Lesson Plan
Content to be taught:
How the different social, economic and political views impacted education from 1870-1920.
Objective:
After students listen to a brief introduction by the teacher, read background information and engage in class discussion, students should understand how different social, economic and political views impacted education from 1870-1920. During discussion students should respect other students’ points of view while being creative with their role, build off the existing discussion, and accurately present their character’s perspective while drawing back to the content to be taught.
Procedures:
Preparation:
Remove all tables to the side of the room except for one table at the front of the class on either side. Make four rows of five chairs facing these tables. Write guiding question on board: What is the role of scholing from your political, social and economic background? And Guideline: Stand in front of your chair when you speak,
Phase 1:
-Introduce teachers: Sara, Mindy, Kate, Guy, Justin, Renee and Connie.
Set: “Raise you hand if you would make any changes to the current educational system in the United States. Throughout history different groups and people have tried to weild their influence to change or influence schooling.”
-Introduce subject: “Today we are going to discuss how different social, economic and political views impacted education from 1870-1920 as if you are members of a community addressing the schoolboard.”
-Divide into groups: “If we call your name you will go with Justin, Sara, Renee, and Mindy to this side of the room”. Call names.
Phase2:
-“You are passing around a summary of the social, political and economic background of the time period from 1870 to 1920. In addition each one of you will receive a specific background detailing a train of thought or the ideas of an influential person of the time. As you are reading, imagine yourself as that person or a person who believes in the ideas you are reading. When we begin discussing you will present your point of view to the school board.”
-Give students 10 minutes to read through handouts.
-When students are finished,
-“As we are discussing remember to bring it back to our guiding question, [point to board], What is the role of scholing from your political, social and economic background? Also, because you are addressing a schoolboard you need to stand in front of your chair when you speak”.
-Have discussion learders pose opening question:
"All of you have come here tonight with very specific ideas
about how schools should serve this great country. We are at a crossroads in
deciding how schools should be structured and what ends they should serve. So
we are interested in hearing from each of you- but not just what you want for
schools, but why? And the more you can connect it to what others are saying, the
stronger your case will be. So, who would like to start?
-Let the discussion naturally guide itself.
-If the discussion lags, ask one of the following leading questions:
Specific Questions:
If the conversation is slowing down or not fully developing these are also some questions to prompt further thinking about an issue depending on what is said.
1. Why do you think that?
2. Who will that help?
3. Who agrees with that and why?
4. Who disagrees and why?
5. Why is this an important issue right now vs 50 years ago?
6. Or it seems like you are saying that .... is an important issue right now, does anyone else agree/disagree with that?
-(Formally) “In the matter of time, I hereby draw this meeting to a close. Any existing conversations we will reconveined next week. I will now summarize the points that have been made today… SOMEONE reads points written during the debate.
-“Thank you for coming tonight”
-“Now, we’re going to debrief about the process we went through. What did everyone think the format of this discussion? The seating arrangement? Standing to talk? Talking to a board? Speaking from someone elses’ perspective? Do you feel like you learned an answer to our guiding question?
Post Instructional Tasks:
-ASSESSMENT QUESTIONS:
1. Q: Explain how the forces and individuals surrounding the argument over education during the period of 1870-1920 shaped modern education.
A: The effect of these forces on the education system can be seen in such measures as the prevalence of vocational education and educational tracking, the use of standardized tests as designed by Yerkes, the belief that schools can be “scientifically managed,” Darwin’s theory of evolution being manipulated into the theory of social Darwinism, and the use of schools for political and economic gain.
2. Q: Why do you think society was interested in having schools that created “Americanized", efficient workers?
A: The advancement of society was seen to begin with citizens who knew their place in society and were able to work cooperatively with others so that the United States could compete, mainly with Europe, on the global market.
3. Q: How did immigration change the face of public schools?
A: The influx of immigrants between 1870 and 1920 led to schools being seen as an institution for the socialization necessary to be an American. Schools also provided social services for children and families such as serving as social centers and offering playgrounds. The development of school caste system between immigrants and “white Americans” also developed.
-Grading is based on students’ responses to the questions. Responses should reflect a thourough understanding of the discussion based on the summarized list at the end of discussion.