About Me

My photo
I am a History Teacher at Providence hall Jr. High Charter school. I have a love for helping students reach their potential. I created this blog in order to showcase my ideas for my classroom. Only a few of these lessons have been tested in an actual classroom and any comments or suggestions would be greatly appreciated. Thank you for visiting, Mr. Owen

Monday, July 30, 2012

Progressive Era Bell Ringer and hand out


Bell Ringer
16 September 2009

Progressive Era

History Level:
  • 8th Grade U.S. History
  • 11th Grade American History

Teaching Objectives: To help the students see the complexities and changes during the turn of the century. Lead-ins: Begin by noting the collapse of reconstruction (1875) the industrialization of American Cities, and waves of immigrants. These complexities have shaped what America is to day and must be tied together. 

State Standards
Utah: US2 2 / 3

Concepts/ Topic to Teach: The Progressive Era, Turn of the Century around 1900 to1914

Materials needed:
  • Clips form Ragtime the Musical Prologue
  • Work sheets for each group or lead as a class

Objective Concepts Taught:
  • Students will be introduced to several themes of the Progressive Era, mainly social status, Immigration, Labor/ industrialization, racism, and the reforms that would eventually come

Questions for discussion:
  • What themes are talked about in the Ragtime prologue?
  • Why are these important?
  • What became of these?

The Ringer: The Teacher plays the Prologue from Ragtime the Musical and then discusses the themes of the clip. The class will then break into small groups and work through the worksheets and discuss as a class.
Resources: Digital History.com http://www.digitalhistory.uh.edu/modules/progressivism/index.cfm, 15-Sep-09
Ragtime the Musical, prologue COMPOSER, Stephen Flaherty; LYRICIST, Lynn Ahrens LIBRETTIST, Terrence McNally

What do you think? Life in the Early Progressive Era
What do you think?
1. What factors contributed to the growth of cities in the late 19th century?
2. How does life in a very large city differ from that in smaller cities and towns?

 
Urban Growth

1860
1900
Number of Cities
100,000-499,999
7
32
500,000 or more
2
6
Percent of Total Population
100,000-499,999
4
8
500,000-or more
4
11

Deaths per 100,000 Boston, New York New Orleans and Philadelphia

Tuberculosis
Intestinal Disorders
Diphtheria
Typhoid Typhus
Smallpox
1864-1888
365
299
123
66
53
1899-1913
223
196
58
19
25
What do you think?
1. Why were death rates so high in 19th century cities?
2. What factors contributed to a decline in urban death rates?


What do you think?
1. Which groups of Americans were most likely to live in cities? Least likely?
2. What difference might it have made that native born Americans were unlikely to live in large cities?





 
Concentration of Immigrant Groups in Cities 1890

Percent in Cities of 25,00 or more
Native Born Americans
18
Chinese
40
Germans
48
Irish
56
Poles
57
Russians
58
Italians
59
http://www.digitalhistory.uh.edu/historyonline/us28.cfm , 15 September 2009
                                    

Lyrics to: Ragtime: Prologue (partial)


[THE LITTLE BOY]
In 1902 Father built a house at the crest of the Brodview Avenue hill in New Rochelle, New York, and it seemed for some years thereafter that all the family's days would be warm and fair.
[PEOPLE OF NEW ROCHELLE]
The skies were blue and hazy, Rarely a storm. Barely a chill
[WOMEN]
La la la la...
[PEOPLE OF NEW ROCHELLE]
The afternoons were lazy, Everyone warm. Everything still.
[MEN]
La la la la...
[ALL]
And there was distant music, Simple and somehow sublime, Giving the nation A new syncopation- The people called it Ragtime!
[FATHER]
Father was well-off. Very well-off. his considerable income was derived from the manufacture and sale of fireworks and other accoutrements of patriotism. Father was also something of an amateur explorer.
[MOTHER]
The house on the hill in New Rochelle was Mother's domain. She took pleasure in making it comfortable for the men of her family and often told herself how fortunate she was to be so protected and provided for by her husband.
[YOUNGER BROTHER]
Mother's Younger Brother worked at Father's fireworks factory. He was a genius at explosives. But he was also a young man in search of something to believe in. his sisterwondered when he would find it.
[GRANDFATHER]
Grandfather had been a professor of Greek and Latin. Now retired and living with his daughter and her family, he was thoroughly irritated by everything.
[PEOPLE OF NEW ROCHELLE]
The days were gently tinted Lavender pink, lemon and lime.
[MOTHER]
Ladies with parasols
[YOUNGER BROTHER]
Fellows with tennis balls
[FATHER]
There were gazebos, and... The were no negroes.
[PEOPLE OF HARLEM]
And everything was Ragtime! Listen to the Ragtime!
[COALHOUSE]
In Harlem, men and women of color forgot their troubles and danced and reveled to the music of Coalhouse Walker, Jr. This was a music that was theirs and no one else's.
[SARAH]
One young woman thought Coalhouse played just for her, Her name was Sarah.
[PEOPLE OF HARLEM]
Ooooh...
[BOOKER T. WASHINGTON]
Booker T. Washington was the most famous Negro in the country. He counselled friendship between the  races and spoke of the promise of the future. he had no patience for Negroes who lived less than exemplary lives.
[PEOPLE OF NEW ROCHELLE]
Ladies with parasols, Fellows with tennis balls. There were no Negroes  And there were no immigrants.
[TATEH]
In Latvia, a man dremed of a new life for his little girl. It would be a long journey, a treeible one. He ould not lose her as he had her mother. His name was Tateh. He never spoke of his wife. The Little Girl was all he had now. Together, they wouuld escape.
[LITTLE BOY]
Houdini! Look it's Houdini! (CUT)
[PEOPLE OF NEW ROCHELLE]
And there was distant music Changing the tune, changing the time,
[PEOPLE OF HARLEM]
Giving the nation  A new syncopation:
[ALL]
La, la, la.
[MEN]
La, la, la...
[J.P. MORGAN]
Certain men make a country great.
[HENRY FORD]
They can't help it.
[MORGAN]
At the very apex of the American Pyramid-
[FORD]
-That's the very tip-top!-
[MORGAN]
Like Pharoahs reincarnate, stood J.P. Morgan.
[FORD]
And Henry Ford.
[MORGAN]
All men are born equal.
[FORD]
But the cream rises to the top!
[EMMA GOLDMAN]
Let me at those sosn of bitches! These men are the demons who are sucking your very souls dry! I hate them!
[MORGAN]
Someone should arrest that woman!
[EMMA GOLDMAN]
The radical anarchist Emma Goldman fought against the ravages of American capitalism as she watched her fellow immigrants' hopes turn to despair on the Lower East Side.
[EVELYN NESBIT]
La la la
La la la la
Whee!
[EMMA]
But America was watching another drama. (CUT)
[ALL]
And there was music playing, Catching a nation in its prime... Beggar and millionaire Everyone, everywhere Moving to the Ragtime!
[ALL]
And there was distant music Skipping a beat, singing a dream.
[WOMEN]
La la la la
[ALL]
A strange, insistent music Putting out heat, Picking up steam.
[MEN]
La la la la
[ALL]
The sound of distant thunder Suddenly starting to climb... It was the music Of something beginning, An era exploding, A century spinning In riches and rags, And in rhythm and rhyme. The people called it Ragtime... Ragtime!  Ragtime! Ragitme!
 
Had issues copping form my original copy but all of the parts are there you will need to find the actual music to make it more meaningful

Sunday, July 29, 2012

History of Me Project

8th Grade US History I or 11 Grade US History II

8th Grade Utah Standards Covered (II: 2: a; IV: 1, 2; VII; X; as well as other parts depending on students Family History) see http://www.uen.org/core/
11th Grade Utah Standards Covered (I: 1, 3; II: 1, 3, 4; III: 2; IV; V; VI; VII; IIX; IX; X) see http://www.uen.org/core/
 
Objective: Students will come to an understanding of how their family played a role in American History for 8th graders it is more of about their families immigration story, for 11th grade it can be more of a contemporary look at where their family was at the time of the events of the last century with interviews were possible.
Rational: Within the first week introduce this project telling the students to pay attention to the class and ask questions and find your connections to the events that we will be covering in class. When we explore the revolution find out where your family was at that time or witch side of the Civil War were your ancestors on.
Unit in Two parts first one is within the first week of school and the second is the last part of the school year

Part One: only take one week or 3 periods with project not due for a week

Where do I fit in history?

Intro to family history Have students fill out a pedigree chart as far as they can ask parents and grandparents. Take a day to go to the computer lab and look up ancestors using family search and/or ancestry.com, to find out where they lived and when they died/born. Other things to find out from search are social status, religion, family size, or anything of interest. If no pacific biographical information is found, research the time period and location that they lived in and attach to pedigree. Ask family members for any family stories or stories from their own childhood.

Possible enrichment: invite an expert there are genealogy experts in almost every community that would be happy to share their knowledge of family search.

Assessment:
For 8th grade: Must turn in simple pedigree with one line back 5 generations, a short one to two page biography of one ancestor with references to pre-US origins, and religion/ social class.
11th grade: Must turn in simple pedigree with one line back 5 generations, a short two to three page biography of one ancestor within the century after civil war reconstruction with references to origins, and religion/ social class, and any other interesting facts, must also include pictures or artifacts.

Rubric:                  Pedigree chart as far as possible at least 5 generations                     10
                                Two Biographies related to two ancestors’ one page each            20
                                Parent Interview 1 page                                                               10
                                Neatness and grammar                                                                  5
                                Reflection                                                                                      5
                                                                                                                      Total      50 pts

 
Part Two: Putting It All Together

Objective: Have students put a comprehensive project and presentation together telling their American Journey

This should take about a few days of lab work to get student ready. Show them how to do the research were to find reliable sources etc in Computer lab one day, research the second, then give a few days to write outlines and rough drafts and then have a period of typing in the lab (may include a day at media center looking up books, after that give 2 days to build presentation and display. Reports 5 presenters a day out of 35 students equals 7 periods (8th grade) 9 presenters a day out of 35 students equals 4 periods.
If Possible set up a Family history museum in the classroom or Library and invite members of the community to come and see the work that students have done.

Rubric for final project:
Written research paper 5 pages plus sources and other material: 100 pts
                5 pages double spaced typed    
Story of one ancestor’s family tied into one of the events of US History covered in course or if family did not come to USA till after 1876 then immigration story, or other.
                Describes living conditions of family during this time period and historical context
Reflection on why this ancestor was chosen and how it affects you 
3 or more sources (ancestry web site, family interviews, book, lecture, journals etc.)

Presentation: 50pts
Speech 5-8 minutes long: Introduce yore ancestor, tell where and when they lived and part of their story with reasons for choosing them.
                Visuals (Pictures, Artifact, modals, costume, etc.)
Display poster (catchy, photos or drawings, the story of you ancestor, and other facts about life in that time period.
 
Community Project: have students present a museum with visuals from their projects in your room or library, invite the community to come and see the students projects also invite other classes in the school to come and see the work that your students have done.

Sunday, July 22, 2012

English Revolution


This lesson was also done during my student teaching and had a work sheet form the book and was used as a correcting/ lecture  and had a slide show to go along with it. We also watched clips form the movie "Cromwell".
English Revolution
Magna Charta: 400 years of rights Council of Nobles, Trial by Jury, No New TAXES
                Council of nobles became: Parliament= House of Lords and House of Commons
                Gained more and more rights they were more of a rubber stamp for the kings and queens with the power starting with the king and his power, they decided when the parliament meets and ends (Today Governors and Presidents can do the same, but they don’t do it except  in extreme circumstances)
James I- King of England and Scotland had the Bible translated into English to unify his power under the Church of England (not a great guy)
Charles I – Allied with catholic  Devine Rights of kings
Demands Denighed = Civil War Story
Most didn’t care who won until it went on and on and destroyed harvests. And 100,000 people lost their lives
Cromwell puritan almost went to New England
Charles I found Guilty and beheaded
Cromwell didn’t do any better than the king
Got rid of most of the Parliament only Praise- God Barebones
Cromwell’s son only lasted one year Hickry Dicary Dock
Invited Charles II to come back oldest son of Charles I oh we will behead Cromwell’s corps too…
Strictly Catholic but had no children nor could catholic hold office died naturally
Brother James II first wife Protestant second Wife Catholic came out open Catholic No son oldest Daughter protestant and in line to be queen
Political Parties Radical =Whigs vs. Tories (Conservatives)
James II story of son James III – Glorious Revolution no Blood spilt Mary and William of Orange form Holland, Mary was the protestant daughter of James II