Grade Level: 11 Time frame: 3 days abstract



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TITLE: Impact of the Muckrakers: Comparing The Jungle & Fast Food Nation

Topic: The Progressive Era

Grade Level: 11

Time frame: 3 days

ABSTRACT: Students analyze the impact of the Progressive Era and Muckrakers

Big Idea: Analyze actions taken by citizens to prompt reform and improve conditions in America by comparing complex texts

Focus questions:

  1. How are The Jungle & Fast Food Nation similar? What were the impacts of these texts?

  2. Which author was most successful in motivating the audience to take action? What evidence supports this claim?

Rationale: SWBAT analyze primary sources by reading complex texts (The Jungle & Fast Food Nation) and completing a “Response to Text” handout and reflection

STANDARDS:

Content Standards: 11.2.9 Understand the effect of political programs and activities and Progressives

Common Core Standards: CCSS.ELA-Literacy.RH.11-12.1


Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

MATERIALS:

Primary sources: Excerpt from The Jungle (1906) by Upton Sinclair, “The Most Dangerous Job,” excerpt from Fast Food Nation (2002) by Eric Schlosser

Other sources: “Response to Text” handout, Writing Task Rubric, summary template

LESSON:

Into the lesson plan

Background: Effects of Industrialization, Origins of Progressivism, Progressive Era Reformers

Engagement:

1. Video clip of overview of Muckrakers and Upton Sinclair (I use a 5-6 minutes video that is in ancillary materials for our district textbook)

2. Picture analysis (What do you see? Where do you think this us? What is happening?)

3. Show the front cover of The Jungle; ask students what they think the book is about? Why would a book about the meat packing industry be called The Jungle?



Vocabulary: Progressivism, ingenious, apparatus, nuisances

Through the content:

Day 1:

1. Review lesson objective: SWBAT analyze primary sources by reading complex texts (The Jungle & Fast Food Nation) and completing a “Response to Text” handout and Reflection

2. Introduce Essential Questions:

A. How are The Jungle & Fast Food Nation similar? What were the impacts of these texts?

B. Which author was most successful in motivating the audience to take action? What evidence supports this claim?

3. Response to Text: The Jungle



  • Close Read

4. We Do: Teacher Model and complete handout with the class

A. Goals: What is the author’s purpose of the text?

B. Evidence: What kids of details does the author include to make his point?

C. Impact: Predict the outcome and effects; What do you think this text will inspire people to do?

5. Response to Text: Fast Food Nation



  • Close Read

    • 1st Read: Students read silently and circle unfamiliar words

    • Clarify words

    • 2nd Read: Students read with partners; students underline key details

6. You Do Together: Students complete with partner

A. Goals: What is the author’s purpose of the text?

B. Evidence: What kids of details does the author include to make his point?

C. Impact: Predict the outcome and effects; What do you think this text will inspire people to do?

7. Lesson Closure: Review Lesson Objective & Reflection. Have students write which line from the texts they thought was most shocking and why. Sample response: The line from ____________, “__________________________”, was most shocking because ______________________.



Day 2:

1. Review Essential Questions from Day 1 and introduce Lesson Objective: SWBAT compare & evaluate primary sources by writing a claim citing textual evidence (Summary Template or Rough Draft)

2. Writing Prompt: SWBAT compare The Jungle & Fast Food Nation and evaluate which author was more successful in motivating the audience to take action. Cite textual evidence to support your claim.

3. Introduce Writing Rubric

4. Students complete Summary Template or a rough draft of their writing response

5. Peer Editing: Students exchange rough drafts with a partner and complete revisions



Day 3: Students write final response to writing prompt

Beyond

Assessment: Response to Writing Prompt (Rubric)



Connections: Students can research and relate similar problems of modern day industries; cite examples and evidence


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