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Title of Lesson: The Muckraker Magazine
Instructor: Brenda Kay Hardman, American History Honors, 11th grade
Objectives: To expose students to the Progressive Era and its impact on American history and current events.
Correlating Sunshine State Standards:
Standard 1:
The student understands historical chronology and the historical perspective. (SS.A.1.4)
1. identifies and understands themes in history that cross scientific, economic, and cultural boundaries.
2. evaluates conflicting sources and materials in the interpretation of a historical event or episode.
3. uses chronology, sequencing, patterns, and periodization to examine interpretations of an event.
Standard 5:
The student understands U.S. history from 1880 to the present day. (SS.A.5.4)
1. knows the causes of the Industrial Revolution and its economic, political, and cultural effects on American society.
2. understands the social and cultural impact of immigrant groups and individuals on American society after 1880.
3. understands significant events leading up to the United States involvement in World War I and the political, social, an economic results of that conflict in Europe and the United States.
Materials Needed:
Muckraker Publication Assignment Transparency Mission Statement examples
Letters to the Editor examples Progressives Pictures
Newspapers for examples Construction paper
Colored Pencils, markers Muckraker Grading Rubric (35)
Instructions for Implementing Lesson
Day 1 – Goals = Introduce Assignment, create excitement over project (This project is a student favorite each year. They delve into the spirit of a “progressive” easily. Each year, I am amazed by the complexity of their publications generated by such simple directions)
1. Students are presented with the Muckraker Publication Assignment Transparency (they are instructed to copy the transparency into their notes)
a. Cover
b. Table of Contents
c. Mission Statement (several are read as examples)
d. One Progressive Magazine Article (ideas are given)
e. 3 “Letters to the Editor” of their Magazine (several are read as examples)
2. Content and mission of their publications are discussed (How would progressives produce a magazine supporting their causes?)
a. Progressives (Ida Tarbell, Upton Sinclair, Jane Addams, Florence Kelley)
b. Non-progressives (N. Rockefeller, JP Morgan)
c. Communication methods of the time: Newspapers, Magazines, Novels
3. Students organize Muckraker Magazines, materials provided (45 minutes)
a. Ideas and themes are approved
b. Mission statements are approved
c. Articles and letters are approved
Day 2 – Assembly of Magazine (30 minutes)
1. Students put together magazine using elements typed as homework
2. Pictures and artwork are integrated within the magazine
3. Final elements are approved
4. Students turn in their final draft
5. Students may elect to read their Articles and letters to the class
Day 3 – Assessment - Students receive completed Muckraker Magazine Grading Rubric
Brenda Kay Hardman was the 2006 Recipient of the Excellence in Teaching History Award.
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