Designer: Rick Lyons
Publication Date: October 11, 2005
Standard (Include analysis skills):
- STANDARD 2: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
- Know the effects of industrialization on living and working conditions, including the portrayalof working conditions and food safety in Upton Sinclair's The Jungle.
- Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
- Trace the effect of the Americanization movement.
1. Key concepts (CA. Concepts Collection II)/Vocabulary: Nativism, melting pot, culture shock, Ellis Island, Angel Island, urbanization, Americanization movement, dumbbell tenements, settlement houses, Pure Food and Drug Act, Upton Sinclair’s The Jungle.
Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective): Massive Immigration to the U.S. and its impact on our society and laws.
EL/Inclusion Strategies: Small Groups will be used when reading exerts from The Jungle. A vocabulary list will be on the board in anticipation of confusion. A pre-reading discussion will introduce the topic to the class to gauge prior knowledge.
Materials: inspection cards, a series of ten transparencies, eight political cartoons, Video – Angel Island, Paper, Pencil, Overhead transparencies of factory workers, reading clips of the book The Jungle
Opportunities to Learn/Perform (Procedure):
Process and read all given articles, engage in small group discussions and class discussions. Write for understanding the students will write a response to the experience about the Chinese detained at Angel Island readings and understand legislation to regulate the factories
1. What will students need to do to achieve knowledge and skills identified in standards and learning outcomes? Student will need to analyze transparencies, political cartoons, and through small group and class discussion be able to understand materials presented.
Technology Component: Overhead projector, TV, VCR, CD player
Resources (Indicate primary sources): ten transparencies of immigration to the US from 1865 to 1915, eight political cartoons, color-coded pages from the book The Jungle, pictures of factory workers, Hand-out to be taken home - What is in Your Popcorn reading from Self magazine 1995.
Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts): Students will write 2 separate acts: 1) concerning immigration to the U.S. today, 2). Concerning sanitary conditions in the work place today.
Rubric to explain criteria (attach)
- Excellent grade will be earned upon showing knowledge and understanding of the conditions of factories and the passage and publication of acts and articles by fellow students.
- Average grade will be earned by demonstrating knowledge and understanding of factory conditions and the passage of one out of two acts and the publication of newspaper article.
- Below average grade will be earned by showing little or no knowledge of factory conditions and no passage of the student’s acts or articles.
Reflection:
- What did student samples reveal?
The majority of the students of today are more aware of the living conditions that exist for some immigrant groups. However for migrant workers in today’s society there are living conditions which still exist that immigrants to the US in the early 1900s had to face.
Teacher Reflection:
2. What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?
I felt that for the first time it went very well, however my time goal was not realistic and had to expand it to accommodate all that was involved. The time crunch was a factor, so that is one area that will be addressed in future plans.