1 please scan the first two pages of the handouts before the presentation begins. thank you! thank...

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Please scan the first two pages of the Please scan the first two pages of the handouts before the presentation handouts before the presentation

begins.begins.

Thank You!Thank You!

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Boise History ConferenceBoise History ConferenceOctober 6-7, 2011October 6-7, 2011

THE CHALLENGE UNITTHE CHALLENGE UNIT

The Progressive Era and Age of Reform 1890 - 1920

History and Social Sciences Conference

Wayne Carroll, PhD

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Plan and teach a Plan and teach a Challenge Challenge

instructional unit instructional unit for your inclusive for your inclusive

classroom.classroom.

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Basic Elements of A Challenge Unit

•A body of “core” knowledge and understandings considered minimal for earning passing credit.

•An evaluation that includes objective and authentic assessment items, e.g. test and essay.

•Remediation and re-test opportunities for students who failed to meet “minima” expectations.

•Challenge or extension activities for students who met “minimal” expectations to earn grades of “B” and “A.”

•These activities reflect different “learning styles” or “intelligences,” ability levels, and class composition.

•There is a motivation plan in place for rewarding improvement (effort) over time.

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Theoretical Basis

1) Benjamin Bloom, University of Chicago – Mastery Learning

1.The most important variable in an individual’s ability to learn is time.

2.Beginning in early elementary grades, the “slowest” students can learn the same material as he “fastest” student if given 15% more direct instructional time.

3.By high school, the same students can learn as much material if given 5% more direct instruction.

4.Cautions – Bloom felt the number of students needing special education was typically 5-7%. Bloom’s ten-year research involved mathematics learning and we are not certain to what level of his Cognitive Domain of Learning.

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1) Robert Slavin, John Hopkins University – Improvement Plans

1.Grades are far weaker motivators than generally thought by teachers.

2.Rather than using grades per se as motivators, students need to be rewarded by praise, privileges, sense of accomplishment, challenging activities. “Extra credit” should be avoided in favor of awarding credit for improvement over past achievement, e.g. homework, quiz and test grades, etc.

3.For students who beat their own “personal best,” students receive praise and privileges as well as points that can increase their grades.

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1) Minimal Elements for a Challenge Unit• Enduring Understandings for the Unit

• Learning objectives and assessment strategies from Learning Experiences and Instruction sheet

• Content – PowerPoint Slides with notes organized into sections with essential questions (see list).

• Multiple-Choice Quiz and Key for core knowledge. Use selected essential questions as possible essay questions.

• Student Inquiry Activities and Rubrics (As Challenge Activities)

1.Writing an Editorial on the Role of Muckrakers based on Study of photos and excerpts

2.Creating a Skit based on timeline study

3.Class Forum - What to Do About the Trusts (Suggestion – substitute “corporations.”)

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a) Additional activities

• Illustrate a typical tenement sleeping room in a drawing or sketch.

• Research an ancestor who arrived in the United States in the years following the Civil War and before the Depression and report to class.

• Find and play for the class one or more examples of the jazz and ragtime music some Progressives felt was dangerous to American morality.

• Create a timelines of major union strikes during the Progressive Era.

• Make a montage of the national parks established by Theodore Roosevelt.

• Role play a youngster who talks about her life as a child textile or mine worker

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a) Additional activities Continued

• i) Reconcile one or more of the following and explain in an essay or prepared statement.

(a) While working for the public good, many Progressives disliked immigrants and did little or nothing about segregation for Afro Americans.

(b) Despite the anti-trust, banking, work and individual protection regulations (Sherman Anti Trust Act, Federal Trade Commission (to protect consumers against business monopolies), Clayton Antitrust Act (further strengthening antitrust provisions), and enacting the first progressive federal income tax (requiring higher earners to pay higher tax rates), as well as passing the Federal Reserve Act.), the distribution of wealth in America and class structure changed little.

(c) Progressives including President Roosevelt supported the eugenics movement.

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2) From Cicero

a) Triangle Shirt-Waist Fire

b) Ida M. Tarbell

c) Excerpts from Upton Sinclair’s The Jungle

d) Excerps from Beatrix Potter’s Tale of Peter Rabbit

e) Political Cartoons in Galleries

f) PowerPoint – History of Baseball

g) Susan B. Anthony – Excerpts from Is It A Crime for a Citizen of the

United States to Vote (Under Industrialization)

h) Assessment: Elementary, Middle School, High School, AP

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(3) THM

•Should we censor the media to protect our children and save our culture?•What was behind the Dawes Act: Progressive treatment or cultual genocide for the American Indian?•Was President Theodore Roosevelt a Republican Traitor?•Without Progressive reforms, might the United States have experienced a populist revolt?•What were Progressive Era industrialists and financiers - national heroes or robber barons?•What might life be like today without the reforms of the Progressive Era?•Are we over- or under regulated by the federal government?•Did the Coeur d’Alene Mines Strike of 1899 presage the Coal Strike of 1902? (See http://www.ruralnorthwest.com/artman/publish/article_4805.shtml for a quick overview).

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Group Activity

(1) Develop at least one enduring truth or understanding for a unit on the Progressive Era and Age of Reform. OR (2) Decide in what ways the Progressive Era was similar or dissimilar to the current Tea Party Movement. OR (3) Offer possible explanations why Progressives were pro-eugenics, anti-immigration, and disinterested in racial equality. OR (4) Discuss how a Progressive Ear topic might be taught in an elementary classroom. OR (5) Generate ideas for special accommodations of Progressive Era content or challenge activities for special needs students. Be prepared to report out succinctly and briefly.

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1 please scan the first two pages of the handouts before the presentation begins. thank you! thank...

Documents

number of students

slowest students

test grades

challenge activitieswriting

challenge instructional

learning experiences

mathematics learning

grades of b