tlp_10_mpuleo_teacherside

=Mary's Lesson Page Teacher Side=

Mary's Teacher Lesson Page (Student Side)


 * Lesson Title: Settling In: The Denison House A Boston Settlement**


 * Author:** Mary Puleo


 * Unit Title: TBD**


 * Grade Level(s): Grade 5**


 * Age Levels(s): 10-12 years**


 * Subject Area: History and Social Studies**


 * Essential Questions: 5.27 Explain how American citizens were expected to participate in monitor, and bring about change in their government over time and explain how they continue to do so today.**


 * Unit Goals:**

Student will be able to explain the role of settlement houses in helping immigrants acquire citizenship and participate in the community. Student will be able to give examples of the types of programs and services offered at the Denison House in Boston.


 * Objectives:**

The student will identify reasons why settlement houses were established and individuals who worked and lived in these establishments.

The student will list programs and activities offered at settlement houses and explain how they could assist immigrants.

The student will define the role of settlement houses in helping immigrants establish themselves in local neighborhoods.


 * Curriculum Standards:**

//Explain how American citizen's 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.//
 * Standard**:5.27 Strand 2

Maps: Plate number 14
 * Materials/Resources:**
 * Background reading Day 1**
 * Dolgoff, Ralph. "Social Work." //Grolier Multimedia Encyclopedia.// Grolier Online, 2011. Web. 12 Jan. 2011.[| http://go.grolier.com/] Paragraph entitled: "Origins of Social work" "
 * Hull House." //Grolier Multimedia Encyclopedia.// Grolier Online, 2011. Web. 12 Jan. 2011.
 * Segal, Naomi. “Jane Adams of Hull House.” //Scholastic Teachers, 2011.// . Web. 12 Jan. 2011[| http://www2.scholastic.com/browse/article.jsp?id=4948]
 * Arnold, Caroline. //Children of the Settlement Houses.// Minneapolis: Carolrhoda. 1998, pp 7-18.
 * 1) 1-- "Parts of Wards 7 and 9 City of Boston 1908" ; //Atlas of the City of Boston ,1908//

[] NARA Map Analysis Worksheet [| http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf]
 * 1) 2-- Map of Denison House and surrounding Area

Directory of Clubs and Classes: [] Boston College Settlement Annual Report 1913 [] Denison House 1913 Annual Report []
 * Primary Source Documents: Day 2**

Denison House Diary 1900-1908 [] Boston College Settlement Annual Report 1911 [] Denison House 1913 Annual Report []

Denison House Diary 1900-1908 [] [] Boston College Settlement Annual Report 1913: [] Denison House Annual Report 1918 []

Day Book Denison House Diary 1900-1908 [] [] [] Boston College Settlement Annual Report 1913 Syrian Work Sequence 13 [] Denison House Annual Report 1918 []

Day Book Diary entry:March 24-9 sequence 814 [] Boston College Settlement Annual Report 1913 [] Denison House Annual Report 1918 []

NARA Document analysis sheet []

Photograph Children listening to storytelling in the green room. (Need images of photos) [] Photo Boys in gymnastics class [] Young men from the Denison House Dramatics club dressed in ancient Roman costumes as the cast of Julius Caesar. [] Group portrait of fifteen unidentified women and a young girl, possibly the founders of Denison House and the staff. [] Group portrait of children in the backyard at Denison House []
 * Primary Source Photographs: Day 3**

Group portrait of boys and 2 men probably teachers [] Girls and boys, holding flowers and Italian flags, posed in the backyard of Denison House. [] Girls preparing food and washing up in a cooking class at Denison House. [] Mothers and children in front of Christmas tree, possibly in the "Green Room." [] Interior of green room []

Women and children standing in the backyard of Denison House. [] A Syrian group at Denison House Boston college Settlement Annual Report-1912 [] Babies Conference Annual Report 1913 [] Group of workers-Annual Report 1913 [] Judging the work-1913 [| http://pds.lib.harvard.edu/pds/view/4555058?n=42&imagesize=1200&jp2Res=.25&printThumbnails=no]

Photo Boys in gymnastics class [] Group of workers-Annual Report 1913 [] Kindergarten class at Denison House girls and boys seated at tables with pegboard games and teachers. [] Eight girls in a basketry class. [|h][|ttp://ids.lib.harvard.edu/ids/view/1475882?buttons=y&viewheight=480&viewwidth=640] Kindergarten class at Denison House: girls and boys seated at tables with pegboard games and their teacher. []

A Syrian group at Denison House Boston college Settlement Annual Report-1912 [] Seven boys in a woodworking (sloyd)class. (photo is dark) [] Mothers and children in front of Christmas tree, possibly in the "Green Room." [] Photo Boys in gymnastics class [] Kindergarten class at Denison House: girls and boys seated at tables with pegboard games and their teacher. []

NARA Photograph analysis worksheet [] Chart paper for brainstorm activity 22 Pocket folders to hold analysis worksheets 5 pieces of poster board for exhibit 5 boxes marker and colored pencils scissors 1 package glue sticks package assorted construction colors of construction paper


 * Timeframe: 3 lessons at 45 minutes each**

Knowledge of computer skills to conduct background research Ability to analyze primary source documents to identify activities and roles of a settlement house. Ability to draw conclusions from photographs about people and activities conducted at a settlement house. Ability to create a display that illustrates how the Denison House helped immigrants become part of the Boston community
 * Student Foundational Skills:**

//Activity 1:// Introduction: What was a settlement house? Set purpose with students and explain to them that they are going to examine what a settlement house is, who lived there, and where was the Denison House located in Boston. Tell students that they will be divided into 5 groups of four and be responsible for reading the background information about settlement houses. Explain that some students will be using the computer to the computer to look at online articles others will be given excerpts from a book. Assignments: Explain to students after reading background material (print and online) that each group will visit the three sheets of chart paper posted on the wall and write a response to each of the categories. Chart Paper Headings:
 * Learning Activities and Organizational Notes:**
 * Day 1:**

Sheet 1. What was a settlement house? Sheet 2. What were some of the reasons they were established? Sheet 3. Who were some important individuals who helped establish settlement houses and what were the names of some famous settlement houses in the United States? Allow 15 minutes for this process and 5 minutes to review and discuss responses.

//Activity 2:// Map analysis of Denison House and surrounding area. Each group will be given 2 maps (see above resource list and map analysis worksheet) In small groups the student will determine : Where Denison House was located.Have students share observations about the neighborhood. Ask students to imagine that if they were an immigrant coming to Boston around 1900 how would you feel living in the neighborhood? Do you think having a settlement house in this Boston neighborhood help immigrant groups become part of the community ? How?Come together in large group. Share observations. Concluding questions; Do you think having a settlement house like the Denison House help immigrants coming to America? Why or Why not? Come together in large group and take the student's oral response and write answers on chart paper. Allow 15 minutes for group process and 5 minutes for discussion and sharing of ideas.

Review from yesterday what settlement house is and where Denison House was located. Explain that in today's lesson the types of primary source document that small groups will examine. (see above) and document analysis worksheet. Explain when groups come together as a whole will be able to share observations. When students come together in a large group they will be able to answer: Who worked at the Denison House? What kinds of activities/programs/classes were offered? How would these programs or activities help immigrants in their day to day lives and help them become citizens? Are their any skills that an immigrant might learn that would help them participate in the community activities? How might these programs or activities help make immigrants become involved in the community after becoming citizens? Ask how this information we gathered from our primary sources compare to our background reading from yesterday? Break class into 5 groups of 4. Explain that each group will be looking at 2-3 different types of primary sources.
 * Day 2:**

Ask if students know what the following types of sources are or tell? Annual Reports Diaries Solicit oral responses from students. Tell students that they are going to examine their sources and take notes on their document analysis worksheet. (See primary sources from above) NARA Document analysis sheet [] Emphasize that they will use these observations to answer thequestions above. Also, explain that this information will help in designing the museum exhibit. When you examine these sources you will keep a notebook where you will write your observations about these sources. These observations will help in creating your museum exhibit of the Denison House. Ask each group to appoint a spokesperson to report back on their primary sources. Allow students 15-20 minutes to review their sources. Allow 15 minutes for large group discussion.

Use guiding questions below to assist in museum design project. How many of you have been to a museum? Tell me the names or what kind? Why do we have museums? What makes a museum interesting? What makes a display interesting to look at?
 * Day 3:** Photo analysis and designing exhibit

Explain to student that each group will be given an assortment of 5 photos from the Denison House. ( see day 3 above)Explain that student will use photo analysis worksheet and notes from past 2 days about settlement houses. Direct students to create a display that would explain to a museum visitor the work of the Denison House and show how it helped immigrants become citizens and assume a permanent role in the community. Using NARA Photo Analysis Sheet and Photos (See primary source list of photos) Divide students in 5 groups of 4 NARA Photograph analysis worksheet [] Give following reminders to serve as guides: Use the photos try to show how the Denison House helped their new neighbors become part of their new community and make them active participants in their neighborhood. After examining the photos look for themes in order to help group the photos.Emphasize how the exhibit should tell a story to the people viewing the display of how the Denison House helped immigrants coming to Boston and use the themes to answer the question, "In what ways did the Denison House help new immigrants?"

Give students the the title for exhibit is: //Settling In: The Denison House--A Boston Settlement.// Remind students to neatly write captions for museum visitors. Allow students 30 minutes to create the display. When display is completed, direct student to find a place in the library to hang up exhibit. Remind each group will appoint a curator to explain the exhibit.

When displays are up., ask each curator to stand by exhibit and bring students around to listen to the explanations


 * Lesson Assessments:**

// 4 // || // GOOD // // 3 // || // ADEQUATE // // 2 // || // INADEQUATE // // 1 // || // WEIGHTING // || and identify the location of the Denison House || identify 3 reasons why settlement houses were established using resources and draw conclusions about the time period of immigrant coming to Boston. Find location of Denison House using the map. || Identify 2-3 reasons why settlement houses were established and the location of Denison House using the materials and the primary sources. || Identify at least 2 reasons why settlement houses were established by using 1 document/resource. || Identify 1 reason for establishing settlement houses without using any documents. || 20% ||
 * // STUDENTS WILL BE ABLE TO… // || // STRONG //
 * Explain what a settlement house is
 * Identify workers and programs offered in a settlement house || Identify at least 3-4 programs or services and describe who worked there utilizing primary source documents. Ability to articulate how they would help immigrants. || Identify 2-3 programs or services offered and describe workers using primary sources and make generalizations about how settlement houses helped immigrants. || Identify 2 programs and activities and describe workers using primary sources and identify that immigrants utilized these services. || Identify 1 program or service and describe groups who worked there without using primary sources. || 20% ||
 * Design a photo exhibit explaining what a settlement house is and how the Denison House helped Boston immigrants || Designs a display incorporating all 5 photos using information from primary source documents. || Design a display incorporating 3-4 of the 5 photographs and utilizing information from primary source documents. || Design a display incorporating at least 2-3 photos using some of the information from the primary source documents. || Design a display incorporating 1 or 2 photographs but only using information from photographs || 20% ||
 * Write a caption for each of the photos in the museum display || Sentences are complete and reflects information from primary source documents for all photos || Sentences are complete and reflects knowledge of primary source documents and at least 3-4 photos include captions || Some sentences complete and includes some information from primary source documents and at least 2-3 || No complete sentences for photos, no information from primary sources included. Only 1-2 photos have captions || 20% ||
 * Participation || Always works well with group || Usually works well with the group || Seldom works well with the group || Never/ rarely works well with the group || 20% ||

Assessment Questions:

1. Imagine that you are studying immigration to the United States. You have the following sources of information available to you.

a. A newspaper editorial the quota system that limited immigration b. United States census data telling how many immigrants came from which countries c. Journals written by immigrants

Identify one source from the list above that would probably help you understand why immigrants wanted to come to the United States. Explain why you chose that source. 2. Over the years, many people have immigrated to the United States. Give two reasons why people have come. Name a group of immigrants who came for each reason you have given.

a.

b. 3. How did immigration to the United States in the middle 1800s affect city life?

a. It led to a more equal distribution of wealth. b. It led to the growth of slavery. c. It led to urbanization. d. It ended the reform movements. 4.. You are writing a report about immigration in the 1800’s. You cannot find enough information in any of your social studies books. What other sources could you use to get information? **Name three different primary sources. **

a.

b.

c. Question 5 5a. Based on this graph, identify __two__ conditions in their native countries that caused immigrants to come to the United States.

5b. Based on this graph, identify one situation in the United States that led to an increase of immigrants coming into the nation

6.This is part of an interview with Catherine Moran McNamara, an Irish immigrant, who arrived in the United States around 1900.

Source: June Namias, First Generation: In the Words of Twentieth-Century American Immigrants, Beacon Press, 1978

Based on this document, state __two__ reasons many Irish citizens immigrated to the United States around 1900.

7 .If you wanted to find out what a Boston neighborhood was like 100 years ago, pick one choice from below and tell what information you might find. 8. If you wanted to find out information about what activities happened in a Boston neighborhood 110 years ago what would be the best choices to find the information. a. photographs from 100 years ago. b. newspaper articles from 100 years ago. c. diary entries or letters from 100 years ago.  d. all of the above.
 * 1) Newspaper article from 100 years ago
 * 2) A map from 100 years ago
 * 3) A diary entry from 100 years ago
 * 4) Your social studies text book.

9. What was the Denison House ? 10. Name two activities that immigrants did when they were visiting the Denison House. a. b. 11. Immigrants visited a settlement house ( circle one) a. to learn how to read and write. b. play sports and listen to music c. visit a doctor or nurse d. all of the above

12. People established settlement houses- circle one a. to help immigrants arriving in America learn about the neighborhood b. to improve daily life in neighborhoods c. to teach skills that would help immigrants find jobs d. all of the above.


 * Teacher Notes:**

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