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.