Goals and Objectives
Students will learn how to read primary documents and weigh the “arguments” of each to come to a conclusion which includes information from several. Students will also sharpen their ability to read and organize documents into meaningful chunks to use later in an argumentative paper. Students will compare relevant texts concerning American annexation of the Philippines. Students will answer the essential question...
“Should the US have annexed the Philippines?"
“Should the US have annexed the Philippines?"
California Standards and Common Core Standards
- CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
- CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
- 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.
Three Day Lesson Plan
Day 1 IntroductionDay 1:
Introduce the primary question that the students will be working with for the next couple of days. “Should America have annexed the Philippines?” and explain how they will be looking at primary documents to generate a pool of resources to formulate an argument one way or the other. Day 1 Content DeliveryDay 1:
This first lesson will be centered on document reading and interpretation. Students will also complete an assignment designed to help with organizing sources into different arguments while also remembering to site the work found. This exercise will require each student to have several 3 by 5 or larger, note cards with a lined side on one side. These cards will be set aside until after the class has read through the first document as a group and answered the questions. In document Primary Sources A-D found above. Day 1 Student EngagementStudents will work independently to analyze the document answering the questions of, Who, is arguing what, when, where, and why . after which the students will compare their notes with a classmate and receive feedback on their assignment. The teacher will provide students with a sheet of guiding questions to help them source, read closely, contextualize, corroborate. Students will record the selected evidence on a notecard with like evidence, they will develop their argument at home for homework and answer the questions.
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Day 2 IntroductionDay 2:
Start with an introduction of the political cartoon of the American bald eagle looking over its islands and students then have a quick write where they can interpret the picture and whatever stands out to them. Day 2 Content DeliveryThe teacher will pose several questions of the students who will go over the documents further and examine with greater detail documents C-D. Students will also be using the Flash card system of information gathering and citation.
If there is still time at the end of the lesson go over the book chapter that discusses imperialism and have the students pull information for their papers there.
Students will engage in a think-pair-share with fellow students and explain what they saw as the most compelling piece of evidence in their research. students will analyze of the different documents for the class and compare notes with other students. They are encouraged to share ideas about the documents.
After the documents have been discussed in length encourage students to do independent research on the subject to find any other sources that may argue one way or the other. |
Day 3 IntroductionDay 3:
Briefly revisit the content in a whip-around activity to overview the information of the previous days and remind the students of what the Goal of this lesson is.
Use this day as an in class workshop for students to work on their Essays if they need and to help students who are striving readers and students with special needs.
This day is optional and if it is not needed then continue on to the next assignment on the schedule.
Students will organize and complete their quest for primary sources. The students are going to be collecting and organizing their notes into their final arguments for the essay assignment at the end of the lesson.
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Closure
Day 1: introduce the essay assignment and give out the rubric for the class assignment explaining briefly the parameters that are expected.
Day 2: Students are asked to complete a short exit slip answering the question, "What is the difference between an imperialist and an anti-imperialist? explain.
Day 3 : Students are quizzed on the documents verbally by the teacher to ensure that they are ready for finishing their papers at home.
Day 2: Students are asked to complete a short exit slip answering the question, "What is the difference between an imperialist and an anti-imperialist? explain.
Day 3 : Students are quizzed on the documents verbally by the teacher to ensure that they are ready for finishing their papers at home.
Assessments
Day 1: Formative: Teacher roams the room asking questions about the document and guiding students who are confused and challenging students to find more who are further along. Teacher is also listening to student conversations to make sure they are on the right topic and understanding the material. If not then adjust the activities of the second day to become more of a scaffolding for more group reading of the documents.
Day 2: Formative: Student Homework assignment from day 1 where the students continue to analyze the documents and bring their analysis for sharing in the class on the second day of the lesson. The teacher will be able to find out if the students were able to read the documents and pull the information out of the primary documents.
Day 3: Rubric Based Essay assignment due after a several day period (based on how well in class essay writing period is going and if they are going to be better set up to allow students time on a computer to design their paper around the prompt, "Should the US have annexed the Philippines."
Day 2: Formative: Student Homework assignment from day 1 where the students continue to analyze the documents and bring their analysis for sharing in the class on the second day of the lesson. The teacher will be able to find out if the students were able to read the documents and pull the information out of the primary documents.
Day 3: Rubric Based Essay assignment due after a several day period (based on how well in class essay writing period is going and if they are going to be better set up to allow students time on a computer to design their paper around the prompt, "Should the US have annexed the Philippines."
Accommodations for English Learners, Struggling Readers and Students with Special Needs
The teacher will provide additional vocabulary support for English Learners, striving readers, and students with special needs, including a list of more common but difficult terms with definitions and images. Further, Many of the assessments and activities that the students are required to complete are designed for the students to work with aid from the teacher or from other studetnts. For the assignments that are not scaffolded the students that need more help will be given time during and after class with the teacher to help them to develop their argument and gather information.