Reconstruction and Industrial Revolution

Essential Question

How was everyone effected during this time? How did life change?

Texts

Literature

Najeeb Abreely, Immigrant Inspector (1890s)

Because Najeeb Abreely remembers what it was like to emigrate to America, he can soothe the fears of frightened immigrants he must now inspect and question.

Gwenyth Swain

Grade Level

3-5

Subject

Civics

History

Topic

Immigration

July 7, 2014

Visual

Oyster Shucking: Dunbar, Louisiana

This 1911 photograph shows a four-year-old girl working alongside her mother shucking oysters in a Dunbar, Louisiana, cannery.

Lewis Hine

Grade Level

3-5 6-8 9-12

Subject

Economics

Geography

Topic

Class

September 3, 2015

Informational

The Story of Suzie King Taylor

Doreen Rappaport tells the story of a young Suzie King Taylor and her brother who attended a secret school for black children in Georgia in the mid-1800s. Later on, Taylor would become the first black woman to teach openly in a freedmen's school.

Doreen Rappaport

Grade Level

K-2 3-5

Subject

Civics

History

Topic

Class Rights & Activism

July 3, 2014

Literature

Margaret Batchelder, Immigrant Inspector (1903)

Margaret Batchelder writes to President Theodore Roosevelt to tell him how women inspectors welcome immigrants—with smiles and encouragement. Although not allowed to question the immigrants, the women make a difference in the immigrants' first experiences on shore.

Gwenyth Swain

Grade Level

3-5 6-8

Subject

History

Topic

Immigration Gender & Sexual Identity Rights & Activism

July 7, 2014

Teaching Strategies

Close and Critical Reading

Agree/Disagree Statements

Agree/disagree statements challenge students to think critically about their knowledge of a topic, theme or text. The strategy exposes students to the major ideas in a text before reading—engaging their thinking and motivating them to learn more. It also requires them to reconsider their original thinking after reading the text and to use textual evidence to support and explain their thinking.

Grade Level

3-5

CCSS

RF.3-5.4, RL.3-5.1, RI.3-5.1, RL.3-5.2, RI.3-5.2

July 19, 2014

Close and Critical Reading

Annolighting

“Annolighting” (annotating and highlighting) shows students how to identify critical information in a text during close reading. Students learn to annotate text, highlight important facts and summarize what they have read to capture main ideas, concepts and details.

Grade Level

3-5

CCSS

RL.3-5.2, RI.3-5.2, RL.3-5.4, RI.3-5.4, RL.3.5, RI.3.5, L.3-5.4

July 19, 2014

Student Tasks

Do Something

Artistic Expression Showcase

Students produce original art (visual art, music, drama or poetry) that conveys an anti-bias or social justice message. Students then plan a public showcase of their work.

Grade Level

3-5

July 13, 2014

Do Something

Persuasive Letters

Students write to a business, school or community leader to call for action in response to a social justice issue from the central text. Alternatively, students can write open, persuasive letters to their peers or family members.

Grade Level

3-5

July 13, 2014

Do Something

Picture Books

Students work in small groups to write and illustrate an original children's picture book to teach others about a social justice or diversity topic present in the central text.

Grade Level

3-5

July 13, 2014

Plan Built By

acolonius

Reconstruction and Industrial Revolution

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