Goals & Objectives
Students will be able to discuss the wave of nativism, racism, and the Red Scare, within the context of the growing tide of communism, anarchism, immigration and labor movements by looking at the trial of Sacco and Vanzetti.
Students will develop critical analysis skills by completing primary source graphic organizer.
Students will construct their own historical narrative by analyzing various primary sources from the trial of Sacco and Vanzetti and creating a thesis for a five-paragraph essay.
Students will develop critical analysis skills by completing primary source graphic organizer.
Students will construct their own historical narrative by analyzing various primary sources from the trial of Sacco and Vanzetti and creating a thesis for a five-paragraph essay.
California State Content Standards
11.5.2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources
Driving Historical Question
What was it about the trial of Sacco and Vanzetti which made it become a significant moment in American History
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:10 min.
Teacher will begin lesson by playing a YouTube version of Woody Guthrie’s “You souls of Boston”, and then has a short recap and discussion from the reading the day before. Yesterday’s lesson included reading from the textbook on the rise of nativism, isolationism and fear of communism and anarchism in post-WWI America. Students will also be asked about the song from Woody Guthrie, particularly in the context of how the trial of Sacco and Vanzetti has been used and re-told throughout history.
Teacher will then outline the day’s lesson, as well as, the student’s learning goals for the day
Teacher will then outline the day’s lesson, as well as, the student’s learning goals for the day
Vocabulary (Content Language Development) ‖ Time: throughout lesson
Nativism, communism, anarchists, circumstantial, quota system.
Vocabulary terms were given to students the day before to help prepare them for today’s lesson. In addition, teacher will check for use of key vocabulary throughout group discussions
Vocabulary terms were given to students the day before to help prepare them for today’s lesson. In addition, teacher will check for use of key vocabulary throughout group discussions
Content Delivery (Method of Instruction) ‖ Time:10
Teacher will begin lesson activity by assigning students into heterogeneous groups of four, based on perceived levels of literacy. Once into groups, teacher will provide primary source documents, along with the primary source analysis graphic organizer. Each primary document will be described briefly by teacher, explaining what they are, and what each student should look for when reading them. Document 1 is letter written by Emma Goldman in 1929 where she provides her own narrative of the trial. Document 2 is an excerpt from the actual trial which shows the nature of the “circumstantial” evidence that was used against them. Finally, Document 3 was an editorial that was created by a communist magazine in 1977. The third document will need the most time to be introduced. Since it is written in 1977, the students may be confused why this is being used as a primary source. The reason is that, since it is written many years later by someone who was not there, we cannot learn what happened, however, this source holds value in that is shows how the trial of Sacco and Vanzetti has been used by various groups in order to create their own narratives. I demonstrates how people may have felt about the trial in 1977. Each student will receive their own copy so they can write any notes on them and take them home.
Finally, student will be prompted on a thesis that they will construct from their own analysis of the primary sources. They are to compare the documents along with what was included in the textbook, and create a thesis for what eventually will be a five paragraph essay on the trial of Sacco and Vanzetti. In their thesis, they will need to answer two questions, “Did Sacco and Vanzetti have a fair trial?”, and “How has the trial been used as a political tool since then?” The two questions are deliberately vague so that the students have more wiggle room to come up with their own arguments.
Finally, student will be prompted on a thesis that they will construct from their own analysis of the primary sources. They are to compare the documents along with what was included in the textbook, and create a thesis for what eventually will be a five paragraph essay on the trial of Sacco and Vanzetti. In their thesis, they will need to answer two questions, “Did Sacco and Vanzetti have a fair trial?”, and “How has the trial been used as a political tool since then?” The two questions are deliberately vague so that the students have more wiggle room to come up with their own arguments.
Student Engagement (Critical Thinking & Student Activities) ‖ Time:28
While in groups, students will discuss each primary source provided by the teacher and work together to complete the primary source graphic organizer. The graphic organizer helps students highlight the basic questions that must be asked when doing primary source analysis, including “what else do I want to learn”. This section will be of use when students conduct additional research for their essay. This will be done for 18 minutes.
No longer in groups, students will spend the next 10 minutes of the lesson creating their own thesis. 10 minutes is not a long time to create a thesis but the students will need to have something written down before the time is up. They will be submitted at the end so that they can receive proper feedback from the teacher. The two questions stated above should help provide some direction when figuring out their argument.
No longer in groups, students will spend the next 10 minutes of the lesson creating their own thesis. 10 minutes is not a long time to create a thesis but the students will need to have something written down before the time is up. They will be submitted at the end so that they can receive proper feedback from the teacher. The two questions stated above should help provide some direction when figuring out their argument.
Lesson Closure ‖ Time: 5 min.
Students will spend the final five minutes of class writing in their journals where they respond to the prompt; “describe one way in which the primary sources from today either supported, or contradicted the information from the textbook”. Each student will receive a stamp upon completion
Assessments (Formative & Summative)
Formative assessment will be done initially during class discussion following the video. Teacher will look for accuracy and relevancy in student responses. Secondly, teacher will walk around class during group work, providing additional help to student who might need it. The graphic organizer allows student understanding to be checked quickly and easily. Finally students will submit what they have written so far for their thesis. These will be given back the next day with individualized and detailed feedback. The journal entries also provide teacher with another opportunity to check for student understanding. Students cannot receive a stamp until their answers are deemed sufficient by the teacher. This method also creates an easy, lesson related dialogue between student and teacher.
Summative assessment will be done be having students eventually create a five-paragraph essay which is due at the end of the unit. Also, the student journals, which receive a stamp upon completion, will be collected at the end of the unit.
Summative assessment will be done be having students eventually create a five-paragraph essay which is due at the end of the unit. Also, the student journals, which receive a stamp upon completion, will be collected at the end of the unit.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL: key vocabulary will be handed out the day before to ensure that English learners have ample time to learn them. Primary source reading will be done in groups to ensure that English learners are able to use English in an academic setting to discuss the content. Also, the five-paragraph essay will be done incrementally to ensure that each section of the writing is sufficiently monitored and proper feedback is given.
SR: group reading will also help striving readers who will have any misconceptions or confusion from the reading clarified by the other students through discussion. Class discussions will also help clarify content. The use of graphic organizers will help in synthesizing primary document information.
SSN: These students will receive additional aid (if needed) when teacher is going around class during group work, and also when stamping work during journal writing. Additional time may also be given (if needed) to construct their thesis.
SR: group reading will also help striving readers who will have any misconceptions or confusion from the reading clarified by the other students through discussion. Class discussions will also help clarify content. The use of graphic organizers will help in synthesizing primary document information.
SSN: These students will receive additional aid (if needed) when teacher is going around class during group work, and also when stamping work during journal writing. Additional time may also be given (if needed) to construct their thesis.