Life as a “Muckraker” during the Progressive Era.

1. Life as a “Muckraker” during the Progressive Era. By John Webb

2. The Progressive Era • Grade: 8th • Subject: U.S. History • Aim – How did the “Muckrakers”, using journalist strategies, expose corruption in the United States during the Progressive Era? • Lesson Objectives: Students will: • Take an in depth look at the Progressive Era. • Examine the findings of the “Muckrakers”. • Examine major issues occurring in the U.S. during the Progressive Era. • Technology Used: • Computer with internet access • Progressive Era Webquest (Designed and created by John Webb) • Microsoft Publisher • Wikipedia • Color Printer • Lesson Time: Four 43 minute class periods

3. The Project Purpose: The Progressive Era was a time period of great social change.  Ordinary Americans saw problems with society and tried to change things for the better.  Some of these individuals exposed corruption in business and industry through writing novels, editorials and news articles. This time period saw a lack of safety codes in industry, extensive corruption in Big Business and government, child labor, monopolies, and overcrowded cities. Some of the more popular "Muckrakers" responsible for reporting on these areas include Nelli Bly, Jacob Riis, Upton Sinclair, and Ida Tarbell. Students will take up the challenge of being a "Muckraker" and bring about the end of corruption? Task: Students and partners will take on the role of a “Muckraker” and will expose corruption in the United States by: • Researching various issues occurring in the United States during the Progressive Era via the websites that the webquest provides. • Creating a 1 page news article using Microsoft Publisher which will identify and expose corruption in the United States during the Progressive Era. • Commenting on each other’s articles using Wikipedia.

4. Description of Procedures 1) Students will be placed into pairs heterogeneously. 2) Each student will be responsible for creating a newspaper article as if they lived in the time period known as the Progressive Era. 3) Students will take on the role of the “ Muckrakers” (Ordinary citizens who exposed the corruption and filth of society. 4) While working with their peers, students will research various websites that I will provide, in order to get the information needed about what is going on in society.  Writings of actual “Muckrakers” will be provided for students via the internet as a basis for what they should be looking for.  Some of these “Muckrakers” will include Ida Tarbell, Jacob Riis, Upton Sinclair, and Nelli Bly. 5) Students will be instructed to include the following details in their articles: • A story that exposes the corruption of an industry or social inadequacies along with the appropriate date and names of the reporters.  • Pictures taken from the internet. • Political cartoons related to the topic (all items made available on sites I have provided) 6) Students will use Microsoft Publisher in order to create their articles as well as choose an appropriate design. 7) Students will choose a title for the article that creatively reflects the time period. 8) Students will formally present their “exploitation” of local corruption to the class. 9) Students will critique, with detail, each groups presentation using a Wikipedia which I have created.

5. Lesson Schedule: Student Centered Day 1: • Bring class to Sequoya Middle School Library. • Assign partners and topics. Ie: Temperance, Child Labor, Crowded Cities, Meat packing Industry, Big Business, Triangle Shirtwaist Factory Fire, • Explain webquest introduction, task, process, resources, and evaluation. • Review proper student conduct while working in the Sequoya Middle School Library. • Students begin webquest. Day 2: • Check student progress. • Keep students on task. • Students work on article. • Students work on design. Day 3: • Check student progress. • Keep students on task. • Students finish article. • Students finish design. Day 4: • Students present articles. • Students will enter class wiki and critique each other’s work.

6. Web Related Resources • General Info - http://regentsprep.org/Regents/ushisgov/themes/reform/progressive.htm • Temperance - http://regentsprep.org/Regents/ushisgov/themes/reform/temperance.htm • Child Labor - http://www.historyplace.com/unitedstates/childlabor/ • City Corruption - http://cartoons.osu.edu/nast/tweed.htm • Meat Packing Industry – http://mohawk.k12.ny.us/progressive/sinclair1.html • Corruption in Big Business – http://mohawk.k12.ny.us/progressive/tarbell1.html • Triangle Shirtwaist Factory Fire – http://www.ilr.cornell.edu/trianglefire/ • Overcrowded Cities – http://mohawk.k12.ny.us/progressive/riis1.htm

7. ISTE Standards The following ISTE Standards for learning will be met in this lesson: • Standard #1 – Basic Operations and concepts - Students demonstrate a sound understanding of the nature and operation of technology systems. (Students will be using A variety of technological tools and resources). • Standard #2 – Social, Ethical and Human Issues - Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (Students will be able to use the tools implemented in this lesson during future challenges). • Standard #3 – Technology Productivity Tools - Students use technology tools to enhance learning, increase productivity, and promote creativity. (Students will be demonstrating personal creativity via Microsoft Publisher). • Standard #4 – Technology Communications tools - Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. (Students will be using Wikipedia to critique peer works). • Standard #5 – Technology Research Tools - Students use technology to locate, evaluate, and collect information from a variety of sources. (Students will be using the internet throughout lesson to locate sources of information).

8. Social Studies Standards The following History Standards for learning will be met in this lesson: #1: History of the United States • Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. #5: Civics, Citizenship, and Government • Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

9. Bloom’s Taxonomy The following levels of Bloom’s Taxonomy are evident during the duration of this lesson. • Creating: Students will create a final product based on research, analyzing documents, as well as prior knowledge. • Analyzing: Students will analyze and break down concepts in order to identify themes. • Applying: Students will apply prior knowledge of the Progressive Era to this lesson in order to create the final product. • Understanding: Students must have a full understanding of the journal excerpts, documents, political cartoons, images, and primary sources they come across on this webquest and therefore Be able to apply said knowledge in order to see through the fruition of the lesson. • Remembering: Students have been formally instructed on the Progressive Era and therefore must recall prior knowledge to effectively carry out the tasks of the webquest.

10. Teacher Preparation Before lesson can commence, teacher must initiate the following: • Instruct students on the Progressive Era and give formal assessment. (prior week) • Check webquest to make sure that all links and tabs operate accordingly. • Construct class Wiki and have students create usernames and passwords. • Demonstrate to students proper navigation through Wikipedia. • Reserve Sequoya Middle School Media Center (Library). • Make sure all computers have internet access. • Make sure Media Specialist (Librarian) is accessible at all times to direct students to any proper literature that may be used aside from websites. • Have students examine “Library Procedures” handout prior to initiation of lesson.

11. Method of Evaluation (Rubric) • file:///C:/Documents%20and%20Settings/John%20Webb/My%20Documents/webbyswebpage/webquest/teacherpages/evaluation.html