tlp_11_jnewton

= = Teacher Page (Student Side) -- Joanna Newton

Teacherside

Lesson Plan
Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today
 * State Standards:**
 * Standard **: ** 5.27 **
 * Grade Level: 5**


 * Essential Question:** How did immigrants obtain political power?

Lesson Title: //We are Americans! Hear our Voices! //


 * Lesson Question:** How do new Americans and American citizens affect change in the American government?

**Introduction:** Travel back to the first decades of the Twentieth Century. Your job is an attorney for new Americans who are experiencing life in the United States for the first time after moving to the country c. 1920. Your clients want to become citizens and they have hired you to help them with the little extra money they have. They already have jobs in one of the factories surrounding Boston, but they are worried about keeping their jobs and how much they should talk about them and the conditions they experience. They also want to be "good citizens." They know of the recent events of the fire at the Triangle Shirtwaist Factory and about the trial of Nicola Sacco and Bartolomeo Vanzetti. These events, your clients say, have given them pause: how much should they talk about their work to others and what can they say? What should a "good citizen" do?

To help your clients, you will need to find out more about these two events and about the Constitutional protections and expectations (if any) of U.S. citizens. This will include examining and interpreting various forms of primary sources and drawing conclusions based on your observations keeping in mind the rights guaranteed by the First Amendment. At the end, you will draft a memo to advise your clients about their rights and responsibilities. What will you tell your recent immigrant clients?
 * Task:**


 * Lesson Experiences:**

What are these events which have your clients so worried? Learn more about what happened and why a working recent immigrant family might be concerned.

**TRIANGLE FIRE**

** Activity 1 Background Information ** View PowerPoint "The Triangle Shirtwaist Factory Fire"

After viewing the PowerPoint “The Triangle Shirtwaist Fire”, complete the Double-Entry Journal.
 * Writing Assignment: Double-Entry Journal**

**Activity 2 Examining Primary Sources** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Directions**: Your teacher will distribute primary sources for you to examine and analyze in small groups. Then, you will discuss the documents as a class.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Document A **

<span style="font-family: 'comic sans ms',cursive; font-size: 110%; line-height: 0px; overflow: hidden;">
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Use S.I.G.H.T worksheet ©Ed O’Donnell **


 * Document B**

By an unknown photographer, New York City, New York, April 5, 1911; General Records of the Department of Labor; Record Group 174; National Archives.

<span style="font-family: 'comic sans ms',cursive; font-size: 110%; line-height: 0px; overflow: hidden;">
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Use S.I.G.H.T worksheet ©Ed O’Donnell **

DI FAYER KORBUNES The Fire’s Sacrifices
 * Document C**

Lyrics by Louis Gilrod Music by D. Meyrowitz Arranged by Jack Kammen Translated by allen Lewis Rickman and Yelena Shmulenson

The hour rang Work ended in the shirtwaist factory The workers collected their pay They hoped to get home early Suddenly, horror Terror A scream A hellish fire breaks out Desperate voices from all sides All struggle to escape The firemen’s bell rings Terrified girls fly off the tenth floor The inferno rages unstoppable It burns living young bodies

(Refrain) Who can stand there unfeelingly and watch? Who will lament the sacrifices of Hell’s own fire? The mothers cry The fathers wail and recite the Memorial Prayer for their young children Pain Shameful The sacrifices of Dollar Land The sacrifices of Dollar Land

Away to the factory, never to return, a girl in the bloom of youth Mother at home doesn’t know what becomes of her daughter Dark night brings word of the monstrous blaze The mother recognizes her daughter, burned Agony steals her reason “Quickly, you brilliant people,” she screams — gone — “put up a black wedding-canopy!” Grief and bewilderment push her to madness and she falls dead beside her only child

(Refrain)

[]

http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
 * Use Written Document Analysis Worksheet**


 * Document D**



Remember the Triangle Fire Coalition Copyleft: This work of art is free; you can redistribute it and/or modify it according to terms of the Free Art License.
 * Poster Analysis Worksheet:**: [[file:Poster Analysis Worksheet.docx]]

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Activity 3 DBQ-Document-Based Questions** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Your teacher will ask you to answer questions based on the primary sources you have analyzed. With your class you will complete a graphic organizer and answer a Document-Based Question in an open-response format.


 * Graphic Organizer:[[file:Graphic Organizer DBQ.doc]]**
 * Document-Based Question:[[file:TSF DBQ.docx]]**

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 130%;">SACCO and VANZETTI
<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Activity 4** **Background Information** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">You will view the PowerPoint and Video Clips for the Case of Sacco and Vanzetti. While viewing the PowerPoint and videos, record your notes on the Note-taking worksheet.


 * Writing Assignment: Note-taking Worksheet**

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Activity 5** **Examining Primary Sources** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Directions**: Your teacher will distribute primary sources for you to examine and analyze in small groups. Then, you will discuss the documents as a class.

Poem from: //America Arraigned!//, Boston Public Library <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Vocabulary**: <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**felon**: a person who has committed a crime <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**espoused**: adopt or embrace <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**fate**: something that unavoidable will happen <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**base**: mean-spirited, selfish or cowardly <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**ranks**: a number of persons forming a class <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**martyrs**: a person who is put to death or endures great suffering on behalf of any belief
 * Document E**

Stein, Jess, ed. //The Random House College Dictionary//. Revised Edition ed. New York: Random House, 1988. Print.
 * Use Written Document Analysis Worksheet**


 * Document F**

Poem from: //America Arraigned!,// Boston Public Library

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Vocabulary**: <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**sombre**: extremely serious, dark, gloomy <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**bidding**: command, summons <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**spewing**: to cast forth; to discharge the contents <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**mannikins**: a model of human beings <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**endeavor**: struggle, labor <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**culprit**: a person or other agent guilty of or responsible for offense or guilt
 * Use Written Document Analysis Worksheet**

Sacco and Vanzetti Cartoons by Ellis, Boston Public Library
 * Document G: Political Cartoon**


 * Use: Editorial Cartoon Analysis**
 * Read*Write*Think copyright 2005**
 * Document H: Poster**
 * Poster Analysis Worksheet:**: [[file:Poster Analysis Worksheet.docx]]


 * Document I**


 * Artifact Analysis Worksheet:**

<span style="font-family: 'comic sans ms',cursive; font-size: 110%; line-height: 0px; overflow: hidden;">
 * Document J**
 * Boston Public Library**
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Use S.I.G.H.T worksheet ©Ed O’Donnell **

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Activity 6 The First Amendment of the Constitution
<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Your clients are worried about speaking freely. The First Amendment of the U.S. Constitution addresses speech. What does it say? <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Review your Constitutional law.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**The Constitution of the United States: The Bill of Rights** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**First Amendment** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. []
 * Interpretation of the First Amendment**

<span style="font-family: 'Comic Sans MS',cursive;">**__Definitions for First Amendment__**: <span style="font-family: 'Comic Sans MS',cursive;">**congress**: the national legislative body of the U.S., consisting of the Senate and the House of Representatives <span style="font-family: 'Comic Sans MS',cursive;">**establishment**: the recognition by the state of a church as the state church <span style="font-family: 'Comic Sans MS',cursive;">**prohibiting**: forbidding an action or activity by an authority <span style="font-family: 'Comic Sans MS',cursive;">**abridging**: to deprive or cut off <span style="font-family: 'Comic Sans MS',cursive;">**press**: printed publications collectively, especially newspapers and periodicals <span style="font-family: 'Comic Sans MS',cursive;">**assemble**: to bring together; gather into one place, company, body or whole <span style="font-family: 'Comic Sans MS',cursive;">**petition**: to beg for or request something <span style="font-family: 'Comic Sans MS',cursive;">**redress**: the setting right of what is wrong; a remedy <span style="font-family: 'Comic Sans MS',cursive;">**grievances**: wrongs considered as grounds for a complaint

Stein, Jess, ed. //The Random House College Dictionary//. Revised Edition ed. New York: Random House, 1988. Print.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Americans must obey the laws of the United States Constitution but they also have the power to protest when they feel the government is unfair. Visit the website listed. Choose a quote from the website that is interesting to you. Change the quote into words that your classmates will understand. Include your reason for choosing the quote. Does the quote you chose relateto the //Triangle Shirtwaist Factory Fire// or the //Trial of Sacco and Vanzetti//? Explain the connection.
 * <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Activity 7 Government Quotes **

[]


 * <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Activity 8 Compare and Contrast the Two Events **

Discussion Question: Both citizens and immigrants found ways to express theeir thoughts about both events. How did they do this? Using the graphic organizer, compare and contrast the methods used. Use evidence from the primary sources and historical information to support your response.

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Activity 9 Memo** <span style="color: #080808; font-family: 'Comic Sans MS',cursive; font-size: 110%;">You now must now give advice to you clients. What will you tell them? Using the primary sources that you have analyzed write a memo for your clients that gives them suggestions as to how they can handle their concerns. With your ideas, include the evidence from the First Amendment that will offer protection to your clients. Remember: your clients are relying on you to guide them! Use the graphic organizer to create your memo.

<span style="color: #080808; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Graphic Organizer:

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 130%;">**Activity 10: Conclusion**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">View Concluding PowerPoint

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Discuss responses on Concluding Worksheet after viewing PowerPoint

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Assessments: Answer a Document-Based Open Response about the Case of Sacco and Vanzetti**
 * Graphic Organizer:[[file:Graphic Organizer DBQ.doc]]**


 * Document-Based Question:**


 * Assessment Rubric:**
 * **//STUDENTS WILL BE ABLE TO…//** || **// STRONG //** || **// GOOD //** || **// ADEQUATE //** || **// INADEQUATE //** || **// WEIGHTING //** ||
 * **//Points//** || **// 5 //** || **// 4 //** || **// 3 //** || **// 2 //** ||  ||
 * Identify actions citizens can take to express objections to current conditions/situations in America. || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is able to identify 5-7 methods of expressing objection // || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is able to identify 3-4 methods of expressing objection // || //Student is able to identify 1-2 methods of expressing objection.// || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is not able to identify clearly methods of expressing objection. // || 15% ||
 * Identify the rights guaranteed by the First Amendment and give examples. || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student can list 4-5 rights and give examples of each. // || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student can list 3 rights and give examples of each. // || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student can list 2 rights and give examples of each one. // || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student can list 1 right and give an example. // || 15% ||
 * Demonstrate their understanding of the First Amendment rights and primary sources by writing a memo. || //Student's memo includes very specific suggestions which are strongly supported with evidence from the First Amendment.// || //Student's memo includes general suggestions which are supported with evidence from the First Amendment.// || //Student's memo includes limited suggestions which are somewhat supported with evidence from the First Amendment.// || //Student's memo includes very limited suggestions or little evidence of support from the First Amendment.// ||= 35% ||
 * Articulate the public's reaction to the //Case of Sacco and Vanzetti// and describe different actions people took to express their objections. Provide evidence from primary sources//.// || //Student writes a clear, complete and accurate description of the public's reaction to the Case of Sacco and Vanzetti. The response includes relevant details from primary sources.// || //Student writes a mostly clear, complete and accurate description of the public's reaction to the Case of Sacco and Vanzetti. The response includes relevant but often general details from primary sources.// || //Student writes a partial description of the public's reaction to the Case of Sacco and Vanzetti. The response includes limited details and may include misinterpretaions from primary sources.// || //Student writes a minimal description of the public's reaction to the Case of Sacco and Vanzetti. The response includes few or no details from primary sources,and may include misinterpretations.// || 35% ||

Marrin, Albert. //Flesh and Blood so Cheap: The Triangle Fire and Its Legacy//. New York: Alfred A. Knopf, 2011. Print. Marsico, Katie. //The Triangle Shirtwaist Factory Fire: Its Legacy of Labor Rights//. New York: Marshall Cavendish Benchmark, 2010. Print.
 * Resources:**

RESEARCH
Primary Source Research Log - <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">