Jane+Addams+Reinforcing+Activity



** NCSS Notable Trade Book Lesson Plan ** Lesson Plan Author: Janie Hubbard, Ed.D.   University of Alabama Title of NCSS Notable Trade Book: ** || // Jane Addams: Champion of Democracy // By Judith Bloom Fradin & Dennis Brindell Fradin || || Drawing upon hundreds of historical documents and archival photographs, the authors offer an inspiring story of Jane Addams (1860-1935), humanitarian, suffragist, pacifist, and civil rights leader. Born in privilege, Jane Addams established Chicago’s Hull House, a settlement house for immigrants and the poor, helped to found both the National Association for the Advancement of Colored People (NAACP) and American Civil Liberties Union, and was awarded the Nobel Peace Prize in 1931 for her worldwide pacifist activities. || NCSS Standards: ** || __ II – Time, Continuity, & Change __ (c.) compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past. (e.) develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts. __ IV – Individual Development & Identity __ (h.) work independently and cooperatively to accomplish goals. __ VI – Power, Authority & Governance __ (h.) explain and apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems __ X – Civic Ideals & Practices __ (j.) examine strategies designed to strengthen the “common good,” which consider a range of options for citizen action. || || __ Exploratory Phase: __ 1. 1 piece of Chart paper 2. 1 Marker 3. 1 copy of //Attachment A// for each group of 3-4 students __ Invention Phase: __ 1. 1 read-aloud book: Fradin, J.F. & Fradin, D.B. (2006). //Jane Addams: champion of democracy.// New York: Clarion Books 2. 1 paper time-line on the wall __ Expansion Phase: __ 1. 1 copy (for each group of 3-4 students) of a graphic organizer that demonstrates relationships or main idea and detail. 2. 1 pencil for each group 3. 1 computer (for each student or group) with //Microsoft Office// graphic organizers that can be inserted into word documents (optional) || || 1.  Students will be able to demonstrate their prior knowledge of social justice issues by completing a web with sub-concepts: “economic equality,” “racial equality,” “gender equality,” “health equality,” and “peace & justice.” 2. Students will be able to examine significant, external historical events and people, between 1865 and 1935, through the lens of Jane Addam’s life story. 3. Students will be able to trace Jane Addam’s public service activities and distinguish those that are related to economic equality, racial equality, gender equality, health equality, and peace & justice. 4. Students will be able to analyze a biography, which could influence and inspire their choices with respect to public service and the common good. || // Exploration/ Introduction: // // Development: // // Expansion: //
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|| 1.  The teacher will have a large web, drawn on chart paper, hanging on the wall in a prominent location. In the middle of the web the concept, “social justice” is written and around the spokes of the web are bubbles with sub-concepts: “economic equality,” “racial equality,” “gender equality,” “health equality,” and “peace & justice.” 2. Place students in groups of 3-4, and give each group a regular paper copy of a web //(see Attachment A)//. Ask groups to discuss concept and sub-concepts and add their thoughts to the web. Basic question for students is, “What do they mean to you?” 3. Move about the room and listen to group conversations to get an idea of their prior knowledge on the topic. 4. Ask groups to share their ideas with the class and facilitate a whole class discussion. 5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Ask groups to add some of their ideas to the chart paper web on the wall. Tell students that we will return to this web at the end of the lesson. ___________________________________ 1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Use //Jane Addams: Champion of Democracy// as a read-aloud book, approximately 2 weeks. 2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use references to historic events and people, found in the book, as a context in which to stop and study/discuss those events and people. A.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The Civil War & Jane’s father’s relationship with Lincoln 1860-1865 B.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Chicago Fire 1871 C.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> President James Garfield assignation 1881 D.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Chicago corruption-late 1800s (Johnny Powers) E.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Immigration 1889 F.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Hull House- Established 1889. Early 1900s grew to 13 buildings, park, & summer camp. G.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> President William McKinley assignation 1901 H.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane’s friendship with W.E.B. Du Bois & Ida B. Wells-Barnett early 1900s I.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane co-founded the NAACP 1909 J.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane’s friendships with Susan B. Anthony & Carrie Chapman Catt K.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> National American Woman’s Suffrage Association (V.P.) 1911 L.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Publicly supported Theodore Roosevelt’s campaign for President under the Progressive Party (Bull Moose Party) 1912 M.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> WWI begins 1914 N.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Organized Women’s Peace Party with Catt 1915 O.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Co-founder Women’s International League of Peace and Freedom (WILPF) 1915 P.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> German sub sank British ocean liner, //Lusitania//, 1915 Q.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Automaker Henry Ford contributes to peace campaign 1915 R.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> President Wilson asked Congress to declare war on Germany 1917 S.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Herbert Hoover (U.S. Food Administer-Wilson administration) involved Jane in efforts to relieve hunger in Europe 1917 T.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> WWI ends – 10 million soldiers died, 21 million wounded 1918 U.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Allies meet in France to frame a peace treaty 1919 V.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Nineteenth Amendment to the Constitution granted women the right to vote 1920 W.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane listed as a dangerous individual by the U.S. government (accused of having “communist tendencies”) 1923 X.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Daughters of the American Revolution (DAR) descended Jane’s membership after 20 years – early 1920s Y.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Stock market crash 1929 Z.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane stepped up efforts to help people during the Great Depression 1920s-30s (her reputation rebounded) AA.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane received the Nobel Peace Prize 1931 BB.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Japan invaded Manchuria 1931 CC.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane participated in “Round-the-World Peace Broadcast (radio) May 1935 DD.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane passed away May 21, 1935 EE.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> U.S. passed the Social Security Act 1935 FF.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Food Stamp Program & Job Corps followed GG.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> WWII – 1939 3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Create an ongoing paper timeline on the wall to span the years 1860-1935. 4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Add events and people to the timeline as teacher and students move through the book. ______________________________________________ 1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  After students have a full understanding of Jane’s social justice activities, give each of the original groups (from the exploratory phase of the lesson) a graphic organizer to complete. The graphic organizer should be one that either shows relationships or be one designed to show main idea and details. Ask students to label the graphic organizer using these sub-concepts: A.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Health Equality B.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Economic Equality C.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Racial Equality D.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Gender Equality E.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Peace & Justice 2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Then groups should discuss Jane’s social justice activities and categorize them according to the sub- concept to which they belong //(see Attachment C for an// // example of a completed organizer. // Students may look at the timeline if needed. // 3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  // OPTIONAL – Students may complete this activity on computers that have //Microsoft Office// graphic organizers. These can be created and inserted into a //Microsoft Word// document (see //SmartArt// icon). Another option for these graphic organizers is that students can download visuals and insert these into the organizers //(see example Attachment C).// || ||  ||  1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  After reading the book, facilitate a whole class discussion about these specific social justice issues (racial equality, gender equality, economic equality, health equality, peace and justice) in the local community. 2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Ask students to prioritize and gain consensus on one major social justice issue within the local community. 3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Provide materials and support (e.g. guest speakers, field trips, newspaper articles, etc.) for students to research the problem and gather data. 4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Provide materials and support for students to analyze the data and reach a conclusion. 5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Provide materials and support for students to create and/or participate in a service project to help solve the problem in their local community (e.g. raising money, raising awareness, letter writing campaigns, projects such as Habitat for Humanity, etc.). || || 1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Addams, J. (1912). //Twenty years at Hull-House//. NY: The Macmillan Co. 2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Jane Addams Hull-House Museum, University of Illinois at Chicago. 800 S. Halsted (MC 051), Chicago, IL 60607- 7017. [] 3. Jane Addams Peace Association, 77 United Nations Plaza, 6th floor, NY, NY 10017. [|http://home.igc.org/~japa/index.html] 4. The Library of Congress: American Memory: Jane Addams Collection [] 5. The Nobel Prize Internet Library [] 6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Women’s International League for Peace and Freedom. [] Photographs (Used in this Lesson Plan) Hull House [] Ida B. Wells-Barnett [] Nobel Peace Prize [] Women’s International League for Peace and Freedom Logo [] Jane Addams (age 29) [] Jane Addams (1931) [|www.archives.gov/.../jane-addams-papers.html] Jane Addams in Peace March http://www.ashp.cuny.edu/investigatinghistory/images/M8/M8-19.JPG Jane Addams Suffrage Parade (1912) [|media.pfeiffer.edu/.../DSS/Addams/galladd.htm] Susan B. Anthony [|www.ashp.cuny.edu/investigatinghistory/m8a.html] || || ||
 * __ CLOSURE: __** There should have been an ongoing discussion, throughout the lesson, related to Jane’s involvement in these historical events and Jane’s connections to people, of the time, who were also ‘advocates for social change.’ After the read-aloud and the timeline are complete, facilitate a whole class discussion to review historical events and people as well as Jane’s role in social justice activities.
 * Assessment: **
 * __ Objective 1: __** Students will be able to demonstrate their prior knowledge of social justice issues by completing a web with sub-concepts: “economic equality,” “racial equality,” “gender equality,” “health equality,” and “peace & justice.”
 * __ Assessment 1: __** Teacher will listen to students during their group discussions and classroom sharing and observe the group webs to determine which students are contributing and/or which students have prior knowledge of the concept.
 * __ Recording for Assessment 1: __** A checklist //(Attachment B)// will be used to record individual student’s accomplishment of the objective.
 * __ Objective 2: __** Students will be able to examine significant, external historical events and people, between 1865 and 1935, through the lens of this biography.
 * __ Assessment 2: __** Teacher will observe individual student’s participation in discussions related to the read-aloud and contributions to the time-line.
 * __ Recording for Assessment 2: __** A checklist (//see Attachment B)// will be used to record individual student’s accomplishment of the objective.
 * __ Objective 3: __** Students will be able to trace Jane Addam’s public service activities and distinguish those that are related to economic equality, racial equality, gender equality, health equality, and peace & justice.
 * __ Assessment 3: __** The completed graphic organizer will be scored with a rubric //(see Attachment D).// ||
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 * __ Objective 4: __** Students will be able to analyze a biography, which could influence and inspire their choices with respect to public service and the common good.
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 * References & Web Links **