Do you think the consumer should be exposed to such dangers?
•
Will you demand change?
•
Do you want your government to regulate private business in order to ensure
consumer safety or do you think the free market should filtrate bad business
practices?
Timeframe:

Groups will have 10 minutes to catalog the contents of the meat containers

Groups will have 2 minutes each to present their findings

Each person will have 7 minutes to write a letter to their president

The president will read numerous letters for 7 minutes
4
Whistleblower to Maker of Pink Slime: “Quit Harassing Me”
Appetite for Profit: How the Food Industry Undermines Our Health and How to Fight
Back.
Posted on Wednesday, March 14th, 2012 by Michele Simon
http://www.appetiteforprofit.com/2012/03/14/whistleblower-to-maker-of-pink-slime-quitharassing-me/
This past week, the media woke up to the shocking reality that our meat supply is in fact
industrialized. Long gone are the days of your friendly local butcher grinding meat for your kids’
hamburgers. Taking its place is a corporate behemoth you probably never heard of called Beef
Products Inc.
BPI now finds itself on the receiving end of consumer outrage over its ammonia-treated ground
beef filler a former USDA official coined “pink slime.” Thus far, a petition aimed at getting
current USDA officials to stop using the scary stuff in school lunches has garnered more than
200,000 signatures in about a week.
All the hullaballoo reminded me of a dramatic talk I witnessed about a year ago on this very
topic. Last February, I spoke at a conference organized by the Government Accountability
Project’s Food Integrity Campaign called “Employee Rights and the Food Safety Modernization
Act” in Washington, D.C. The event’s focus was the little-known, but critical aspects of the
newly-enacted food safety law that would give whistleblowers added protection.
The show-stopping presentation came from Kit Foshee, a whistleblower fired by Beef Products
Inc., the very same company now in the news for pink slime.
So I went back to watch his presentation again, which the conference organizers were kind
enough to makeavailable. (But only after Foshee’s attorneys gave their approval – it will soon
become apparent why that huddle was needed.)
What made Foshee’s talk so remarkable was its content – he spoke in great detail about BPI’s
ammoniated beef process – but also his bravery at confronting his former employers, who just
happened to be in the room.
A few minutes into his talk, as Foshee was pointing out the absurdity of BPI’s food safety
awards on their website, he dramatically turned to his left to the BPI attorneys and asked if they
were there to protect whistleblowers and to support the Food Safety Modernization Act, like the
rest of us were?
I stopped taking notes and looked over, as everyone else in the room did. I can’t recall ever being
at a conference hearing a whistleblower speak, let alone one that was confronting the company
that fired him. The tension in the room was palpable but Foshee plowed ahead, with some
nervousness in his voice.
He answered for the BPI reps, who weren’t interested in dialogue:
No, I am going to tell you right now, they’re not here to protect whistleblowers. This is about
me. They’re here with their tape recorder because they are going to find a way to shut me up.
They’ve got sealed documents, that if I say anything about, they’re going to persecute me. So
we’re going to stick with the publicly available information, from their website, to stay safe.
(Foshee was referring to sealed court documents that resulted from his wrongful termination
lawsuit against BPI.)
He described the adding of ammonia as “Mr. Clean.” He asked if people would buy hamburgers
if they knew BPI used ammonia “to clean it up,” and spoke of the awful smell of the filler
material. But “you don’t know that,” he said, and “you should be able to make a choice.”
The main way BPI and the meat industry has defended using ammonia (see this silly website just
up –http://pinkslimeisamyth.com) is by claiming the safety benefits in reducing bacteria. This,
by the way, was soundly disputed back in 2009 in an award-winning expose by the New York
Times.
Foshee (who worked as BPI’s Corporate Quality Assurance Manager for ten years) – disputed
the company’s safety claims in great detail. He called claims of reduced levels of the deadly
strain of E. coli 0157:H7 “totally misleading.”
He said BPI would manipulate test results in various ways, including raising pH levels and not
using the most effective testing methods available for detection. He called BPI’s claims that its
testing was the best in the industry “a farce” and that “all they wanted was a test to give a
negative result” and move on.
He added, directing his remarks to the BPI attorneys in the audience, “you want to promote that
you’re a safe company to further your sales” but (pointing to their webpage) “this is false
advertising.”
He noted that BPI is actually a detriment to food safety because many companies eliminated
their own testing, relying instead on BPI’s claims of safety. “I don’t blame companies for
believing it, because what idiot would claim that?”
In another dramatic moment, he challenged the BPI reps by saying “You want to sue me? Sue
me, but quote your own studies correctly. It’s on your website. Quit trying to mislead consumers
to thinking that if they buy from a company’s that uses BPI products in its ground beef, it’s safer
– that’s absolutely false.”
In keeping with the theme of the conference, he explained why we need to protect
whistleblowers: “because companies falsify data. This is still happening. This is real. This is a
company is still falsely advertising right now. Their product is in all the ground beef that you’re
eating every day.”
He also explained how painful it was to get fired. He divorced because of the toll the experience
took on his marriage. “You try to explain to your spouse why you’re giving up $30,000
bonuses.” He had made over $100,000, but no more.
He finished with a challenge directed at the BPI attorneys in the room:
I wonder if there’s something in those sealed documents that they don’t want to know about, that
I can’t talk about right now. I challenge BPI: why don’t you come here to promote
whistleblowers and instead of to persecute me? Let’s open up these documents and see who’s
lying? Let’s get this all out into the open. Why don’t you quit harassing me?
Why indeed. What’s in those documents? What is BPI trying to hide?
Next time you read sorry excuses from BPI like these, check out Foshee’s talk online and ask
yourself, is this really a reliable company?
According to Amanda Hitt, director of the Food Integrity Campaign, within hours of Foshee’s
talk, BPI removed entire sections of its website. She also disputes BPI’s claims of food safety
and says the goal was to offer up cheap filler for hamburgers: “This product was never about
safety, it’s about economics.”
Meantime, pink slime is just one of many problems with industrialized meat, so let’s not lose
sight of that bigger picture. What to do about it? Demand labeling, buy organic, or just don’t eat
ground beef.
5
Precise Guidelines to Writing Activity
Read the Article about Pink Slime:
Writing Activity:
Write a letter to your local representative, senator, or president
1. Tell the politician who you are
(e.g. Mother, Father, Concerned citizen, Animal Activist ect.)
BE HONEST OR HAVE FUN WITH IT
2. Tell the politician your concern: UNSAFE or UNKNOWN food additives
3. Let the politician know you about the past and have read The Jungle
4. ANSWER THESE QUESTIONS BELOW IN THE LETTER
A. Do you think the consumer should be exposed to pink slime?
B. Will you demand change?
C. Do you want your government to impose extra regulation of private
business (meat packing companies) in order to ensure consumer
safety or information or do you think the free market should filtrate
bad business practices?
5. THIS TIME JUSTIFY YOUR ANSWERS WITH THE INFORMATION
FOUND IN THE PINK SLIME ARTICLE
6
Rubric for Writing for Understanding Assignment
Quality of
Facts
Supporting
Evidence
Thoughtfulness
Clarity
Organization
Participation
Total
5
4
Excellent
Quality
Good
3
2
Adequate Incomplete
1
Absent or
Missing
Total
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the Triangle Shirtwaist fire.
Students will gain knowledge of the working conditions of factory work during the turn
of the 20th century. By studying this historical disaster, students will better appreciate the
subsequent progressive policies that sought government regulation in the workplace in
order to better the working conditions of laborers in a post industrial age. I will teach this
lesson through an engaging activity and have students clarify, organize, and express their
knowledge through a “writing to understand” exercise.
2. Standards Addressed
a. NCSS Thematic Standards: 2, 6, 8
b. NCHS Discipline-Standards: Era 6: 1A, 3B, 3A
3. Materials Required: Dry Ice, Cooler, Water, Towel, and Six Handouts per Person
4. Modification for Diverse Learning Needs (Class A): This lesson will involve an
activity in which students will role play the working conditions of factory workers during
the early 20th century. I will organize the line of tables in order to limit as much
movement of students with physical disabilities as possible. I will inform the aide of the
student with autism about the upcoming activity. If no aide is available, I will consult the
student’s IEP and keep such things as headphones handy in case the student feels the
need to use them. For the remaining two students with learning disabilities, I will consult
their IEP and adjust accordingly. In addition, I will devote extra attention to them in
order to ensure these students are not uncomfortable with the activity.
Part II: Heart of the Lesson
1. Title of Lesson: “Triangle Shirtwaist Fire: Capitalism, Laborers, and Reform”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will learn about a devastating
industrial accident of the early 20th century and how it spurred the beginning of labor
reforms during the Progressive Era. At the end of the lesson, students will synthesize
their understanding in a writing assignment. This assignment will be graded by a
rubric, which measures the students understanding of the lesson.
5. Body of Lesson (50 min):
a. Introduction (10min): Students will write about a time in which they believed
they were mistreated or taken advantage of but were too powerless to change the
situation. Afterwards, I will inform the students that factory workers, women,
men, and children included, during the early 20th century faced abysmal working
conditions but could not change those conditions without much time and effort.
b. Procedure (25min): During this 25 minute timeframe, I will conduct a role play
activity that will simulate the conditions of workers at the Triangle Shirtwaist
Factory. The Directions of the activity are attached to this lesson plan.
c. Assessment Plan: After the activity, students will be directed to fill out a
prewriting matrix in order to articulate their observations during this activity.
Students will be told to fill out each category of the matrix to be turned in
sometime in the future.
d. Conclusion (15 min): With the final 15 minutes of class, I will play a song about
the Triangle Shirtwaist Fire with lyrics provided. As the students are watching
the video, I will pass out their “writing for understanding” homework assignment.
After the song, I will have students discuss the song in small groups until the end
of class.
e. Homework: I will require students to read a short article from the New York
Times sometime over the course of the week. Afterwards, students will be told to
write two homework assignments for the following week. Directions are attached
to the lesson plan. In order to prepare the student’s for the follow day of class, I
will assign student pages 358-364, which include the subsequent progressive
policies that followed in the aftermath of the Triangle Shirtwaist fire.
Part III: Supporting Material
1.) Directions for Group Activity
2.) Identities of People in Triangle Shirtwaist Fire
3.) Prewriting Matrix
4.) Lyrics to Shirtwaist Fire Song
5.) NY Times Article
6.) Precise guidelines to the writing exercise
7.) Writing Deadlines
8.) Rubric
9.) PowerPoint
1
Directions for the Triangle Shirtwaist Role Play Activity
At the beginning of the lesson, I will elect certain students to assume the role of factory
managers. I will provide students with the cards that describe their roles in this activity, which
states who they are and how they are expected to oversee their labor force. The students elected
as overseers will manage their workforce according to some of the principles of Fredrick
Winslow Taylor’s Principles of Scientific Management (Taylorism). The rest of the students will
be assigned actual names from people who perished in the Triangle Shirtwaist fire. The students
assigned as laborers will be directed to work in rows of tables in which they will be expected to
make birthday cards one step at a time. There will be five students in each row. One student
will fold the paper. Another student will write “Happy Birthday” on the outside of the card.
Another student will draw balloons and a clown on the outside of cards. Another student will be
told to write “Best Wishes” on the inside of the card. Another student will write the closing
remark. Another student will sign my name. As the students work, I will simulate the conditions
of the factory: play loud sound effects on the computer, have students complain about past work
injuries, low pay, long hours, etc. I will tell the students they cannot leave the room without first
being told to empty their pockets, so I know they will not try to steal one of my cards or markers.
At the end of the activity I will put dry ice in two coolers full of water and tell students they are
unable to leave and they have just perished in a fire.
2
146 LIVES LOST!
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Adler, Lizzie, 24
Altman, Anna, 16
Ardito, Annina, 25
Bassino, Rose, 31
Benanti, Vincenza, 22
Berger, Yetta, 18
Bernstein, Essie, 19
Bernstein, Jacob, 38
Bernstein, Morris, 19
Billota, Vincenza, 16
Binowitz, Abraham, 30
Birman, Gussie, 22
Brenman, Rosie, 23
Brenman, Sarah, 17
Brodsky, Ida, 15
Brodsky, Sarah, 21
Brucks, Ada, 18
Brunetti, Laura, 17
Cammarata, Josephine, 17
Caputo, Francesca, 17
Carlisi, Josephine, 31
Caruso, Albina, 20
Ciminello, Annie, 36
Cirrito, Rosina, 18
Cohen, Anna, 25
Colletti, Annie, 30
Cooper, Sarah, 16
Cordiano , Michelina, 25
Dashefsky, Bessie, 25
Del Castillo, Josie, 21
Dockman, Clara, 19
Donick, Kalman, 24
Eisenberg, Celia, 17
Evans, Dora, 18
Feibisch, Rebecca, 20
Fichtenholtz, Yetta, 18
Fitze, Daisy Lopez, 26
Floresta, Mary, 26
Florin, Max, 23
Franco, Jenne, 16
Friedman, Rose, 18
Gerjuoy, Diana, 18
Gerstein, Molly, 17
Giannattasio, Catherine, 22
Gitlin, Celia, 17
Goldstein, Esther, 20
Goldstein, Lena, 22
Goldstein, Mary, 18
Goldstein, Yetta, 20
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Grasso, Rosie, 16
Greb, Bertha, 25
Grossman, Rachel, 18
Herman, Mary, 40
Hochfeld, Esther, 21
Hollander, Fannie, 18
Horowitz, Pauline, 19
Jukofsky, Ida, 19
Kanowitz, Ida, 18
Kaplan, Tessie, 18
Kessler, Beckie, 19
Klein, Jacob, 23
Koppelman, Beckie, 16
Kula, Bertha, 19
Kupferschmidt, Tillie, 16
Kurtz, Benjamin, 19
L'Abbate, Annie, 16
Lansner, Fannie, 21
Lauletti, Maria Giuseppa, 33
Lederman, Jennie, 21
Lehrer, Max, 18
Lehrer, Sam, 19
Leone, Kate, 14
Leventhal, Mary, 22
Levin, Jennie, 19
Levine, Pauline, 19
Liebowitz, Nettie, 23
Liermark, Rose, 19
Maiale, Bettina, 18
Maiale, Frances, 21
Maltese, Catherine, 39
Maltese, Lucia, 20
Maltese, Rosaria, 14
Manaria, Maria, 27
Mankofsky, Rose, 22
Mehl, Rose, 15
Meyers, Yetta, 19
Midolo, Gaetana, 16
Miller, Annie, 16
Neubauer, Beckie, 19
Nicholas, Annie, 18
Nicolosi, Michelina, 21
Nussbaum, Sadie, 18
Oberstein, Julia, 19
Oringer, Rose, 19
Ostrovsky , Beckie, 20
Pack, Annie, 18
Panno, Provindenza, 43
Pasqualicchio, Antonietta, 16
3
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Pearl, Ida, 20
Pildescu, Jennie, 18
Pinelli, Vincenza, 30
Prato, Emilia, 21
Prestifilippo, Concetta, 22
Reines, Beckie, 18
Rosen (Loeb), Louis, 33
Rosen, Fannie, 21
Rosen, Israel, 17
Rosen, Julia, 35
Rosenbaum, Yetta, 22
Rosenberg, Jennie, 21
Rosenfeld, Gussie, 22
Rosenthal, Nettie, 21
Rothstein, Emma, 22
Rotner, Theodore, 22
Sabasowitz, Sarah, 17
Salemi, Santina, 24
Saracino, Sarafina, 25
Saracino, Teresina, 20
Schiffman, Gussie, 18
Schmidt, Theresa, 32
Schneider, Ethel, 20
Schochet, Violet, 21
Schpunt, Golda, 19
Schwartz, Margaret, 24
Seltzer, Jacob, 33
Shapiro, Rosie, 17
Sklover, Ben, 25
Sorkin, Rose, 18
Starr, Annie, 30
Stein, Jennie, 18
Stellino, Jennie, 16
Stiglitz, Jennie, 22
Taback, Sam, 20
Terranova, Clotilde, 22
Tortorelli, Isabella, 17
Utal, Meyer, 23
Uzzo, Catherine, 22
Velakofsky, Frieda, 20
Viviano, Bessie, 15
Weiner, Rosie, 20
Weintraub, Sarah, 17
Weisner, Tessie, 21
Welfowitz, Dora, 21
Wendroff, Bertha, 18
Wilson, Joseph, 22
Wisotsky, Sonia, 1
Prewriting Matrix
Standard of Living
Health
Work Conditions
Hygiene
Marriage
List observations: (sights, sounds, feelings, reactions, reflections, point of view,
thoughts) Not only from their perspectives but from their assumed person's
perspectives.
4
http://www.youtube.com/watch?v=e9G7GBzLdFw
The Triangle Shirt Waist Fire
by: Mike Stout
There they were, screaming from the windows;
Trapped like a herd, no where to go.
On the 8th and 9th floors, facing an inferno
Of heat and flames, in a living horror show.
Young women immigrants, trying to earn a
living,
Brutally exploited in a place so unforgiving. Am
One door was locked, the other was blocked;
The elevator crashed, the fire escape collapsed.
Choking from the smoke, unable to breathe;
The fire engines came, but the ladders didn’t
reach.
They started jumping, you could hear the thuds;
Sixty-two pools of mangled limbs and blood.
A hundred twenty-nine women, seventeen men,
Never see their friends or their families again.
When you don’t have a union, you don’t have a
chance,
Death and injury will come to dance.
The owners, Blank and Harris, were arrested
and tried,
With their money and slick lawyers, justice was
denied.
But when the dead were buried, a hundredthousand came;
The New Deal was born, it was time for a
change.
[CHORUS] The Triangle Shirtwaist Fire was a
call,
To wake up a movement, they died for us all.
For a safer workplace, an escape from poverty,
A decent living wage, a life with dignity;
‘Fight for the living, mourn for the dead,’
It’s time to do what Mother Jones said.
It’s either race to the bottom, or take the struggle
higher,
Don’t let the lesson be forgotten of the shirtwaist
fire,
Triangle Shirtwaist fire.
On the frontiers of the global wilderness,
At the Ha-Meem factory inside Bangladesh,
A mirror image from a century before;
No fire escape, blocked and locked doors,
Jumping from the windows of wage slavery,
Down on to the sidewalks of eternity.
The causes well known, they can’t be ignored;
Another callous owner like all the ones before.
Twenty-eight more who didn’t have to die,
At the altars of greed just another sacrifice.
Working for the Gap, Wal-Mart and the rest,
In places like Honduras, China, Bangladesh,
For twenty cents an hour, seven days a week,
In a prison tower of a sweatshop factory;
Behind the fancy clothes and toys they want to
sell ya,
There’s been a hundred fires, they just don’t
ever tell ya.
After decades of struggle made things better
than before,
They shut ‘em down and move the jobs off
shore.
Out of sight, out of mind they hope we never
stop it,
While they wage their class war and rake in the
profits.
[CHORUS] The Triangle Shirtwaist fire was a
call,
To wake up a movement they died for
us all.
For a safer workplace, an escape from
poverty,
A decent living wage, a life with dignity;
Fight for the living, mourn for the dead;
It’s time to do what Mother Jones said.
It’s either race to the bottom, or take this
battle higher;
Don’t let the lesson be forgotten, of the
Shirtwaist fire,
Triangle Shirtwaist fire. 4X
Words & Music by: Michael Stout, April, 2011
5
New York Times, December 10, 1909 New York Times, December 10, 1909
Officers of the striking Shirt Waist Makers' Union are anxious to obtain a judicial interpretation of
the rights of pickets. Several recent clashes between representatives of the union and the police
have led to this desire. The representatives of the union believe that pickets have the right to
approach strikebreakers and persuade them peacefully to stop work. The agents of the employers,
and as the girls say, the police have been diligent in their efforts to prevent the strikers from
accosting the workers.
Miss Henrietta Mercy of 58 West 115th Street called at THE TIMES office last night to relate her
experiences as a picket yesterday. Miss Mercy is not herself a striker, but the private secretary of a
woman of wealth. She is a sister of Dr. Anna Mercy of 182 West Houston Street, and is herself a
graduate of the Normal College. She wore a tailor-made coat with a fur turban and stole. She
showed a TIMES reporter a torn sleeve in her waist which she said had been ripped by the
roughness of policemen.
"While not a striker myself," said Miss Mercy last night, "I am deeply interested in the girl
workers of the east side. As secretary of the East Side Equal Rights League, I went out yesterday
afternoon as a volunteer picket with Lena Cohen of 395 Grand Street, a striker.
"There were about a dozen of us picketing a shirt waist factory at Greene and Grand Streets. We
girls walked peacefully up and down in pairs. I was with Miss Cohen. We had no intention of
creating any violence. All we wished to do was to speak to the girls kindly. We were awaiting 5
o'clock when the strikers should leave the factory.
"As the girls got ready to come out of the factory, between twenty and thirty special policemen
employed by the factory as guards for the workers, formed a double line on the sidewalk, one line
on the curb and the other along the building, or the Greene Street side. They hurled themselves
upon us and threw us off the sidewalk onto the pavement. They threw us so hard that some of the
girls fell on the stones. We tried to get back on the sidewalk and they shoved, elbowed and even
kicked some of us to keep us in the street.
"I managed to break through the line. A uniformed policeman picked me up and pinned me against
the wall. I was so excited I forgot to take his number. The special policemen seized the other girls
and pinned them against the wall till the strike-breakers had passed by. I said to the policeman who
held me:
"You are supposed to be impartial. All we want to do is talk to these girls and you have no right to
hold us against our will. It's our privilege to talk to them if they want to. He replied:
" 'You can walk and talk all you want to, after they're gone. But keep still now, or I'll run
6
Precise Guidelines to Writing Activity
Writing Activity:
Mandatory: Write a Eulogy for your assumed person
Mandatory: Select your choice of either Newspaper Editorial or Pamphlet writing
assignment. Follow the directions for each assignment and do not forget to include your
supporting evidence.
A.)Write a Newspaper Eulogy to convey the working conditions for you assumed person
1. Provide name and as much background knowledge as possible---fabricate if
necessary
2. State the name of the workplace and what they make there
3. State what the person did at the workplace
4. State the work conditions: pay, hours, coworkers, work hazards, benefits,
5. State what the person saw, heard, smelled, or thought about moments shortly
before her or his death
6. State who he or she will be remembered by--family member--fabricate if
necessary
(Use your prewriting observations and some of the lyrics of "Triangle Fire" song)
B.) Write a persuasive Newspaper Editorial (2 Page):
1. State their position on the issue of “workers' rights.”
2. Use biased language to support your position
3. Use evidence to support your position
4. Relate how the issues still might exist during the current age
(Use your prewriting observations, the "Triangle Fire" song lyrics, the reading
homework "Police Mishandle Girl Strike Pickets," and your textbook as supporting
evidence)
OR
C.) Position Paper (Pamphlet): You are that same worker three months prior to the fire.
Write a persuasive pamphlet to have your coworker unionize and demand change.
1. What will you demand to change (grievances)
2. What evidence do you cite in order to support your grievances
3. What do you propose for you and your coworkers to do in order get your
employers to comply to your demands
4. What obstacles could your group face and how might you overcome those
obstacles
(Use your prewriting observations, the "Triangle Fire" song lyrics, the reading
homework "Police Mishandle Girl Strike Pickets," and your textbook as supporting
evidence)
7
Writing Guidelines and Deadlines
Deadlines:
First Drafts are due the following Tuesday October 25th, 2041. Peer-feedback will be given this day.
-Student are to have that paper edited by someone and turned in with the final draft.
Final editions will be due the following Friday October 28, 2041, along with edited first drafts.
Guidelines:
1.) In left hand corner have your:
Name
Hour
Teacher
Date
2.) On the first page label Eulogy in the middle as the topic and provide your eulogy according to the
directions. Use formal and descriptive language. Incorporate you prewriting into this activity.
3.) On the second page: Create 3 columns and label "Union Pamphlet" in first column. Create pamphlet
in order to convince your coworkers to unionize. Follow the directions provided. Organize your
thoughts in clear categories. Provide evidence to support your assertions. Incorporate your prewriting
observations in to this activity. Use your textbook as a source for supporting evidence.
8
Rubric for Writing for Understanding Assignment
Quality of
Facts
Supporting
Evidence
Thoughtfulness
Clarity
Organization
Participation
Total
5
4
Excellent
Quality
Good
3
2
Adequate Incomplete
1
Absent or
Missing
Total
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will concentrate on the immigrants of the
Progressive Era. Students will gain a deeper appreciation of the immigrants who came to
America and the cultures they brought with them. Students will further understand the
immigration process and the other significant factors the immigrants had to confront. I
will teach this lesson through a visual discovery activity.
2. Standards Addressed
a. NCSS Thematic Standards: 1, 2, 4
b. NCHS Discipline-Standards: Era 6: 2A
3. Materials Required: Presentation, Handouts, Props (sheet, stethoscope, clipboard)
4. Modification for Diverse Learning Needs (Class B): This lesson will involve an
activity in which students will take part in creating mini dramatizations or become critics
of each dramatization. In order to accommodate the five students with mild cognitive
disorders and behavior disorders, I will consult their IEP and provide short, easy to read
texts. In order to accommodate the students with potential ADHD, I will keep my lecture
timed to a minimum, so the students will not lose focus. Lastly, for the one student with
anger issues, I will ensure that this student is briefed of my expectations and gets along
with other group members according to the rules that I modeled throughout the year.
Part II: Heart of the Lesson
1. Title of Lesson: “The Immigrant Experience”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will learn of the circumstances
in which immigrants came to the United States. Students will demonstrate their
understanding through mini dramatization activities and answering follow-up
questions.
5. Body of Lesson: (50 min.)
a. Introduction (10min): Spiral questioning relating to a photo of an immigrant
family. A mini lecture will provide brief details and data points of the second
wave of immigration during the Progressive Era.
b. Procedure (30min): Students will evaluate other photos and will describe the
immigrants' thoughts, feelings, and motives. I will read aloud three excerpts
from three immigrants who came to the United States. Next, students will be
broken into groups of three. Students will them be given texts and a photo.
After viewing the previous images and reading the text, the students will bring an
image alive according to the visual discovery’s “act it out” model. Students will
write a script to three scenes. Each scene and photo is attached to this lesson.
For the final scene, I will assign a student to be a health inspector and have
students create their own identities to pass through Ellis Island station. The
directions will be attached to this lesson.
c. Assessment Plan: Students will be assessed by the content they put into their
“act it out” activity. The students who serve as critics to the mini dramatizations
will be assessed on their "critical charts" and reviews listed in their worksheets.
Furthermore, I will have an informal question survey near the end of class.
Students will be expected to answer questions relating to the mini-lecture and the
activities.
d. Conclusion (10min): Students will view actual footage of immigrants
disembarking from a ship in 1906. Because the footage has no sound, I will dub
the video over with a punk song from Gogol Bordello called “Immigrada.” After
the video, I will wrap up the class will follow-up questions and directions for
homework.
e. Homework: Students will be directed to write a reflection to the lyrics of the
song presented at the end of class. The song is written from the perspective of an
immigrant of present day, so students will be expected to write how immigrants
today are similar or different to the immigrants of the past. In addition students
will be expected to read 470 to 472 and answer the questions 1, 2, and 3 in
Section 4 review.
Part III: Supporting Material
1.) Introduction Photo with Questions
2.) The Excerpts from the three immigrants
3.) Directions for visual discovery activity (3 Mini Dramatizations)
4.) Guided Script Worksheet
5.) Guided Critic's Response
6.) Lyrics to song
7.) Power Point
1
Spiraling Questions
Spiraling Questions of the Immigrants
What do you see?
Who might be the individuals?
Where might be these individual be?
Can you explain what that uniformed guy is doing to the lady?
What about in the background? What does the uniformed gentleman want with that lady?
Is there any indication of the time period?
Is there anything else we can say about this photo that might explain what is going on and where these
people are?
2
Excerpts
1.)
A handsome, clear-eyed Russian girl of about twenty-years, the daughter of a farmer comes in
and sits down before us. She is clean and intelligent looking. She nervously clasps and unclasps
her hands and the tears are welling in her eyes. "That girl over there," says the commissioner, "is
an interesting and puzzling case. Her father is a farmer in moderate circumstances. A young man
with whom she grew up, the son of a neighbor, came here two years ago, and last year wrote to
her father that of the girl would come over he would marry her. So she came, alone. But the
prospective bridegroom didn't show up. I wrote him-he lives somewhere in New Jersey-and last
week he appeared and looked her over. Finally he said he wasn't sure whether he wanted to
marry her or not. Naturally her pride was somewhat wounded, and she decided that she had
doubts herself. So everything is at a standstill. The girl says she doesn't want to go back, to be
laughed at; and I can't let her land. You don't know any lady who wants a servant, do you? She
could work! Look at her arms. A nice girl, too. No? Well, I don't know what to do. Are you
willing to marry Peter if he comes again?" The girl nods, the tears brimming over. "Well, I'll
write to that fellow again and tell him he's a fool. He'll never have such a chance again."
-Commissioner William William Papers, March 1910
2.) Brownstone, M. David, Irene Franck, and Douglass Brownstone. Island of Hope, Island of Tears.
New York: Barnes & Noble, 2000.
Page 16: The story of a Czech from Austro-Hungray comes to the United States
3.) Page 101: The story of a Swede who comes to the United States
4.) Every immigrant who comes here should be required within five years to learn English or leave
the country. --Theodore Roosevelt
5.) Theodore Roosevelt on Immigrants and being an AMERICAN
"In the first place we should insist that if the immigrant who comes here in good faith becomes an
American and assimilates himself to us, he shall be treated on an exact equality with everyone else, for
it is an outrage to discriminate against any such man because of creed, or birthplace, or origin. But this is
predicated upon the man's becoming in very fact an American, and nothing but an American...There can
be no divided allegiance here. Any man who says he is an American, but something else also, isn't an
American at all. We have room for but one flag, the American flag, and this excludes the red flag, which
symbolizes all wars against liberty and civilization, just as much as it excludes any foreign flag of a nation
to which we are hostile...We have room for but one language here, and that is the English
language...and we have room for but one sole loyalty and that is a loyalty to the American people."
Theodore Roosevelt 1907
3
Directions for Three Act-it-Out Scenes
Directions to activity with Profiles
The Following includes 3 “Act it Out” Scenes
I.
The Act it Out Scene between a medical inspector and a women immigrant
Directions to mini dramatization: On this page is two unanimous historical characters are
presented. Each person is provided with a profile. In a group of five, write a script that
addresses the questions included with the inspector’s profile. As a group of five nominate two
individuals to play the role of each individual. The other three individuals will be the director,
script writer (recorder), and producer. Producer will try to hire other people to add sound effects
and other special effects to the act it out strategy. The rest of the class will be the critics.
Directions to the class: You to read a short text from the perspective of a worker at Ellis Island.
After reading the text, you will watch a short sketch made by five of your peers. As critics you
must evaluate the accuracy of their production. Draw a two column chart and write “right” and
“needs more thought.” In each column fill details from the sketch. Be prepared to share at the
end of the sketch.
Inspector:
Your name is James. You are a health inspector at Ellis Island. You are in charge of admitting
only the healthy to the country. If you have any reason to believe that an immigrant is sick you
are to send them to a designated hospital wing of the building. You are to determine if the
immigrant is good for America. You do not want to admit immigrants who will be a “charge to
your country.” Therefore, do not admit the sick, the insane, or the very low skilled workers.
You must ask questions such as:
Name
Age
Country of origin
Their health records
Their criminal records
Their skills
How much money they have
As health inspector, you trusted to admit only the immigrants who will benefit America. By
letting in sick immigrants, you are exposing America to a risk, physically and financially. Also,
you are entrusted to admit only strong independent people, not dependent people looking to
survive off of goodwill. I trust you will do your job and serve the best interests of your country.
Also, you are instructed not to allow any Chinese Citizens under no circumstances, except if the
person is an American by birth rite of parents.
Women being inspected:
Your name is Laudia. You are a middle age women from Italy. You have come to America to
reunite with your husband who has encouraged you to move to America with your daughter.
You hear about a better life in America. You can eat meat once a week. You want a better life
for your daughter. However, you have a cough and your leg is club footed. You want to go to
America, but you must convince the health inspector that you are in good shape. You speak
broken English.
II.
The Act it Out Scene of a nativist
Directions to the mini dramatization: On this page you will find a profile from one individual
and a photo. In a group of four, write a script that addresses the questions included with the
nativist’s profile. As a group of four nominate one individual to play the role of the nativist.
The other three individuals will be the director, script writer (recorder), and producer. Producer
will try to hire other people to add sound effects and other special effects, if necessary. The rest
of the class will be your critics.
Profile of the Nativist:
Your name is Henry. You are part of the anti-immigration party and claim to be a proud nativist.
You are opposed to immigration because you do not trust the immigrant’s background. You
suspect they will dilute American social values. You are suspect of their values, religion,
language, and history. In addition, you think that these immigrants are undermining the worker’s
union. You think that these immigrants are taking American jobs and working for wages far
below expected wages while supplying substandard work.
Questions:
Who are you and where are you from?
What political affiliations do you have?
What language do you presumably speak?
Why do you not trust immigrants?
What are immigrants doing to the working man’s job market?
What are the immigrants doing to the working conditions of jobs?
Directions to class: You are about to see your class present a mini dramatization from the
perspective of a nativist regarding immigration. You are assigned to be the critics. As critics
you must evaluate the accuracy of their production. Draw a two column chart and write “right”
and “needs more thought.” In each column fill details from the sketch. Be prepared to share at
the end of the sketch.
III.
The Act it out scene of a the class assuming the role of individual immigrants:
Directions: Now that you have meet the immigrants and seen the process of immigration and
inspection, create your own immigrant identity. During this time period most immigrants came
from eastern and southern Europe if but you want to create your personalized immigrant identity
and trace it to your lineage back to the “old worlds.” Create your own name and profile. I will
ask you if you are healthy and have the money or skills to survive in the United States. Be
creative! Try to get into the United States! I will be the inspector at the gates. I will decide if
you will make entry into the United States.
Mini Dramatization
aka
4
Guided Script Worksheet
Scripted Act-It-Out
1. Attached to this script will be an image and role cards detailing each main character’s profile.
2. You and your group are assigned to answer questions relating to each character’s profile. If
after reading the texts and some information is not available, try to include answers that would
be most relevant to the character and their time period.
3. Below these questions is a temple for a script. Taking the answers you formed from the
previous step, include a scrip that correlates with the information your answer sheet. Have fun
with this activity but remember to include the relevant information.
Questions relating to your character:
1.
2.
3.
4.
5.
What is your name, and where are you from?
Why are you leaving your homeland?
Are you leaving any family behind?
What do you hope to find in America?
Do you hope to reunite with your family members? If yes or no, state why you believe so.
Script:
________: ___________________________________________________________________________
____________________________________________________________________________________
________: ___________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
_____________________________________________________________________________________
________: ____________________________________________________________________________
___________________________________________________________________________
Correct and Strikingly Stellar
5
Guided Critics Response Worksheet
Could have Included...
Review of the Mini Dramatization: ________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7
Lyrics to the song Immigrada by Gogol Bordello
Immigradaimmigraniada
Immigradaimmigraniada-da
Immigradaimmigraniada
We're coming rougher every time
We're coming rougher
We're coming rougher
We're coming rougher every time
But if you give me the invitation
To hear the bells of freedom chime
To hell with your double standards
We're coming rougher every time
We're coming rougher
We're coming rougher
We're coming rougher every time
We're coming rougher every time
Immigradaimmigraniada
Immigradaimmigraniada-da
Immigradaimmigraniada
We're coming rougher every time
Immigradaimmigraniada
Immigradaimmigraniada-da
Immigradaimmigraniada
We're coming rougher every time
In corridors full of tear gas
Our destinies jammed every day
Like deleted scenes from Kafka
Flushed down the bureaucratic drain
Frozen eyes, sweaty back
My family's sleeping on a railroad track
All my life I pack/unpack
But man I got to earn this buck
I gotta pay representation
To be accepted in a nation
Where after efforts of a hero
Welcome start again from zero
But if you give me the invitation
To hear the bells of freedom chime
To hell with your double standards
We're coming rougher every time
We're coming rougher
We're coming rougher
We're coming rougher every time
Immigradaimmigraniada
Immigradaimmigraniada-da
Immigradaimmigraniada
We're coming rougher every time
All those who made it and quickly jaded
To them we got nothing to say
Our immigrada, immigraniada
For them it's Don Quixote's kind of way
It's a book of our true stories
True stories that can't be denied
It's more than true it actually happened
It's more than true it actually happened
It's more than true it actually happened
We're coming rougher every time
Rougher every time
We're coming rougher every time
Immigradaimmigraniada
Immigradaimmigraniada-da
Immigradaimmigraniada
We're coming rougher every time
Immigradaimmigraniada
Immigradaimmigraniada-da hey
I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the conservation movement as it
pertains to the governmental protection of lands. The lesson will focus on the
establishment of national parks and national monuments throughout the country,
especially during the early 20th century. By studying the past development of national
parks, students will learn to value our nation’s great sites and keep those sites from the
interest of commercial enterprise. I will teach this lesson through a virtual, online tour.
2. Standards Addressed
a. NCSS Thematic Standards: 2, 3, 10
b. NCHS Discipline-Standards: Era 6: 1D
3. Materials Required: Presentation, two worksheets per person, rubric worksheet, and
homework worksheet
4. Modification for Diverse Learning Needs (Class D): This lesson will be taught
through a virtual tour. Because many of these students are on the “have” side of the
digital divide, many of these students are going to be very familiar with working the
internet. Just in case any students have trouble working their computers or are entering
websites not relevant to their instruction sheet, I will monitor the room by walking
around the room to keep students on task. In order to ensure the one student with hearing
impairment does not encounter any problems, I will provide flowchart instructions on
each worksheet. In addition, I will give verbal instructions so that she can read my lips.
Finally, the one or two students I suspect of using drugs, I will seat those students close
to my desk as possible, so I know all their activities.
Part II: Heart of the Lesson
1. Title of Lesson:“Conservation Movement: The Virtual Experience”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will learn the logic behind the
conservation movement and the alternative to the absence of such movement.
Student will be able to answer the two discipline specific questions. Students will
demonstrate this knowledge through an inquiry worksheet that correlates to each
website, and students will be measured based on the accuracy and thoughtfulness of
the information labeled on the worksheet and as it pertains to the two discipline
specific questions.
5. Body of Lesson (50 min):
a.
Introduction (10min): Within this brief lecture I will bring the student’s attention,
to the negative impact of industrialization on the environment. I will show and tell
the students how the European landscape has changed due to industrialization. I
will show students how Europeans traditionally made use of their most picturesque
landscape. I will show students pictures of castles, chateaus and explain that the
land for which it is built once was reserved for European royalty. The next five
minutes, I introduce the newly born United States. I will project pictures of
protected parks across the United States. I will project photos of American
wildlife: buffalo, grizzly bear, rams, ect. I will project a picture of the first
governmentally protected land in the world, Hot Springs Reservation in Arkansas,
set aside by Andrew Jackson in 1832. Next I will project a photo Yosemite
b.
c.
d.
e.
California State Park in California set aside by Abraham Lincoln. Finally, I will
project the world’s first national park, Yellowstone National Park in the Wyoming
Territory in 1872. After introducing the errors of Europeans made with their land
use, students will feel engaged and interested in taking a virtual tour involving
various parks created in the early 20th century.
Procedure (35 min): After the brief content lecture, I distribute two worksheets.
One worksheet is designed to give students a general understanding of the
conservation movement through government policies. The other worksheets,
which are based on national parks within various topics such as caves, historical
parks, or mountainous parks created during the early 20th century, will be handed
out to one per student. Within each worksheet students are provided with detailed
instruction on how to navigate each specific site in order to gather the information
required to answer the questions that are on the handout and to express their
observations of each park.
Assessment Plan: After ten minutes of lecture, students will have 40 minutes to
find the information on each of the two worksheets. In order to make sure that
students are on task, I will monitor the room and make sure students are on
relevant websites. By the end of class, I will collect the worksheets and grade
them accordingly. Based on the answers and observations, which will be assessed
by a rubric, written on each worksheet, I can gauge the effectiveness of the lesson.
Conclusion (5 min): Students will be directed to shut down their computers and
will be informed of the homework requirement
Homework: Students will be informed to use the information gathered on
each worksheet to write a one page paper that answers the two discipline specific
questions labeled on the rubric with which they will expected to satisfy when
writing their paper. In addition, students will be expected to read a speech by
Theodore Roosevelt and write a one page response with the same specifications
listed within the rubric.
Part III: Supporting Material
1.) PowerPoint slides for brief content lecture
2.) Flowchart
3.) General Worksheet
4.) Caves Worksheet
5.) Historic Parks Worksheet
6.) National Park Worksheet
7.) Theodore Roosevelt's Speech
8.) Guiding Questions and Rubric
2
Master Flowchart
Worksheet #1
General Information about the Conservation Movement through Government Actions
Follow the Directions than answer the questions that follow:
1.)
2.)
3.)
4.)
Start at Start menu and scroll from “All Programs” to “Internet Explorer”
Google words "nps park finder" select the first suggested link
You should have been directed to: http://www.nps.gov/findapark/index.htm
Read the article “History” from the National Park Service site and answer the questions below.
Worksheet #2 Caves
Wind Cave, Jewel Cave, Mammoth Cave:
Follow the Directions than answer the questions that follow:
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
9.)
Scroll from “All Programs” to “Internet Explorer”
Start at Start menu and scroll from “All Programs” to “Internet Explorer”
Google words "nps park finder" select the first suggested link
You should have been directed to: http://www.nps.gov/findapark/index.htm
Under the Advanced Search Menu: Press “by topic”
From “by topic” select your topic “Caves”
From “Caves” select each cave that corresponds with each line of questions.
Within each website that corresponds with each line of questions, click “History and Culture”
Below History and Culture click “Wind Cave” and later "Jewel Cave"
Mammoth Cave National Park
1.) Start at Start menu and scroll from “All Programs” to “Internet Explorer”
2.) Google words "npsparkfinder" select the first suggested link
3.) You should have been directed to: http://www.nps.gov/findapark/index.htm
4.) Under the Advanced Search Menu: Press “by topic”
5.) From “by topic” select your topic “Caves”
6.) From “Caves” select each cave that corresponds with each line of questions. Mammoth Cave NP
7.) Within each website that corresponds with each line of questions, click “History and Culture”
8.) Click Stories
9.) Click “A Brief History of Mammoth Cave
10.) Click each chapter that corresponds with each line of questioning
Google Map Activity
1.) Google the words "Google Maps" and selected the first link presented
2.)
3.)
4.)
5.)
6.)
You should have been directed to https://maps.google.com
Click “Get Directions”
In the “A” column fill in Marquette, MI
In the “B” column fill in Wind Cave, Jewel Cave, Mammoth Cave (one at a time)
Answer the question that follows
Worksheet #3 Historic National Park
Mesa Verde & Aztec Ruins:
Follow the Directions than answer the questions that follow:
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
9.)
Scroll from “All Programs” to “Internet Explorer”
Start at Start menu and scroll from “All Programs” to “Internet Explorer”
Google words "npsparkfinder" select the first suggested link
You should have been directed to: http://www.nps.gov/findapark/index.htm
Under the Advanced Search Menu: Press “by topic”
From “by topic” select your topic “Historic Park”
Under the Advanced Search Menu: Click “topic”
From “Historic Park” select each historic park that corresponds with each line of questions.
Within each website that corresponds with each line of questions, click “History and Culture”
Google Map Activity
1.) Google the words "Google Maps" and selected the first link presented
2.) Go to your address bar and input Google maps website: https://maps.google.com
3.) Click “Get Directions”
4.) In the “A” column fill in Marquette, MI
5.) In the “B” column fill in Mesa Verde & Aztec Ruins (one at a time)
6.) Answer the question that follows
Worksheet #4 National Park
Glacier National Park
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
Start at Start menu and scroll from “All Programs” to “Internet Explorer”
Google words "npsparkfinder" select the first suggested link
You should have been directed to: http://www.nps.gov/findapark/index.htm
Under the Advanced Search Menu: Press “by topic”
From “by topic” select your topic “National Park”
Under the Advanced Search Menu: Click “topic”
From “National Park” select each cave that corresponds with each line of questions.
Within each website that corresponds with each line of questions, click “History and Culture"
Crater Lake
Follow steps 1-9
1.) From “History and Culture,” click on “brochures page” in the middle of the page.
2.) On the next page scroll down until the link “history” can be clicked under additional information
The link should bring you to this html site:
http://www.nps.gov/crla/planyourvisit/upload/2010-history.pdf
Google Map Activity
1.) Go to your address bar and input Google maps website: https://maps.google.com/
2.) Click “Get Directions”
3.) In the “A” column fill in Marquette, MI
4.) In the “B” column fill in Crater Lake, Glacier National Park (one at a time)
5.) Answer the question that follows
3
General Information about the Conservation Movement through Government Actions
Follow the Directions than answer the questions that follow:
5.)
6.)
7.)
8.)
Start at Start menu and scroll from “All Programs” to “Internet Explorer”
Google the words "nps park finder" select the first suggested link
You should have been directed to: http://www.nps.gov/findapark/index.htm
Read the article “History” from the National Park Service site and answer the questions below.
Common Questions:
1.) Which body of government made possible the establishment of the first national park?
2.) _____________is the first national park established in the year_________ with the approval of
President___________.
3.) Name the two territories the first national park was established in.
_______________________________________________________________
4.) The establishment of this very first national park had what effect on the world.
5.) National Parks are overseen by which office of the executive branch?_____________________
6.) Under the ______________ Act of ___________, the president has the power to do what with
sites within the federally controlled lands?
______________________________________________________________________________
______________________________________________________________________________
7.) When Woodrow Wilson signed the “Organic Act” in 1916, Wilson created the
__________________.
8.) Summarize the purpose for which Wilson created this new government organization through
the “Organic Act.”
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
9.) An Executive Order in 1933 transferred 56 national monuments and military sites from the
_____ ______and _______ ______ to the ________ ________ _______.
10.) Today more than ____________ employees work for the National Park Service ________
locations.
4
Caves
Follow the Directions than answer the questions that follow:
9.) Scroll from “All Programs” to “Internet Explorer”
10.) Start at Start menu and scroll from “All Programs” to “Internet Explorer”
11.) Google words "nps park finder" select the first suggested link
12.) You should have been directed to: http://www.nps.gov/findapark/index.htm
13.) Under the Advanced Search Menu: Press “by topic”
14.) From “by topic” select your topic “Caves”
15.) From “Caves” select each cave that corresponds with each line of questions.
16.) Within each website that corresponds with each line of questions, click “History and Culture”
17.) Below History and Culture click “Wind Cave”
Wind Cave
1. True or False: Native American have considered Wind Cave a sacred place for centuries.
2. True or False: The Wind Cave acquired its name because the cave is known to blow out air and
at times, suck in air.
3. True or False: Before Wind Cave became a national park it was registered to be mined by a
gentleman who gave tours instead.
4. In the year ____1903_______, President _______TR_ ___________ signed a bill that created
Wind Cave National Park.
5. Wind Cave National Park was the ____th National Park created and the first ______ National
Park.
Next Click Photos & Multimedia
Click on Photo Gallery
From each Photo Gallery, submit at least two observations in the space provided below:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Mammoth Cave National Park
11.) Start at Start menu and scroll from “All Programs” to “Internet Explorer”
12.) Google words "npsparkfinder" select the first suggested link
13.) You should have been directed to: http://www.nps.gov/findapark/index.htm
14.) Under the Advanced Search Menu: Press “by topic”
15.) From “by topic” select your topic “Caves”
16.) From “Caves” select each cave that corresponds with each line of questions. Mammoth Cave NP
17.) Within each website that corresponds with each line of questions, click “History and Culture”
18.) Click Stories
19.) Click “A Brief History of Mammoth Cave
20.) Click each chapter that corresponds with each line of questioning
Chapter 1: The Archaic One
1.) True or False: For nearly two thousand years, aboriginal people have explored and mined the
cave for such minerals as gypsum, selenite, mirabilite, and epsomite.
Chapter 2 Some Say the Bear Chased Houchins
2.) _____________ was the first white person to discover the cave.
3.) The cave was thought to be discovered in the year _____ or _____.
Chapter
: A New National Park
4.) In the year ________, Mammoth Park became a national park.
5.) Because of the previous year mentioned above, the opening ceremony had to wait five years
due to the ______________.
Jewel Cave
1.) True or False: Jewel Cave is a national park.
2.) How did Jewel Cave get its
name:_________________________________________________________________________
______________________________________________________________________________
3.) The earliest written account of Jewel Cave was a mining claim by the ____________brothers.
4.) With the power of the _________________ Act of 1906
5.) Click Photos and Multimedia on left side of page
Click on photo galleries
For each photo album list 2-3 observations from below:________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Google Map Activity
7.) Google the words "Google Maps" and selected the first link presented
8.) You should have been directed to https://maps.google.com
9.) Click “Get Directions”
10.) In the “A” column fill in Marquette, MI
11.) In the “B” column fill in Wind Cave, Jewel Cave, Mammoth Cave (one at a time)
12.) Answer the question that follows
How long does it take to drive from Marquette to Wind Cave?
How long does it take to walk to Wind Cave? (Click the walk icon above the “A” column)
13.) Now in the “B” column fill in Aztec Ruins
How long does it take to drive from Marquette to the Mammoth Cave?
How long does it take to walk to the Mammoth Cave? (Click the walk icon above the “A” column
14.) Now in the “B” column fill in Jewel Cave
How long does it take to drive from Marquette to the Jewel Cave?
How long does it take to walk to the Mammoth Cave? (Click the walk icon above the “A” column
5
Historic Park
Follow the Directions than answer the questions that follow:
18.) Scroll from “All Programs” to “Internet Explorer”
19.) Start at Start menu and scroll from “All Programs” to “Internet Explorer”
20.) Google words "npsparkfinder" select the first suggested link
21.) You should have been directed to: http://www.nps.gov/findapark/index.htm
22.) Under the Advanced Search Menu: Press “by topic”
23.) From “by topic” select your topic “Historic Park”
24.) Under the Advanced Search Menu: Click “topic”
25.) From “Historic Park” select each historic park that corresponds with each line of questions.
26.) Within each website that corresponds with each line of questions, click “History and Culture”
Mesa Verde:
1. In the year 1765, ____ ________ __________ discovered the ruins Mesa Verde for the Governor
of ________________, Tomas Cacupin.
2. In the year, ________ an article in the Denver Tribune Republican argued that Mesa Verde
should become a federally protected national park in order to protect it from “vandals of
modern civilization.”
3. Between the year 1888-1982 two local ranchers, _________and ___________made several trips
in order to _____________________________________________________________________
______________________________________________________________________________
4. Baron ____________________of the Academy of Sciences in __________, was the first to
painstaking methods of archeology to collect 600 items which were sent back to __________.
5. It was not until after the Baron brought his collection back home that congress passed the
___________ Act of 1906, which made it a federal crime to ____________________________
____________________________________________________________________________.
6. It was not until the year ______ that Mesa Verde became a national park and was signed into
law by ___________.
Click on Photos & Multimedia on the left side of the screen
Click on photo galleries
List 2-3 observations from each photo gallery:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
1.)
2.)
3.)
4.)
5.)
______________________________________________________________________________
______________________________________________________________________________
Aztec Ruins
True or False: The people of the Aztec Empire did not build this site.
If true who is accredited for building this sit:_________________________________________
______________________________________________________________________________
______________________________________________________________________________
True or False: Known as “great house” the houses at this location have multiple stories.
Known as a ________, these circular structures were built for ________________.
In the year ________the inhabitants of this location were thought to have abandoned this site
to join other communities along the Rio Grande River.
Go to “Photos and Multimedia,” for each Photo Album describe 2-3 observations:____________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Google Map Activity
15.) Google the words "Google Maps" and selected the first link presented
16.) Go to your address bar and input Google maps website: https://maps.google.com
17.) Click “Get Directions”
18.) In the “A” column fill in Marquette, MI
19.) In the “B” column fill in Mesa Verde& Aztec Ruins (one at a time)
20.) Answer the question that follows
How long does it take to drive from Marquette to Mesa Verde?
How long does it take to walk to Mesa Verde? (Click the walk icon above the “A” column)
21.) Now in the “B” column fill in Aztec Ruins
How long does it take to drive from Marquette to the Aztec Ruins?
How long does it take to walk to the Aztec Ruins? (Click the walk icon above the “A” column)
6
National Parks
Follow the Directions than answer the questions that follow:
27.) Start at Start menu and scroll from “All Programs” to “Internet Explorer”
28.) Google words "npsparkfinder" select the first suggested link
29.) You should have been directed to: http://www.nps.gov/findapark/index.htm
30.) Under the Advanced Search Menu: Press “by topic”
31.) From “by topic” select your topic “National Park”
32.) Under the Advanced Search Menu: Click “topic”
33.) From “National Park” select each cave that corresponds with each line of questions.
34.) Within each website that corresponds with each line of questions, click “History and Culture"
Crater Lake
Follow previous steps 1-9
35.) From “History and Culture,” click on “brochures page” in the middle of the page.
36.) On the next page scroll down until the link “history” can be clicked under additional information
37.) The link should bring you to this html site:
http://www.nps.gov/crla/planyourvisit/upload/2010-history.pdf
1.
2.
3.
4.
5.
6.
Questions to Crater Lake
At a depth of ____________, Crater Lake is the deepest lake in the ______ _______.
The Makalak people were some of the original inhabitants of the area and their arrival predated
the eruption of Crater Lake ______ years ago.
True or False: Today, some Native Americans continue to choose not to view Crater Lake. Its
beauty and mystery form a religious context, much like a cathedral.
Due to the deep blue color, Crater Lake was originally called __________.
William Gladstone Steel, an enthusiastic advocate of nationalizing the lake for protection met
resistance from ________herders and ________interests.
Crater Lake finally became a national park in the year____________.
Click on “Photos and Multimedia” on the left side of the page
Click on “photo gallery” the html link: http://www.nps.gov/crla/photosmultimedia/photogallery.htm
7. For each photo album, list 2-3 observations:___________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Glacier National Park:
1. The Native American Tribe known as the _____________ controlled the vast prairies east of the
mountains.
2. The majority of early European explores came to this area in search of __________ and
__________.
3. By the 1891 the completion of the __________ brought a greater number of people to the area.
4. The late1800s an influential leader known as _______________ pushed for the creation of
Glacier to become a national park.
5. In the year _________, Glacier National Park became the 10th National Park.
Click on "Photos and Multimedia" on the left side of the page
Click on photo galleries
6. For each photo album, list 2-3 observations:___________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Google Map Activity
1.) Go to your address bar and input Google maps website: https://maps.google.com/
2.) Click “Get Directions”
3.) In the “A” column fill in Marquette, MI
4.) In the “B” column fill in Crater Lake, Glacier National Park (one at a time)
5.) Answer the question that follows
How long does it take to drive from Marquette to Crater Lake?
How long does it take to walk to Crater Lake? (Click the walk icon above the “A” column)
How long does it take to drive from Marquette to Glacier National Park?
How long does it take to walk to Glacier National Park? (Click the walk icon above the “A”
column)
7
AT GRAND CANYON, ARIZONA, MAY 6, 1903
Mr. Governor, and you, my Fellow-Citizens:
I am glad to be in Arizona to-day. From Arizona many gallant men came into the
Regiment which I had the honor to command. Arizona sent men who won glory on fought fields, and
men to whom came a glorious and an honorable death fighting for the flag of their country. As
long as I live it will be to me an inspiration to have served with Bucky O Neill. I have met so many
comrades whom I prize, for whom I feel respect and admiration and affection, that I shall not
particularize among them except to say that there is none for whom I feel all of respect
and admiration and affection more than for your Governsor.
I have never been in Arizona before. It is one of the regions from which I expect most development
through the wise action of the National Congress in passing the irrigation act. The first and biggest
experiment now in view under that act is the one that we are trying in Arizona. I look forward to the
effects of irrigation partly as applied by and through the government, still more as applied by individuals,
and especially by associations of individuals, profiting by the example of the government, and possibly
by help from it I look forward to the effects of irrigation as being of greater consequence to all this
region of country in the next fifty years than any other material movement whatsoever.
In the Grand Canyon, Arizona has a natural wonder which, so far as I know, is in kind
absolutely unparalleled throughout the rest of the world. I want to ask you to do one thing in
connection with it in your own interest and in the interest of the country to keep this great wonder of
nature as it now is. I was delighted to learn of the wisdom of the Santa Fe railroad people in deciding
not to build their hotel on the brink of the canyon. I hope you will not have a building of any kind, not
a summer cottage, a hotel, or anything else, to mar the wonderful grandeur,
the sublimity, the great loneliness and beauty of the canyon.
Leave it as it is. You cannot improve on it. The ages have been
at work on it, and man can only mar it. What you can do is to keep
it for your children, your children’s children, and for all who come after you, as one of
the great sights which every American if he can travel at all should see.
We have gotten past the stage, my fellow-citizens, when we are to be
pardoned if we treat any part of our country as something to be skinned for
two or three years for the use of the present generation, whether it is the
forest, the water, the scenery. Whatever it is, handle it so that your children’s
children will get the benefit of it. If you deal with irrigation, apply it under
circumstances that will make it of benefit, not to the speculator who hopes to
get profit out of it for two or three years, but handle it so that it will be of
use to the home-maker, to the man who comes to live here, and to have his
children stay after him. Keep the forests in the same way. Preserve the forests by use;
preserve them for the ranchman and the stockman, for the people of the Territory,
for the people of the region round about. Preserve them for that use, but use them so that they
will not be squandered, that they will not be wasted, so that they will be of benefit to the Arizona of
1953 as well as the Arizona of 1903.
To the Indians here I want to say a word of welcome. In my regiment I had a good many Indians.
They were good enough to fight and to die, and they are good enough to have me
treat them exactly as squarely as any white man. There are many problems in connection
with them. We must save them from corruption and from brutality; and I regret
to say that at times we must save them from unregulated Eastern philanthropy. All I ask is a square
deal for every man. Give him a fair chance. Do not let him wrong any one, and do not let him be
wronged.
I believe in you. I am glad to see you. I wish you well with all my heart, and I know that your
future will justify all the hopes we have.
8
Directions:
1. Using the guided questions below, the information on your inquiry answer sheet, write a one
page paper that answers the questions below and follows the requirements of the rubric listed
below.
2. In addition, read the speech presented by Theodore Roosevelt and write a one page personal
response. Identify his message to the American people and state why you think it is important
or not important.
Guiding Questions:
1. As a politician during the progressive age, what policies and governmental organizations would
he or she see that would further the cause of the conservation movement?
2. What sites would a person see at an existing national park, national monument, or
governmentally protected site during the progressive age?
Rubric Conservation Movement
Grammar
Provided two
observations per
photo album
Thoughtful
Response
Spelling
Total
4
3
2
1
Excellent
Good
Incomplete
No Response
(Very Thorough,
minimal errors)
(Some errors)
Total
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the impact of segregation laws
designed to disenfranchise African American in voting and obtaining equality in social
status. This lesson will introduce students to the degree of lynching in the South, and the
methods and arguments African American posed in response to lynching and the struggle
for equal rights. Through studying the "Jim Crow" laws and lynching, students will
appreciate the effort and sacrifice civil rights leaders expended to promote equality, both
then and present day. This lesson will be taught through two experiential exercises.
2. Standards Addressed
a. NCSS Thematic Standards: 2, 4, 6
b. NCHS Discipline Standards: Era 6: 2B
3. Materials Required:
4. Modification for Diverse Learning Needs (Class D): This lesson will involve two
activities in which students will do little movement and will not require group work. In
order to accommodate the one student with hearing impairment, I will give her a copy of
all the stories I will tell in class, a checklist of the progression of the lesson, and always
remember to speak so she can read my lips. In order to engage all students in the class, I
will enact two experiential activities in the class to gain the attention of disengaged
students. Lastly, I will pay close attention to the student suspected of drug use in order to
monitor any unlawful activity.
Part II: Heart of the Lesson
1. Title of Lesson: “The Jim Crow Cast System”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will learn about a set of laws
designed to disparage and disenfranchise African-Americans. Students will
understand the rise of Jim Crow laws, lynching, and how African-Americans
responded to such oppression. The students will be assessed by the questions
followed by the experiential activities and the literacy test I administered during the
first experiential activity. Students will be further assessed based on the homework in
which they will be assigned to write a one page reflection paper and a one page
response to the articles that discuss Booker T Washington and W.E.B Du Bois. Each
paper will measured by a rubric.
5. Body of Lesson (50 min):
c. Introduction (10min): Students will answer a reviewing for previewing question:
"Given what you know about the Civil War Amendments and the grandfather
clause, what do you think will happen to southern race relations between the years
1890 and 1914?"
d. Procedure (20min): In order to recall student's memories, I will reintroduce the
Reconstruction Amendments, the grandfather clause, and prepare students for a
literacy test introduced formally in 1890. I will ask the students where their
grandfathers were born and determine which students will take the understanding
and literacy test based on the grandfather's native birthplace
(I will still have those students do the literacy test). Next, I will administer a
literacy test from 1890s Alabama. If students pass, I will remind them of the
poll tax they must pay. Afterwards, I will ask the students these carefully
sequenced questions found in the directions sheet attached to this lesson.
e. Assessment Plan: I will collect the literacy test to see who participated in class.
In addition, I will assign homework stipulating students to write a one page
response to the experiential activities in class.
f. Conclusion: (20 min.) With the final 20 minutes, I will introduce short lecture
intervals but include another activity. This activity will evoke an emotional
response from students regarding lynching. I will tie a rope into a noose knot and
hang it from the ceiling. I will also project three frames of victims of lynching.
While images are projected, I will read news articles and personal narratives
involving incidents of lynching. Afterwards, I will ask carefully sequenced
questions found in the directions sheet attached to this lesson.
g. Homework: I will require students to read a short article discussing W.E.B Du
Bois and Booker T Washington and quotes given by the two men. Students will
be expected to write a one page report discussing what each civil rights leader
prescribed for changing the circumstances of African-Americans in an oppressive
society. Secondly, students will be expected to choose two quotes from the list
provided. Students will have to write how one quote helped to define the message
by each man and one quote that the student will say that is especially relevant to
their lives today.
Part III: Supporting Material
1.) Directions for Two Activities
2.) Literacy Test
3.) Excerpts and News articles
4.) Article of W.E.B. Du Bois and Booker T Washington
5.) Quotes from W.E.B. Du Bois and Booker T Washington
6.) Rubric
7.) PowerPoint
1
Directions for the Two Activates
The Literacy Test
•
•
•
•
•
In the following the Questions, we will determine whether or not you are deemed worthy of
voting in the state of Alabama or another state of the Deep South that requires their potential
voters to pass literacy tests?
You will not be graded on this test.
This test will simply determine if you have the capacity to vote for the best interest of your state.
Therefore, we will determine if you passed or failed the literacy test.
If you pass, then you can vote. If you can vote, you can choose your representatives.
You will have 10 minutes to complete your test.
Following the Literacy Test and request for poll tax money, I will pose these sequenced questions:
1.
2.
3.
4.
5.
What did it feel like to do an extra test?
Did you feel insulted that were presumed to be too incompetent to vote?
What was it like to watch some of your classmates not have to take the test or vice versa?
Why would anybody really want to impose potential voters to take this test?
Do you think that stipulating people to take a literacy test and pay a poll tax was effective and in
what was would they be effective? Explain your answer with examples from class?
The Lynching




1.
2.
3.
4.
5.
This activity will evoke an emotional response from the students.
I will use a rope and tie a noose knot to be hung from the drop ceiling in the classroom. On the
screen I will project two images of mobs hanging African-Americans.
In each slide, I will read articles from various newspapers and personal narratives of growing up
in a segregated society.
After the reading, I will pose these questions:
How do you feel about these crazy acts of “justice”?
What do you think goes through the mind of an accused person?
What do you think of the people acting in the lynching? What do you think of people just
watching the lynching?
How would it feel to live in a community known to have participated in a lynching (whether as a
white person or nonwhite person)?
What could you do if you seen an angry mob wanting to hurt an accused person
(guilty or innocent)?
6. What is the psychological mind frame of a person acting in a mob? Do we find a similar
psychological mind frame today?
2
Literacy Test
3
News Articles and Excerpts
1. We of the South have never recognized the right of the Negro to govern white men, and
we never will. We have never believed him to be the equal of the white man, and we will
not submit to his gratifying his lust on our wives and daughters without lynching him.
- Benjamin Tillman, a South Carolina governor and senator, speaking on the floor of the
U.S. Senate in 1900
2. The Free Speech Newspaper, in Memphis, Tennessee, on May 21, 1892:
“Eight Negroes lynched since last issue of the ‘Free Speech’ one at Little Rock, Ark.,
last Saturday morning where the citizens broke (?) into the penitentiary and got their
man; three near Anniston, Ala., one near New Orleans; and three at Clarksville, Ga., the
last three for killing a white man, and five on the same old racket—the new alarm about
raping white women. The same program of hanging, then shooting bullets into the lifeless
bodies was carried out to the letter. Nobody in this section of the country believes the old
threadbare lie that Negro men rape white women. If Southern white men are not careful,
they will over-reach themselves and public sentiment will have a reaction; a conclusion
will then be reached which will be very damaging to the moral reputation of their
women."
3. The Enfaula Democrat would report the following on the lynching: "The Negro prayed
and shrieked in agony as the flames reached his flesh," reported a local newspaper, "but
his cries were drowned out by yells and jeers of the mob." As Simmons began to lose
consciousness the mob fired at the body, cutting it to pieces. "The mobsters made no
attempt to conceal their identity but there were no prosecutions." August 17, 1915, Leo
Frank, a Jewish-American factory manager, was hanged from a tree in Marietta, Georgia
by a mob of 25 men. Frank had been convicted of murdering Mary Phagan, a 13-year-old
employee of the Atlanta pencil factory that Frank managed, two years earlier. His trial
had attracted international attention, turning the spotlight on anti-Semitism in the United
States and led to the founding of the Anti-Defamation League. Though he was sentenced
to death, his sentence was later commuted by Georgia's governor
4. Articles from the Book: The Progressive Era: Primary Documents on Events from 1890
to 1914
Burt, Elizabeth V. The Progressive Era: Primary Documents on Events from 1890 to
1914. Westport, CN: Greenwood Press, 2004.
Pages 71 to 75: Two articles from the South Condoning the Lynching
 New Orleans Times-Democrat "A Mob's Vengeance" 1 May 1892
 Memphis Daily Commercial "More Rapes, More Lynching" 17 May 1892
Pages 76 to 78: Two articles from the North Opposing the Lynching
 New York Times "The Dangers of Lynching" 4 June 1892
 San Francisco Chronicle "Lynchers (sic) Get the Wrong Man" 12 July 1893
4
http://www.pbs.org/wgbh/pages/frontline/shows/race/etc/road.html
Two great leaders of the black community in the late 19th and 20th
century were W.E.B. Du Bois and Booker T. Washington. However,
they sharply disagreed on strategies for black social and economic
progress. Their opposing philosophies can be found in much of today's
discussions over how to end class and racial injustice, what is the role of
black leadership, and what do the 'haves' owe the 'have-nots' in the black
community.
Booker T. Washington, educator, reformer and the most influential black
leader of his time (1856-1915) preached a philosophy of self-help, racial
solidarity and accommodation. He urged blacks to accept discrimination
for the time being and concentrate on elevating themselves through hard
work and material prosperity. He believed in education in the crafts, industrial and farming skills
and the cultivation of the virtues of patience, enterprise and thrift. This, he said, would win the
respect of whites and lead to African Americans being fully accepted as citizens and integrated
into all strata of society.
W.E.B. Du Bois, a towering black intellectual, scholar and political thinker (1868-1963) said no-Washington's strategy would serve only to perpetuate white oppression. Du Bois advocated
political action and a civil rights agenda (he helped found the NAACP). In addition, he argued
that social change could be accomplished by developing the small group of college-educated
blacks he called "the Talented Tenth:"
"The Negro Race, like all races, is going to be saved by its exceptional
men. The problem of education then, among Negroes, must first of all
deal with the "Talented Tenth." It is the problem of developing the
best of this race that they may guide the Mass away from the
contamination and death of the worst."
At the time, the Washington/Du Bois dispute polarized African American
leaders into two wings--the 'conservative' supporters of Washington and
his 'radical' critics. The Du Bois philosophy of agitation and protest for
civil rights flowed directly into the Civil Rights movement which began to
develop in the 1950's and exploded in the 1960's. Booker T. today is
associated, perhaps unfairly, with the selfhelp/colorblind/Republican/Clarence Thomas/Thomas Sowell wing of the
black community and its leaders. The Nation of Islam and Maulana Karenga's Afrocentrism
derive too from this strand out of Booker T.'s philosophy. However, the latter advocated
withdrawal from the mainstream in the name of economic advancement.
5
Quotes from W.E.B. Du Bois and Booker T Washington
Quotes from W.E.B. Du Bois
“The worker must work for the glory of his handiwork, not simply for pay; the thinker must
think for truth, not for fame.”
― W.E.B. Du Bois
“Children learn more from what you are than what you teach.”
― W.E.B. Du Bois
“The main thing is the YOU beneath the clothes and skin--the ability to do, the will to conquer,
the determination to understand and know this great, wonderful, curious world.”
― W.E.B. Du Bois
“Either America will destroy ignorance or ignorance will destroy the United States.”
― W.E.B. Du Bois
“The most important thing to remember is this: To be ready at any moment to give up what you
are for what you might become.”
― W.E.B. Du Bois
“There is but one coward on earth, and that is the coward that dare not know.”
― W.E.B. Du Bois, Dusk of Dawn
“Herein lies the tragedy of the age:
Not that men are poor, - all men know something of poverty.
Not that men are wicked, - who is good?
Not that men are ignorant, - what is truth?
Nay, but that men know so little of men.”
― W.E.B. Du Bois
“The world still wants to ask that a woman primarily be pretty and if she is not, the mob pouts
and asks querulously, 'What else are women for?”
― W.E.B. Du Bois, A W.E.B. Du Bois Reader
“The history of the American Negro is the history of this strife, -- this longing to attain selfconscious manhood, to merge his double self into a better and truer self. In this merging he
wishes neither of the older selves to be lost... He simply wishes to make it possible for a man to
be both a Negro and an American...”
― W.E.B. Du Bois, Souls of Black Folk & Era of Franklin D. Roosevelt 1933-1945 &
Movements of the New Left 1950-1975
“The cost of liberty is less than the price of repression.”
― W.E.B. Du Bois
“Ignorance is a cure for nothing. ”
― W.E.B. Du Bois
“I believe that all men, black, brown, and white, are brothers.”
― W.E.B. Du Bois
“One ever feels his twoness, -- an American, a Negro; two souls, two thoughts, two
unreconciled strivings; two warring ideals in one dark body, whose strenth alone keeps it from
being torn asunder.”
― W.E.B. Du Bois, The Souls of Black Folk
“The function of the university is not simply to teach breadwinning, or to furnish teachers for
the public schools, or to be a centre of polite society; if is, above all, to be the organ of that fine
adjustment between real life and the growing knowledge of life, an adjustment from which forms
the secret of civilization.”
― W.E.B. Du Bois
“What do nations care about the cost of war, if by spending a few hundred millions in steel and
gunpowder they can gain a thousand millions in diamonds and cocoa?”
― W.E.B. Du Bois
“Perhaps the most extraordinary characteristic of current America is the attempt to reduce life to
buying and selling. Life is not love unless love is sex and bought and sold. Life is not knowledge
save knowledge of technique, of science for destruction. Life is not beauty except beauty for
sale. Life is not art unless its price is high and it is sold for profit. All life is production for profit,
and for what is profit but for buying and selling again?”
― W.E.B. Du Bois, The Autobiography of W.E.B. Du Bois: A Soliloquy on Viewing My Life
from the Last Decade of Its First Century
“To the real question, How does it feel to be a problem? I answer seldom a word.”
― W.E.B. Du Bois, The Souls of Black Folk
“Now is the accepted time, not tomorrow, not some more convenient season. It is today that our
best work can be done and not some future day or future year. It is today that we fit ourselves for
the greater usefulness of tomorrow. Today is the seed time, now are the hours of work, and
tomorrow comes the harvest and the playtime.”
― W.E.B. Du Bois, Three African-American Classics: up from Slavery, the Souls of Black Folk
and Narrative of the Life of Frederick Douglass
Quotes from Booker T Washington
“I have learned that success is to be measured not so much by the position that one has reached
in life as by the obstacles which he has overcome while trying to succeed.”
― Booker T. Washington, Up From Slavery: An Autobiography
“I will permit no man to narrow and degrade my soul by making me hate him.”
― Booker T. Washington
“Those who are happiest are those who do the most for others.”
― Booker T. Washington, Up from Slavery
“You can't hold a man down without staying down with him.”
― Booker T. Washington
“Associate yourself with people of good quality, for it is better to be alone than to be in bad
company”
― Booker T. Washington
“Character, not circumstance, makes the person.”
― Booker T. Washington
“We all should rise, above the clouds of ignorance, narrowness, and selfishness.”
― Booker T. Washington, The Story of My Life and Work (Illustrated Edition)
“There is another class of coloured people who make a business of keeping the troubles, the
wrongs, and the hardships of the Negro race before the public. Having learned that they are able
to make a living out of their troubles, they have grown into the settled habit of advertising their
wrongs — partly because they want sympathy and partly because it pays. Some of these people
do not want the Negro to lose his grievances, because they do not want to lose their jobs.”
― Booker T. Washington
“There are two ways of exerting one's strength; one is pushing down, the other is pulling up.”
― Booker T. Washington
“Excellence is to do a common thing in an uncommon way.”
― Booker T. Washington
“I have begun everything with the idea that I could succeed, and I never had much patience with
the multitudes of people who are always ready to explain why one cannot succeed.”
― Booker T. Washington, Up from Slavery
“Success always leaves footprints.”
― Booker T. Washington
“The older I grow, the more I am convinced that there is no education which one can get from
books and costly apparatus that is equal to that which can be gotten from contact with great men
and women.”
― Booker T. Washington
“No race can prosper till it learns that there is as much dignity in tilling a field as in writing a
poem.”
― Booker T. Washington
“Egotism is the anesthetic that dulls the pain of stupidity”
― Booker T. Washington
“The longer I live and the more experience I have of the world, the more I am convinced that,
after all, the one thing that is most worth living for-and dying for, if need be-is the opportunity of
making someone else more happy.”
― Booker T. Washington
6
Rubric for Writing for Understanding Assignment
Quality of
Facts
Supporting
Evidence
Thoughtfulness
Clarity
Organization
Participation
Total
5
4
Excellent
Quality
Good
3
2
Adequate Incomplete
1
Absent or
Missing
Total
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the advancement of women’s rights
in the Progressive Era. Students will appreciate the political determination, organization,
lobbying, and propaganda for women’s right to vote. Students will understand the
traditional male power continuum in democratic states and how monumental the female
vote is in the recent history of the United States and the wider world. I will teach this
lesson through an experiential activity and problem solving group work activity, which
emphasizes the struggle for women’s right to vote.
2. Standards Addressed
a. NCSS Thematic Standards: 2,5,6
b. NCHS Discipline-Standards: Era 7: 1C
3. Materials Required: 15 Black Stones, 15 Whites Stones, Dark Chocolate, Milk
Chocolate, Poster Paper, Colored Pencils, Glue, and Scissors
4. Modification for Diverse Learning Needs (Class C): This lesson will involve an
activity in which students will vote and work in groups. I will post the directions for the
voting activity and group activity in both English and Spanish on the projector in order to
accommodate the ESL students (recently from Mexico) and the four students who have
learning disorders. In addition, I will group at least one fluent bilingual student for every
group with an ESL student. For the four students with learning disorders, I will
personally ask if they fully understand the activities. Lastly, for the three students with
behavior disorders, I will pay careful attention that those students do their assigned role
in the group work and do not play with the rocks in the voting activity.
Part II: Heart of the Lesson
1. Title of Lesson: “Women’s Struggle for Progress”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will appreciate women’s long
awaited right to vote in the United States and democratic nations. Furthermore,
students will understand the components of an organization that wish to impose
change in the democratic society of the United States. Students will discuss, write,
draw, and convey their interpretation of the women’s struggle for the right to vote.
Students will be measured on their participation in both activities and their individual
contributions to their groups.
5. Body of Lesson (50 min):
a. Introduction (10min): Students will be creating simple prototypes that will relate
to women’s struggle for the vote in the United States. Students will be told the
story of Nobel Peace Prize Nominee Malala Yousafzai and her campaign to
educate women in Pakistan and around the world. Currently, the struggle
continues with the “I am Malala” campaign that has set the goal to provide all
females access to education. Students in class will be asked to provide
propaganda to support the cause.
b. Procedure (15min): I will open the class with a mini lecture to review.
Afterwards, I will conduct an experiential activity in which only male students
will have an opportunity to vote. The class will be provided with dark and milk
chocolates. Male students will be given the opportunity to disperse the chocolates
based on direct democratic voting. The objective of the activity is to relate the
ancient practice of denying the female vote with the ancient Greeks style of
voting with stones and to demonstrate the influential power of voting in a
democratic society of the United States. Male students will also be given the
opportunity to exchange chocolates, in order emphasize the power disparity
between voting populations over nonvoting populations. Directions are provided
with this lesson, as well as follow-up questions.
c. Assessment Plan: After each activity, students will be asked to answer a series
of questions. Students will also need to provide contributions to group work
activity either in writing, drawing, dancing, singing, or other mediums of their
choice.
d. Conclusion: (25 min): Students will be introduced to the suffragettes and the
groups opposed to women suffrage through mini lecture. The second activity will
consist of a problem solving group work in which students will be divided into
groups and assigned objectives to support or oppose women’s suffrage. Each
member of each group will be given specific roles and display their contribution
in front of the class. Directions to this activity are attached to this lesson.
e. Homework: Students will be required to read an article about the Woman’s
Christian Temperance Union that will review some of the topics presented in this
lesson and prepare students for the next lesson about the temperance movement.
Students will be required to fill out a “K-W-L” worksheet for next class.
Part III: Supporting Material
1.) Directions for voting activity
2.) Direction for group activity
3.) Pro-suffrage packet
4.) Anti-women suffrage packet
5.) Woman’s Christian Temperance Union Article
6.) KWL Worksheet
7.) PowerPoint
1.
Voting Activity
•
•
•
•
•
•
Everybody gets chocolate!!!!!!!!!!!!!!!!!!!!!!!
I have just enough chocolate for the class with equal be amount dark chocolate and equal
amount milk chocolate.
Only males will be given the right to disperse the chocolate based on voting
Each male will be given a black stone and a white stone.
If a male voter wants the dark chocolate, he will put a black stone in a bag and female students
will be left with the milk chocolate.
If the male voter wants the milk chocolate, he will put in a white stone and the female students
will be left with the dark chocolate.
Follow-up Activity
•
After the vote male students will be given the opportunity to exchange or give their chocolate to
the female students, if he so desire.
Females:
–
–
–
–
Males:
-
How did the chocolate taste?
Were you okay with others making decisions for you and why?
If you could not vote, how could you persuade others?
In what ways do you think this activity was similar or different to real life situations in
the Progressive Era?
How did your chocolate taste?
With whose interest in mind did you make your vote?
How did you feel about excluding females from the vote?
To the students who exchanged or gave their chocolate to the female students, why did
you decide to make such a gesture?
Would you be willing to make all classroom decisions with this voting model? Would
you be willing to change this voting model to include women? Explain why or why not?
In what ways do you think this activity was similar or different to real life situations in
the Progressive Era?
2
Problem Solving Group Work






You have been placed into a specific group of six students.
Two groups will support women’s suffrage and two groups will oppose women’s suffrage.
Based on the assigned group, you will either support or oppose the right for women to vote.
Now that you have been provided with background information, create propaganda to present
to the class to support your group’s cause.
Each group will have ten minutes to prepare and about four minutes to present.
Each group will be provided with factual reference materials to base their propaganda on.
Each group member will be assigned a certain role to:
Group member one: Organize and promote other students to join your group and support your cause.
Group member two: Create propaganda (Poster, Dance, Musical Number, poem, etc.) to support the
moral cause of your group.
Group member three: Create propaganda (Poster, Dance, Musical Number, poem, etc.) to support the
group’s cause with a reference to the constitution.
Group member four: Create propaganda (Poster, Dance, Musical Number, poem, etc.) to support the
group’s cause with a scientific or economic argument.
Group member five: Create propaganda (Poster, Dance, Musical Number, poem, etc.) to support the
group’s cause with historical reference.
Group member six: Create propaganda (Poster, Dance, Musical Number, poem, etc.) to support the
group’s cause with the future repercussions of the opposing groups’ proposed cause.
3
Woman’s Pro-Suffrage Packet
4
Anti-Suffrage Packet
5
Suffrage and Temperance: Differing Perspectives
The fight for woman suffrage began in Oregon just following the Civil War and reached its
height in the early 1900s during the Progressive Era. The movement for women’s equality
through voting rights was achieved with a victorious campaign in 1912. During the Progressive
Era in American history, from about 1890 to 1920, many other groups rose up to fight against
perceived social injustices and for protection of the people. These groups sought to effect change
in their communities locally and then in the nation and world. Those who supported both
suffrage and temperance in Oregon included many members of the Woman’s Christian
Temperance Union (W.C.T.U.) and the Anti-saloon League.
The temperance movement was a move to apply the moral principle of living with moderation
and self-control to the issue of alcohol consumption. Many temperance organizations led the
campaign for prohibition of alcohol during this period. Like the woman suffrage movement, it
was organized on local, state, regional, national, and international levels. Many of the woman
suffrage campaign leaders supported temperance and vice versa. The fifth Oregon W.C.T.U.
president Mrs. Lucia H. FaxonAdditon believed that the arrogance of man had denied woman
freedom and equality before the law. However, temperance as both a moral and political issue
caused some problems in the Pacific Northwest and elsewhere for supporters of suffrage. Many
conflicting ideas about temperance and its role in the fight for woman suffrage existed. This can
be seen in the variety of reports circulating in the newspapers at the time of the 1912 campaign.
Not everyone who supported votes for women also supported temperance. Abigail Scott
Duniway, a leader of the first wave of the Oregon woman suffrage campaigns, viewed the
temperance movement as a hindrance to passing woman suffrage. Using harsh language against
suffrage workers who sought to cooperate with the W.C.T.U. in the 1906 campaign, she
advocated separation of the two movements saying that men would not vote for suffrage if the
workers were promoting them together. She blamed the failures of the 1908 and 1910 ballot
measures for votes for women on interference from W.C.T.U. leaders who had encouraged their
membership to actively campaign for suffrage. Many thought that women would use their voting
privileges to bring prohibition to the state so they voted against woman suffrage to keep
prohibition from having a chance in Oregon.
Naturally, the “liquor interests,” a general term for the combined liquor industries, also opposed
the temperance movement because making alcohol consumption illegal would kill their
businesses. If opposing woman suffrage meant keeping the temperance movement at bay, then
they would do it. An article from the Oregonian in November 1912 discusses some suspicious
anti-suffrage circulars that were being published. According to the article, no one was claiming
responsibility, but Eugene women were blaming the Oregon Brewers’ Association. The
association’s president, Paul Wessinger, noted “We are busy in the management of our business
and will not take a hand in politics unless compelled to do so by a prohibition campaign or other
similar attack which we must meet in self-defense.” Though not admitting to any part in the
distribution of anti-suffrage literature, he did say they would do what it took to defeat
temperance.
A major force for temperance in Oregon was, of course, the Woman’s Christian Temperance
Union (W.C.T.U.). Beginning with its first club in Portland in 1881, the W.C.T.U. staunchly
advocated for prohibition of alcohol. Some supported prohibition for moral reasons, others
because they believed it would protect women and children from alcohol-related abuses. Leaders
of the W.C.T.U. encouraged members to get involved in the suffrage fight as they were confident
in its success and viewed it as a tool for achieving prohibition. In fact, the Multnomah County
unions each had a suffrage committee that was delegated the task of working on the campaign.
According to an Oregonian article in February 1912, members of the Oregon W.C.T.U. held
debates and presented papers on the topic at their institutes. Those members who were opposed
to woman suffrage were, according to one January 1912 Oregonian article, quickly persuaded to
see the issue differently following debates. Some of the members who supported suffrage
included Lucia H. FaxonAdditon, Ada W. Unruh, Georgia Trimble, Mary Mallet, Mrs. E. R.
Martin, Frances E. Gotshall, Mrs. Markham, and others.
The temperance movement in Oregon also had the backing of the National W.C.T.U. in its fight
for woman suffrage. According to a March 1912 article in the Portland Evening Telegram, the
campaign included the spread of literature and a lecture series. In addition, the national
convention of the W.C.T.U. was held in Portland in September of 1912 in hopes of gaining
another woman suffrage state. Oregon W.C.T.U. leaders brought in national speakers to boost
their efforts as well. According to a September 1912 Oregonian article, some noteworthy
individuals brought on board for the Oregon woman suffrage campaign included Mrs. L. M. N.
Stevens, president of the National W.C.T.U., Anna Gordon, vice-president, and national lecturers
Helen Harford and Florence Ewell Atkins.
As can be seen from the variety of articles from the time and secondary interpretations, it is clear
that some suffrage supporters were hesitant to link suffrage and temperance, and some, like
Abigail Scott Duniway, blamed the repeated failure of the suffrage measure on the temperance
movement. Duniway feared that any connection to the temperance movement interfered with
campaign efforts and scared potential voters away. Though her view was extreme, she may have
been justified in some of that fear as the liquor interests would not have anything to do with
woman suffrage if it was linked to prohibition. Other activists readily sought to establish
alliances between suffrage and temperance organizations and work. W.C.T.U. members and
others regarded woman suffrage as a means to an end. Women voting would mean a larger body
of likely temperance supporters in the next election. Thus, they organized during the 1912
election year and actively campaigned for woman suffrage. They were largely successful in
rallying support for the suffrage cause and getting commitments from citizens to vote for the
suffrage measure. Though many differing opinions on temperance existed, it is interesting to
note that in the 1914 election, the first in which women could vote, Oregon voters passed
statewide prohibition.
Members of the temperance movement played a key role in the 1912 campaign for woman
suffrage in Oregon. Temperance workers campaigned for woman suffrage by distributing
literature, holding lectures and debates, launching advertising campaigns, and even going doorto-door to get pledges of support. The activism of these temperance workers mobilized
temperance-supporting male constituents to vote for woman suffrage. This work undertaken by
those supporting both suffrage and temperance contributed to the final and ultimately successful
campaign to achieve woman suffrage in Oregon.
Primary Sources:
“Equal Rights Indorsed: W.C.T.U. Behind Movement to Give Women the Ballot,” Oregonian,
January 6, 1912, 16.
“State Suffragists Prepare For Fight,” Oregonian, November 1, 1912, 4.
“Suffrage Tour Pleases,” Oregonian, September 1, 1912, 2:5.
“Woman Suffrage Gets Aid From the W.C.T.U.,” Portland Evening Telegram, March 1, 1912,
14.
“Women Discuss Ballot,” Oregonian, February 7, 1912, 13.
Secondary Sources
Additon, Lucia H. Faxon. Twenty Eventful Years of Oregon Woman’s Christian Temperance
Union, 1880-1900.Statistical, Historical and Biographical.Portraits of Prominent Pioneer
Workers. Portland, OR: Gotshall Printing Company, 1904.
Bordin, Ruth. Woman and Temperance: The Quest for Power and Liberty, 1873-1900. New
Brunswick: Rutgers University Press, 1990.
Duniway, Abigail Scott. Path Breaking: An Autobiographical History of the Equal Suffrage
Movement in Pacific Coast States, reprint ed. New York: Schocken Books, 1971.
Edwards, G. Thomas. Sowing Good Seeds: The Northwest Suffrage Campaigns of Susan B.
Anthony.Portland: Oregon Historical Society Press, 1990.
Hardy, Sarah B. “Temperance and Beyond: The Oregon Woman’s Christian Temperance Union
and Progressive Reform during the First World War.” Undergraduate thesis, Western Oregon
University, 2010.
Schiffner, Carli Crozier. “Continuing to “Do Everything” in Oregon: the Woman’s Christian
Temperance Union, 1900-1945 and Beyond.”Ph.D. diss., Washington State University, 2004.
Soden, Dale E. “The Woman’s Christian Temperance Union in the Pacific Northwest: The Battle
for Cultural Control.” Pacific Northwest Quarterly Vol. 94 No. 4 (Fall 2003): 197-207.
6
Part I: Behind the Scenes (Planning for the Plan)
1. Conceptual Overview: This lesson will focus on the temperance movement between
the years 1890 to 1914. Through studying the evolution of the temperance movement,
students will better understand the subsequent prohibition and its logic. I will teach this
lesson through a social study skill building activity.
2. Standards Addressed
a. NCSS Thematic Standards: 2, 6, 10
b. NCHS Discipline-Standards: Era 7: 1B
3. Materials Required: handouts, worksheets, rubric, and presentation
4. Modification for Diverse Learning Needs (Class A): This lesson will involve
minimal movement, but I will locate the student with physical abilities in the front of the
room to limit his movement when he has to present. I will inform the aide of the student
with autism about the upcoming activity. If no aide is available, I will consult the
student’s IEP and keep such things as headphones handy in case the student feels the
need to use them. I will create a visual agenda and checklist, so the student is aware of
what will happen. For the remaining two students with learning disabilities, I will consult
their IEP and adjust accordingly. In addition, I will devote extra attention to them in
order to ensure these students are not confused about the activity.
Part II: Heart of the Lesson
1. Title of Lesson: “The Temperance Movement: From 1890 to 1914”
2. Subject Area: U.S. History
3. Grade Level: Grade 11
4. Objectives: At the completion of this lesson students will learn about how alcohol
was perceived during the turn of the 20th century and how it was seen as a problem.
At the end of the lesson, students will analyze historical artifacts and complete a
social study skill building worksheet. This assignment will be graded by a rubric,
which measures the students' attention for detail and thoughtfulness.
5. Body of Lesson (50 min):
a. Introduction (5 min): Students will answer spiraling questions relating to an
illustration entitled "Progress of the Drunkard." The photo and questions are
attached to this lesson.
b. Procedure (40 min): After I have the students take the Women's Christian
Temperance Union pledge, I will prepare an activity in which students work in
pairs to analyze historical artifacts. Each pair of students will receive an
illustration and literature in which they must answer the questions provided by a
worksheet and then classify the artifacts according to four categories. Students
will then have to quickly present their materials to the class.
c. Assessment Plan: Students work will be graded with a rubric that will consider
thoughtfulness, supporting evidence, clarity, grammar and spelling. I will also
collect the students' letter to the NFL as an exit ticket to see how well the students
incorporated the argument for the temperance movement.
d. Conclusion: (5 min.) Students will be asked to write a letter to the NFL to
request they remove their advertisements for alcoholic beverages based on the
arguments presented earlier.
e. Homework: Students will read pages 620 to 625 to prepare students for the
involvement of the United States into World War One.
Part III: Supporting Material
1.) Spiraling Questions
2.) Directions for activity
3.) Artifacts for the moral argument
4.) Artifacts for the economic argument
5.) Artifacts for the social argument
6.) Artifacts for the health argument
7.) Social Study Skill Building Worksheet for illustrations
8.) Social Study Skill Building Worksheet for texts
9.) Rubric
10.) Guided Notes sheet
11.) PowerPoint
1.)
Spiraling Questions
1. What is the title of this illustration?
2. Where should I start reading this picture?
3. What is happening on the right side of the illustration?
4. What is happening on the top illustration?
5. What is happening on the right side of the illustration?
6. What are the people at the bottom of the illustration supposed to represent?
7. What is the message of this illustration?
8. Is there any truth to the message of the illustration?
9. How should people react when seeing this illustration both today and in 1900?
2
Directions
You have been given artifacts for which to support the efforts of the Women's Christian Temperance
Union and Anti-Saloon League.
You will have 10 minutes to analyze your artifacts.
You will be asked to present your finding to the class within 2 minutes.
1. Read your artifact
2. Answer the questions posed on your social studies skill building worksheet.
-Note: There are two worksheets (one for illustrations) (one for writings)
3. Present your findings to the class.
4. Categorize your findings into a particular group according to either: moral, economic, social, or
health.
5. Turn in your social study skill building worksheet at the end of the activity
3.
Moral Argument
1.) Timberlake, James H. Prohibition and the Progressive Movement, 1900-1920. Cambridge:
Harvard University Press, 1963.

P.8 An anonymous reformer from 1900s expresses how hard it would be for immorality rear its
face without the presence of alcohol.
2.) p34 A reverend expresses how alcohol plays a role in the struggle between goodness and sadness.
3
Article I.
4.)
1908
5.)
The following is an excerpt from the “Do Everything: A Handbook for the World’s White Ribboners”
written by Frances Willard, president of the Women’s Christian Temperance Union and published in
1895.
The power of will to cope with it has been proven insufficient. The grooves of action are quickly worn.
No harm results from doing without alcohol, but absolute good has been proven to result from such
abstinence. Therefore, as a friend to myself and the special guardian of my own well-being, I am bound
to let intoxicating liquors alone; and by the terms of Christ's Golden Rule I am equally bound to let them
alone because of my interest in the well-being of those about me and because of my purpose, by God's
grace, to invest my life in hastening the day when all men's weal shall be each man's care.
6.)
4.
Economic Argument
1.)
Timberlake, James H. Prohibition and the Progressive Movement, 1900-1920. Cambridge:
Harvard University Press, 1963.
 p 71-72
The excerpt from this book quotes a pamphlet from an industrial workplace in which the employer
implores his workers not to squander their money on the use of alcohol.
2.)
Article II.
3.)
Article III. Song 99. To the tune of “Miss Bundy’s Wedding”
Oh, I am a Temperance man,
And my heart is filled with glee,
For I've signed the temperance pledge,
And from alcohol I'm free:
I'll never touch or taste
The poisoned cup again;
From all that can intoxicate
Forever I'll abstain;
For I am a temperance man, &c.
Since I put my name to the pledge,
The pimples have left my nose,
And, instead of having rags to my back,
I now have plenty of clothes:
I once had but one meal a day,
And sometimes I got none;
But now, although I always eat three,
Yet in debt I never run;
For I am a temperance man, &c.
When I drank rum, the pretty girls
With me could not agree;
But now I stick to the temp'rance pledge,
And they all stick to me:
Once people all looked black at me,
And called me drunken Jake;
But now they touch their hats, and say,
Your servant, Mr. Blake;
For I am a temperance man, &c.
Then haste ye, all, and quickly sign
Our pledge of liberty,
And break the chains of alcohol,
And be forever free:
Then gather round your social hearths,
And hymns of gladness sing,
For alcohol is at last dethroned,
And is no longer king.
For we are temperance men, &c.
From The Temperance Songster; a Collection of Songs and Hymns for All Temperance Societies at the
Library of Congress, at
http://lcweb2.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(tmps99))
4.)
5.
Social Argument
1.)
2.)
3.)
4.)
6.
Health Argument
The following is an excerpt from the "Do Everything: A Handbook for the World's White Ribboners"
written by Frances Willard, president of the Women's Christian Temperance Union and published in
1895.
1.) The human brain with its fair, delicate, mystical filaments, is God's night-blooming cereus, its
white radiance for ever enclosed and shut away from sight, within the close crypt of the skull,
but exhaling its fragrance in poetry, and revealing its deep, pure heart in science, philosophy,
religion. Our W. C. T. U. women would keep that sacred blossom ever pure, fair and fragrant
with God's truth and heaven's immortality.
The man who says, "I can carry more liquor than any other drinker in the town, and yet keep a
level head," gives by that claim an inventory of goods already badly damaged. For since alcohol
is pre-eminently a brain poison, men of most brain grow dizzy first, and Hottentots stand steady
longest, while genius shrivels under drink like a snow wreath in the sun. As civilization becomes
complex the brain acquires more convolutions to the square inch, and its delicate tissues are
torn more ruthlessly by the coarse intruder, alcohol. By parity of reasoning, the more complex is
the civilization developed, the more vital will it be that those who handle its fine mechanism
shall have all their keenly-trained powers keyed up to concert pitch. The brain must think with
lightning speed; the hand must be steadfast as steel, the pulse must beat strong yet true, if a
great commercial nation is to hold its own with the forces of chemistry, electricity, and
invention now on the field.
The following is an excerpt from Frances Willard's Address Before the Second Biennial Convention of the
World's Woman's Christian Temperance Union, delivered in 1893.
2.) SIR ANDREW CLARKE, physician to Gladstone and other great men of the British nation says: —
"Health is that state of body in which the functions all go on without notice or observation, and
in which existence is felt to be a pleasure, in which it is a kind of joy simply to see; to hear, to
touch, to live. That is health, and everybody knows it. Now that is a state which cannot be
benefitted by alcohol in any degree; indeed, I will go further and say that this state is also in
some way or other injured by alcohol; it is a state in which a sort of discord is produced by the
use of alcohol, a sense of being injured in the perfection of its loveliness, for I call perfect health
the loveliest thing in this world, but alcohol, even in small doses, will take off both the mental
and moral bloom.
3.) Second, the appetite for alcoholic drinks is cumulative. It has no power of self-restriction, It
grows by what it feeds on. One glass calls for two, two for three, and so on in dangerous ratio.
4.) Song 13. To the tune of “Rosalie the Prairie Flower”
WATER as it gushes through the leafy vale,
In the streamlet gliding o'er the dale;
Water as it gushes through the leafy vale,
Water is the drink for me.
Take away the wine cup, take away the beer,
Water, give me water, fresh and clear;
Take away the wine cup, take away the beer,
Water is the drink for me.
Water, it yieldeth vigor and health;
Water's a mine of riches and wealth;
Friend of all creation, bounteous and free,
Water is the drink for me.
Water, as it dances on the pebbly strand,
In the summer sunshine looking grand;
Water, as it dances on the pebbly strand,
Water is the drink for me.
Take away, &c.
In the cause of temperance let us all abide;
Let its banners wave on every side;
Spread the cause of temperance, spread it far and wide;
Aid the work of truth and love.
Take away, &c.
From The Temperance Songster; a Collection of Songs and Hymns for All Temperance Societies
at the Library of Congress, at
http://lcweb2.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(tmps13))
5.)
7.
Image Title:______________________________________________________________
Image Number_______
Look over the image carefully and discuss it with your partner, before you begin filling out this
worksheet. If no examples exist, just write "none" in the space provided and move on. Be sure to check
with the instructor if you have any questions!
Action: What is taking place in this image? Provide a description of what you see.
Characters: Who or what are the main 'characters' in this image?
Symbolism: Are any components of this image symbolic? What are they and what are they supposed to
represent?
Caption: Does the image have a caption? What does it mean, and how does it relate to the image?
Audience: Does the image appear to be targeting a specific audience? If yes, who? Provide specific
evidence. If no, which groups or individuals might be most responsive to this image? Why? Provide
specific evidence.
Message: Does the image have an overall message? What point or points is it trying to communicate? If
there does not appear to be a message, how might a temperance society use this image to persuade
people not to consume or sell alcohol?
8.
Social Studies Skill Builder Worksheet
Economic Appeal: What arguments are made in this writing that favors banning alcohol on intellectual
grounds (i.e. “selling alcohol is bad for the economy”)? Provide specific evidence and examples.
Social Appeal: What arguments are made in this writing that favor banning alcohol on social grounds
(i.e. “alcohol harms a particular class or group”)? Provide specific evidence and examples
Moral Appeal: What arguments are made in this writing that favor banning alcohol on moral grounds
(i.e. “alcohol causes people to become liars”)? Provide specific evidence and examples.
Physical Health Appeal: What arguments are made in this writing that favor banning alcohol appeal to
the audiences’ emotions (i.e. “alcohol makes people go insane?”)? Provide specific evidence and
examples.
Best Examples: What examples or arguments stood out, interested you, or were very effective? Be
specific.
Effectiveness: How effectively does the author state his/her case? What could have made their
argument stronger? (i.e. Use an intellectual appeal rather than emotional, provide more specific data?)
Be specific.
9.
Rubric for Writing for Understanding Assignment
Supporting
Evidence
Thoughtfulness
Clarity
Grammar and
Spelling
Total
5
4
Excellent
Quality
Good
3
2
Adequate Incomplete
1
Absent or
Missing
Total
10.
Guided Notes for the Class
Article IV. Economic
Problems
Article V. Social
Problems
Article VI. Moral
Problems
Mental & Physical
Health Problems