This is Eli King from the Center for Mathematics & Science Education at the University of Mississippi  with an exciting announcement! But first…

     Did you enjoy eating sweet potatoes this Thanksgiving? Americans purchase around 50 million pounds of sweet potatoes every Thanksgiving, and many of those potatoes are harvested from fields right here in Mississippi! The sweet potato plays an important role in Mississippi's agricultural history. But, did you know that Laurel, MS, was the home of an innovative federally-funded plant in the 1930s, tasked with engineering methods to extract starch from sweet potatoes? The Library of Congress hosts a collection of images from the groundbreaking plant, as well as newspaper articles from across the nation that reported the plant's contributions to industry and the American economy.

     Join us for the STEM Teaching with Embedded Primary Sources (STEPS) workshop to learn how to access, analyze, and use historical artifacts from the Library of Congress to bring mathematics, science, and other STEM-related subjects to life for your students! Registration for the December 18-19, 2024, workshop at the Lauren Rogers Museum of Art in Laurel, MS, is closing soon! If you are interested in this workshop, or know of any educator (formal or informal) that would be, you can learn More and register at: https://olemiss.edu/cmse/professional-learning/ 

Access the Laurel, MS, starch plant collection: https://www.loc.gov/search/?fa=partof:lot+1655

Standard Alignment: USH .2 Industrialization: Analyze industrialization and its impact on the United States in the late 19th and early 20th century.

USH 2.3. : Interpret the impact of the New Industrial Age on life in urban areas, including: working and living conditions, the Labor Union movement, “New Immigrants,” Knights of Labor, American Federation of Labor, and the Industrial Workers of the World, the Pullman Strike and the Haymarket Square Riot, Samuel Gompers, Eugene V. Debs, Jane Addams and the Social Gospel.

Objectives:

Describe the living conditions of workers in the industrial era.

Analyze the growth and impact of labor unions and the public's response.

Standard Alignment: This lesson addresses the following U.S. HISTORY: 1877 TO PRESENT Social Studies Framework competency and objective:

~US.2 Industrialization: Analyze industrialization and its impact on the United States in the late 19th and early 20th century.

~2.5 Trace the evolution from the power of the political machines to Civil Service reform, including: Spoils/patronage system, Tweed Ring, Thomas Nast, and Pendleton Civil Service Act.

Objectives:

• Students will identify who William Tweed, the Tweed Ring, & Thomas Nast.
• Students will explain the spoils/patronage system & political machines.
• Students will examine the Pendleton Civil Service Act.
• Students will trace the evolution from the power to political machines to civil service reform.

Grade Level(s): 10^th-12^th

Content and Primary Source Background:

Students will have homework the day before we cover the standard. They will answer the following questions through research of their own: What are political machines? What is Civil Service reform? What is the spoils/patronage system? What was the Tweed Ring? Who was Thomas Nast? & What was the Pendleton Civil Service Act? Therefore, they will know the basics before we go over content and begin to put it all together & ‘trace’ the evolution from the power of political machines to civil service reform. After we go over the answers the kids looked up on their own, we will go over the notes to reinforce the content that they need to succeed on the state test. Once they have grasped the concepts of the basics, we will dissect some primary resources to trace the content and put it all in order. I will put them into groups to do the Observe, Reflect, Question worksheet. I will give out the See, Think, Wonder worksheet to any one with accommodations or any ELL students for easier comprehension. Each group will also do the Circle of Viewpoints worksheet. They will look at the perspective in the eyes of William Tweed/the Tweed Ring, Thomas Nast/people who opposed political machines, & the citizens of New York City. They will dive into their primary source by doing this and have a better understanding of what is going on in each political cartoon. Lastly, each group will present their findings and we will trace the steps from political machines to civil service reform (make a timeline).

I will use the following 5 primary resources…

The spirit of Tweed is mighty still "...and even yet you don't know what you are going to do about it!" - digital file from intermediary roll film copy | Library of Congress (loc.gov)

[Tammany's four knaves] | Library of Congress (loc.gov)

The ring arithmetic--as taught by the modern ceasers | Library of Congress (loc.gov)

Consistent civil service reform / F. Opper. | Library of Congress (loc.gov)

Tweed-le-dee and Tilden-dum / Th. Nast. | Library of Congress (loc.gov)

Main Instructional Strategy:

I make my students break down a standard before we cover it by doing RGQ’s (Research Guided Questions). Then they will additionally use either the Observe, Reflect, Question worksheet or the See, Think, Wonder worksheet as well as the Circle of Viewpoints worksheet. There will be discussions on all these worksheets as well as a PowerPoint presentation and a video via the internet.

Lesson Introduction (teacher and student procedures):

The introduction of the lesson will be by the students answering the RGQ’s that I made. (Questions were listed in the content background section.) We will review the questions before we move forward with the lesson.

Main Lesson Learning Activity or Activities:

• Research Guided Questions
• Discussion/Socratic Method
• Power Point
• Video
• Observe, Reflect, Question or See, Think, Wonder worksheet
• Circle of Viewpoints worksheet
• Complete the Flow Chart based off the 5 primary resources

Lesson Conclusion:

The lesson will conclude as each group presents their findings, and we will trace the steps from political machines to civil service reform by putting them in chronological order from political machines to civil service reform. I will then put up a QR code for my students to do a brief exit ticket to check for understanding on mastery of the content we covered for this standard.

Assessment:

• Informal – all the worksheets (RGQ’s, ORQ/STW, & COV), Socratic Method, & the exit ticket
• Formal – unit 2 quiz, unit 1 & 2 test, benchmark test #1, & the state test

Primary Sources Pedagogy:

• Cite the cause and effects of the change Thomas Nast helped spur.
• Analyze primary resources of the late 1880’s.
• Evaluate “Questions” from the ORQ or the “Wonder” from the STW worksheets.
• Examine primary sources to form a better understanding of the political machines, Tweed’s intentions, Nast’s frustration, and the subsequent change with the passage of the Civil Service Reform Act.

Primary Source 1962 Poll Tax Receipt in MS

Lesson Sketch - Muckrakers and Meat Inspection and Pure Food and Drug Acts

Marilyn Anderson - July 2021

Standard Alignment: Mississippi Standards for tenth grade English Language competency and objectives:

RI-9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI-9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI-9-10.5 - Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Objectives:

Students will analyze primary and secondary sources related to events prior to and after the signing of the Pure Food and Drug Act and the Meat Inspection Act. 

Students will evaluate the role muckrakers played in exposing unfair treatment of citizens in the Progressive Era. 

Students will identify changing in the food industry after Theodore Roosevelt signed the two bills into law.

Grade Level(s): 9^th-10th

Content and Primary Source Background:

Prior to the lesson, students will understand that journalist referred to as muckrakers during the Progressive Era used their pens and cameras to enlighten Americans about problems that existed in society.  One such problem was the unsanitary conditions that happened frequently in the meat-packing industry. Once Theodore Roosevelt signed the Pure Food and Drug Act and the Meat Inspection Act, those two pieces of legislation changed the way the process was done. In this lesson, students will compare and constant the way food was processed before and after the laws were enforced. Students will discuss the importance of muckrakers like Upton Sinclair and how journalists helped to create a difference in the way food is processed. Students should have an understanding of the following key terms: primary source analysis, muckrakers, political reform, Progressive Era, and social activist.

Main Instructional Strategy:

Think-Pair-Share

Primary Source Analysis

Step Inside Discussion

C-S-I Strategy

Links to primary sources Images:

https://www.loc.gov/item/2006679960/

https://www.loc.gov/item/2006679963/

https://www.loc.gov/item/89711601/

https://guides.loc.gov/chronicling-america-pure-food-drug-act-1906

Other sources:

https://www.commonlit.org/en/texts/excerpt-from-the-jungle

https://www.commonlit.org/en/texts/the-progressive-era

Lesson Introduction (teacher and student procedures):

Prior to the start of the lesson, the teacher will ask students how would they feel if they worked in a processing plant like Sanderson Farms and knew the chickens they processed were tainted, spoiled, or even rotten? What would they do to correct the problem if management insisted that workers keep quiet? Teacher will listen to feedback from students. After a brief student led discussion, the teacher will discuss the Progressive Era and an activist named Upton Sinclair, who sparked a changed in the food processing industry. 

Next, students will work in pairs to analyze these primary resource documents. 

Link for resource #1 newspaper image: https://www.loc.gov/item/2006679963/

Link for resource #2 newspaper image: https://www.loc.gov/item/89711601/

Link for resource #3 newspaper image: https://www.loc.gov/item/2006679960/

These sources were used during the Progressive Era; students will work collaboratively to answer the following questions: 

Describe what you see. · What do you notice first? · What people and objects are shown? · How are they arranged? · What is the physical setting? · What, if any, words do you see? · What other details can you see?

Students will watch a video: “The Jungle” & The Pure Food and Drug Act - Decades TV ...

This video will provide background information about why Sinclair exposed the food industry and how he wanted some type of regulations in place.

After the video, the teacher will use the Step Inside Discussion  to help students determine Sinclair’s motivation for writing his novel. Students will read an excerpt from The Jungle and complete this activity.

These resources will provide students with insight into the conditions factory employees faced when they worked in processing plants prior to the passage of legislation in 1906, and it will also show how activists/journalists used the media to inform society about the unsanitary conditions in meat processing plants.  

Main Lesson Learning Activity or Activities:

-Students will analyze a political cartoon using the Primary Source Analysis-ORQ Process with help from the teacher. 

Following the analysis, they will read a passage about the Progressive Era to help them understand the perspective of activists, business leaders and politicians, and the teacher will use the C-S-I Strategy to check for student understanding.

-Next, students will conduct their own research to further investigate how the meat processing industry has changed due to federal regulations and guidelines.

Lesson Conclusion:

Students will be able to understand how muckrakers/social activists made a change during the Progressive Era by exposing corrupt practices of businesses and organizations.  Students will write responses in their reflective journals and discuss information they discovered by conducting further research.

Assessment:

Exit ticket

What role did muckrakers play in exposing large industries? 

What do you think happened after Roosevelt signed the two laws into legislation? Did businesses really change their practices? Why or why not?

Explain at least one benefit of either the Meat Inspection Act or the Pure Food and Drug Act.

Observe-Reflect-Question Assignments

Think-Pair-Share; Discussion

C-S-I Strategy

CommonLit Assessment questions

Lesson Sketch-The California Gold Rush

Kanika Welch June 2021

Standard Alignment: This lesson addresses the following Common Core Standards in English Language Arts, Social Studies, and Writing for 3rd grade:

• RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
• RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
• W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
• L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Objectives:

-The students will (TSW) analyze primary sources about the California Gold Rush

-TSW synthesize primary sources about the minors and prospectors of the California Gold Rush and their families to create a narrative writing piece describing a day in the life for a Forty-niner.

Grade Level(s):3-4

Content and Primary Source Background: Students should have read excerpts of What was the Gold Rush? By Joan Holub and be familiar with new vocabulary like prospector, boom town, and forty-niner.

Main Instructional Strategy: Whole group instruction, group activity and discussion

Lesson Sketch

Intro: The Teacher Will (TTW) introduce the lesson by telling the students that they have been hired as historians. Good historians use primary and secondary sources to retell and explain history. Next, TTW explain primary sources. A primary source can be anything that comes from the actual time and place of an event (e.g., an eyewitness account, an object, letter, or photograph). Once students have a firm understanding of what a primary source is, TTW give students the opportunity to analyze a primary source using the Visual Discovery Method.

Main Lesson Learning Activity: (to be completed in 1-3 class periods)

Day 1- TTW now display the first primary resource, photo of miner and entertainer, John Stone.  (https://www.loc.gov/item/2017701352/)

The teacher should ask students why this photo is a primary source and reiterate that it is a photo that comes from the actual time and place of the Gold Rush.

Next TTW facilitate students through answering the following:

Gathering Evidence:

            What do you see?

            How would you describe this person?

Interpreting the Evidence

            What is the person holding?

What is it used for?

            Where might this photograph have been taken?

            Is this person dressed for working in the mines?

Give one or more pieces of evidence to support your answers.

Hypotheses:

            How do you think this person is feeling and why?

            Based on what you have learned about the Gold Rush, why do you think this person posed for this photograph?

Give one or more pieces of evidence to support your answers.

This activity will give students active practice in “thinking like a historian” and prime them to compare their sources.

Day 2: With students in groups, TTW recap the previous lesson, what a primary source is, and examples of primary sources.  Next, TTW tell students that they have received a letter from a prospector. (https://dp.la/primary-source-sets/california-gold-rush/sources/1906)

(Beforehand, the teacher should make copies of the letter on yellow or beige paper and crinkle it some, then place in in envelopes. The class will be divided into groups, so each group would have a copy of the letter.)

Next, TTW project the transcript of the letter on the white board and read it to the class. After reading, TTW facilitate a discussion on the different viewpoints based on the letter: Newton (the prospector), his wife, his children, and his friends. TTW then assign each group different viewpoint explore. TSW complete the Circle of Viewpoints activity with the following questions:

Complete the following sentence-starters to further explore the perspective your group has been assigned. Use the Circle of Viewpoints activity sheet to create your poster.

- I am thinking of the California Gold Rush from the viewpoint of _____________

 -I think ... (describe the topic from your viewpoint.)

 Be an actor—take on the character of your viewpoint:

A question I have from this viewpoint is____________?

Assessment:

Day 3- TSW respond to the following writing prompt.

You have analyzed primary resources of the California Gold Rush. Using your evidence, write about a typical day from the viewpoint of a prospector. Remember good writing has a beginning (introduction), middle, and end (conclusion).

Lesson Conclusion: Once students have completed their Circle of View Points Activity and narrative writing, TTW display the posters. Each group will take a gallery walk to read about the other perspectives of the Gold Rush. After that, some students will share their writing with the class.  TTW wrap up the lesson by asking, “Why do you think it’s important to know about different viewpoints of an event? What do these different perspectives help us understand about the California Gold Rush?”

Primary Sources Pedagogy:

-Identify details when observing a primary source

-Ask questions related to observations and the topic of a primary source

-Draw conclusions about questions and hypotheses

Lesson Idea – Native American and European Settlers Make Contact

Standard Alignment:

This lesson addresses the following seventh grade Mississippi Social Studies Framework competency and objectives:

7C.6 Differentiate major aspects of the development of the United States from Exploration to 1754.

4. Examine the diversity that emerged with the establishment of colonial America.
5. Describe the relationships between the various Native American and colonial groups.

Objectives:

• Students will compare the relationships that French, Dutch, Spanish, and English colonizers had with Native Americans.
• Students will identify the author, context, and purpose of The Generall Historie of Virginia, by John Smith.
• Students will analyze the excerpts from chapters 4 and 9 to determine meaning and intent.
• Students will corroborate the information from the primary sources with the Bill of Rights Institute’s video “The Colonization of America” as well as excerpts from the textbook America: History of our Nation (Pearson Prentice Hall, 2007).

Grade Level(s): 7-8

Content and Primary Source Background:

Students will have learned about major explorers during the Age of Exploration, including tracing their routes to the New World and identifying the areas they explored. Students will also have described the Columbian Exchange and the Triangular Trade routes, giving examples of the items involved in that trade and its intersection with the trans-Atlantic slave trade.

Students will have learned to distinguish between primary and secondary resources, comparing points of information in various sources for corroboration.

Main Instructional Strategies: K-W-L, Circle of Viewpoints

Lesson Introduction (teacher and student procedures):

Day 1:

• Begin by having students complete the Know and Wonder columns of a K-W-L chart on the topic of “Native American and European Settler Relationships.” Review this with students, especially focusing on the connections learned in the study of the Columbian Exchange and the Age of Exploration. Tell students that we’ll be digging deeper into how colonists from different countries interacted with different Native American people groups.
• Students will view the Bill of Rights Institute’s video “The Colonization of America” and complete the Colonization of America fill-in-the-blank worksheet (see below), familiarizing themselves with the four European colonizing powers and their attributes. Check answers with the class.
• Using the timeline “Exploring the Americas” (page 58 of the textbook America: History of our Nation) and maps of exploration routes and destinations (pages 54, 67, and 91), students will work collaboratively to create maps of European territories and settlements in North and Central America.
  • Distribute a copy of the blank map below for each student.
  • Have students use four colored pencils or markers to create a color code, using one color for each European power (English, Spanish, Dutch, and French).
  • From page 54’s map, shade the areas in Nova Scotia, Newfoundland, modern-day Canada, the Great Lakes, and the Mississippi River valley in the color designated for France, identifying Louisiana (area west of MS River).
  • Use this map from the National Park Service to locate the New Netherland colony and New Amsterdam, shading this area in the color for Holland and identifying New Amsterdam.
  • From page 67’s map, shade the area of English settlement along the Atlantic coast in the color for Britain, identifying Roanoke, Plymouth, and Jamestown.
  • From page 91’s map, shade the areas of the southwest, Florida, and Central America in the color for Spain, identifying St. Augustine, San Francisco, etc.
• Independent Work/Homework: Students read the article “Overview of Native American and Colonial Relations,” on Newsela.com, annotating the article and complete the Reading Comprehension Quiz. (Due Day 2)

Main Lesson Learning Activity or Activities:

Day 2

• Students (possibly in mixed-ability groups) will add to the Learned column of the K-W-L begun the previous day, drawing on the map activity, “The Colonization of America” worksheet, and “Overview of Native American and Colonial Relations” article.
• On butcher paper, the teacher will use student input (with students referring to the article) to begin a four-circle Venn diagram to compare and contrast each European power’s relationship with Native Americans. As a class, come to a conclusion as to what to put in the center of these overlapping circles – what do they all have in common?
• Divide students into four groups. Have each group read a textbook section to do with one European power’s exploration and colonization, collecting information about the relationship with different Native American groups (noting the names of these groups). One student from each group adds this to the four-circle Venn diagram.
• I’d like to find a drawing/painting of a meeting between Europeans and Native Americans for each group and have an act-it-out activity accompany this, but I haven’t found good images for this yet. In lieu of that, I would have each group report to the class on their findings and prepare a tableau scene illustrating the overall relationship between their country’s settlers and Native Americans.
• As a class, we would add to the four-circle Venn diagram to find the overlapping areas between European powers.
• Independent Work/Homework: Jamestown, Part 1 on Brainpop.com (Students will learn about the geographic and social factors surrounding the relationship between Europeans and Native Americans at one settlement: Jamestown. (Due Day 3)

Lesson Conclusion:

Day 3

• Students will read this excerpt (pages 152-154) from The Generall Historie of Virginia, by John Smith. After reading Smith’s account of arriving in Virginia, dealing with the Powhatan, and establishing the industry of the colony, have students generate the names of people and groups with different viewpoints on these events. Using those viewpoints, students would explore the thoughts and feelings of different people and groups surrounding the arrival of Smith at Jamestown.
• Students will add to the Learned column of the K-W-L begun on Day 1, drawing on the BrainPop activity and the reading.

Assessment:

• Formative: Colonization of America worksheet
• Formative: “Overview of Native American and Colonial Relations” annotation and reading comprehension quiz
• Formative: As an anchor chart, the teacher will use student input to create a four-circle Venn diagram to compare and contrast each European power’s relationship with Native Americans.
• Formative: Jamestown Part 1 exercises on Brainpop.com
• Summative: Have students write a narrative in the viewpoint of one person or group from the Circle of Viewpoints activity, quoting and analyzing 1-2 passages from the reading.

Primary Sources Pedagogy:

• Identify who created the primary source, when, and for what purpose
• Examine primary sources closely to form conjectures about their meaning and intent
• Corroborate information using additional primary and/or secondary sources to form and test hypotheses

Standards:

Experiences that Provide for the Study of People, Places and Environments.

• 1.6. Cultural patterns and their interactions within and across places, by means such as migration and settlement, changes in customs or ideas, and in the ways people make a living.
• 5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Objectives:

• TSW be introduced to the concept of immigration using primary and secondary sources to gain insight, empathy, and relative understanding to historical events.
• TSW explore immigration using maps to determine that sometimes large numbers of immigrants from the same country can leave their homeland at the same time for a common reason.

Recommended Grade Level: 3rd – 4th

Introduction:

Talk to the students about immigration. Ask them what they think immigration is. Define it on the board: 

Immigration: Moving to a foreign country to make a new home.

Depending on prior knowledge of students…additional resources for introducing immigration or providing some background can be shared from https://www.statueofliberty.org/ellis-island/, the Scholastic website (http://teacher.scholastic.com/activities/immigration/index.htm) or from the list of books provided below.

Books:

• https://shop.scholastic.com/teachers-ecommerce/teacher/books/cornerstones-of-freedom-ellis-island-9780531208335.html
• https://shop.scholastic.com/teachers-ecommerce/teacher/books/cornerstones-of-freedom-third-series-ellis-island-9780531265567.html
• https://shop.scholastic.com/teachers-ecommerce/teacher/books/at-ellis-island-9780545133753.html
• https://shop.scholastic.com/teachers-ecommerce/teacher/books/ellis-island-9781338128420.html
• https://shop.scholastic.com/teachers-ecommerce/teacher/books/a-true-book-american-history-ellis-island-9780531147818.html

Lesson:

To begin the lesson, display the first primary source (https://www.loc.gov/item/97502760/) and ask the students: What do you think is happening in this picture?

After allowing students time to think and share their thoughts, the teacher will present students with the See-Think-Wonder (STW) primary source analysis tool (https://thinkingpathwayz.weebly.com/uploads/1/0/4/4/104440805/see_think_wonder_template.pdf) and model the process for completing.

Next, pose questions to the students to think about and look for answers throughout the remainder of the lesson:

• Who are the people in the picture?
• When was this picture taken?
• What are they looking at?
• Why is this picture important/significant?
• Do you think this event is like events we have occurring in the US today?

Then, teach the students what a primary source (e.g., an eyewitness account or artifact) is and explain to the students that the image displayed earlier was a primary source because it was taken at the time of the event. Once students have a firm understanding of what a primary source is, the teacher will share audio of the second primary source – an oral history of Morris Schneider remembering being on the steamship Rotterdam - along with a typed transcription of the text (https://www.nps.gov/elis/learn/education/oral-history-ei-116.htm). The teacher will then share Color-Symbol-Image (CSI) activity (https://thinkingpathwayz.weebly.com/uploads/1/0/4/4/104440805/colour_symbol_image_template.pdf) with students and use the oral recording and transcript of Morris Schneider to model…giving students opportunity to respond as they complete the CSI process together.

Assessment:

The students will then work in pairs (or small groups) to complete a See-Think-Wonder (STW) and Color-Symbol-Image (CSI) activity using their choice of the 2 provided primary source options.

STW Options:

• Immigrants Waiting to be Transferred https://www.loc.gov/resource/cph.3a13599/
• Awaiting Examination, Ellis Island https://www.loc.gov/resource/ppmsc.00056/

CSI Options:

• Emma and William Remember Packing – along with a typed transcription of the text https://www.nps.gov/elis/learn/education/oral-history-ei-28.htm
• William Remembers the Storm – along with a typed transcription of the text (https://www.nps.gov/elis/learn/education/william-remembers-the-storm.htm)

Upon completion of these activities, the students will present to the class and discussions will be opened to address some the following questions (depending on teacher’s background knowledge of students):

• Have you ever moved to a new place? If yes, do you remember feeling scared? Unsure? Excited? Angry? Relieved? Sad? Out of place?
• If you have moved, how did you feel in your new location after three months? Six months? One year? Did you feel as if you would ever fit in? Did you make friends quickly or slowly? What did you miss?
• Have you ever lived in a place where the people did not speak your language? How did that feel?
• If you belong to a military family, where have you lived? Have you moved often? Can you describe your experiences? If you have lived in a foreign country, were you scared about moving there? Was the food strange to you?
• Have you ever known someone from another country who has moved (immigrated) to the United States?
• Can you think of several possible reasons why a person immigrates to the United States?

Conclusion:

After the lesson, the teacher will make connections to students coming into a new school and/or the current border crisis in Texas. Next, the class will discuss and share.

Pedagogy:

• Identify details when observing/using primary sources
• Ask questions related to utilized primary sources
• Make comparisons with primary sources
• Express learning in a variety of ways using primary sources
• Reflect on student learning

Good afternoon classmates:

I am Janiece Austin and this is my lesson plan sketch for Fall 2021. Please click on the link below. Thank you for your time.

Lesson Plan For Fall 2021