Professional Documents
Culture Documents
Lesson Objectives:
1. Working in small groups and provided with resources such as paper, markers, and access to the
internet and other research resources, the eleventh grade American History students will create and present a newspaper targeted at an immigrant community in New York City in which they will have to include information about the different ethnic communities in the city between 1870 and the early 1900s, identify conditions of city life, the role of machine politics, and how the Industrial Revolution impacted the immigrant community. (Content, Product, Performance)
2. After being given opportunities to learn from teacher instruction and independent research of
immigrant communities in New York City during what we now call the Second Industrial Revolution from the 1870s to early 1900s, students will be given an in-class assignment to work on individually that will prompt the individual student to form a hypothesis about the effect of the Industrial Revolution on the immigrant community in New York City during this time period. Negative or positive? (Higher-thinking skills)
3. The eleventh grade students will demonstrate group process behaviors that contribute to the overall
success of the presentation of their small newspaper replica. Students in their small group will accept responsibility for their role in group work, work with members in their small group efficiently and effectively. Students will be assessed on how well they worked with others, their time-management, focus on the task, the contributions by each member, and their overall attitude.
2. Explain the idea of vertical integration. How did this new business model help immigrants?
3. What was Ellis Island and who went there, and why?
4. What was the solution to the housing crisis in New York City?
Consider your answer to the following questions and answer in at least four complete sentences. Be sure to include at least 3 pieces of evidence or supportive detail for your opinion. (5 points each)
6. Were people pushed or pulled to the United States in the late 19th century?
7. Did the Industrial Revolution have a positive or negative impact on the immigrant communities of New York City?
3. What was Ellis Island and who went there, and why? Student answer should include: Ellis Island as an immigration processing center, (opened in 1892), government control of who was coming into the country, subject to tests, etc. Immigrants coming from all over- mainly Eastern and Southern Europe.
4. What was the solution to the housing crisis in New York City? Student answer should include: Tenements, details on living conditions in the tenements, mention the Tenement House Law in New York in 1901. etc.
5. What is machine politics? Give an example from New York City. Student answer should include: political parties that were largely corrupt and operated on the support of immigrant communities. They helped to get benefits to immigrants in exchange for votes. Corruption, honest graft, etc. Talk about Tammany Hall.
Consider your answer to the following questions and answer in at least four complete sentences. Be sure to include at least 3 pieces of evidence or supportive detail for your opinion. (5 points each)
6. Were people pushed or pulled to the United States in the late 19th century? Student answer should include at least three pieces of supportive evidence for why their opinion is that immigrant were pushed or pulled to the United States.
7. Did the Industrial Revolution have a positive or negative impact on the immigrant communities of New York City? Student answer should include at least three pieces of supportive evidence for why they think the Industrial Revolution had a positive or negative impact on the immigrant communities in New York City.
The rubric developed was given to each student beforehand and was collected before the presentation to collect observation data about the newspaper and the presentation of the product. Each area is worth a potential 4 points, allowing for the product and presentation to equal 24 points in all. See attached rubric.
Students will be monitored by the teacher during group work time doing research and creating the product to assess the students level of performance within the group. Students will also receive this rubric at the beginning of the lesson so that they know what they will be assessed on. Students will be graded individually and will have the potential to get a total of 20 points total from the group process component. See attached rubric.
CATEGORY
4
contributed at least two articles and one graphic without prompting from teachers or peers. No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
3
Each person in the group has contributed at least one article and one graphic with a few reminders from peers. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
2
Each person in the group has contributed at least one article with some minimal assistance from peers. No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
1
One or more students in the group required quite a lot of assistance from peers before contributing one article. Several spelling or grammar errors remain in the final copy of the newspaper.
Requirements
All of the required Almost all the At least 75% of the Less than 75% of content was present. required content was required content was the required content present. present. was present.
The details in the articles are clear, effective, and vivid 80-100% of the time.
The details in the articles are clear and pertinent 90-100% of the time.
The details in the articles are clear and pertinent 75-89% of the time.
The details in more than 25% of the articles are neither clear nor pertinent.
Graphics
Graphics are in focus, are wellcropped and are clearly related to the articles they accompany. All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
Graphics are in focus and are clearly related to the articles they accompany.
80-100% of the graphics are clearly related to the articles they accompany.
More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Knowledge Gained
All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
4
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Consistently stays focused on the task and what needs to be done. Very selfdirected.
3
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
2
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person ontask. Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
1
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Timemanagement
Rarely focuses on the task and what needs to be done. Lets others do the work.
Contributions
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Attitude
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).