Lesson Links 2019

	A	B	C	D
1	First Name	Last Name	Lesson Plan Description	If indicated above, paste the public link to your lesson plan file or folder below.
2	Bonnie	Lewis	Inquiry which looks at the potential link between access to nature and racial tensions as a result of Urbanization and the Great Migration.	https://drive.google.com/drive/folders/1TY4GaTcNo3kkuQht_qYhjXLCg88vwzFu?usp=sharing
3	Elizabeth	McMichael	This is an opening provocation for thinking about why people move. Students will learn the difference between pushes and pulls, and will be able to demonstrate their knowledge.	https://docs.google.com/document/d/17Lo3vSwvQjD454L9FVfxhtTtGFzrlet3OrMTLb-r7y8/edit?usp=sharing
4	Joy	Sharp	This lesson plan will explore the origins of the child welfare system, through photojournalist Jacob Riis and the use of orphan trains to adopt out children in the progressive era.	https://docs.google.com/document/d/1RU2B58RLkZ1sjrQGXvnajevTVC1J7oKs6sLuFS0_e1Q/edit?usp=sharing
5	Christine	McKinzie	Using a created website as a “hyperdoc,” students will explore the resources supplied to 1. Consider their own story 2. Research the ethnic populations who are here (especially those with significant growth during the Progressive Era) 3. Reflect on what has been done to promote and to hinder immigration to the US.	https://sites.google.com/view/gapechi19mckin/home
6	James	Johnson	An introductory activity for a unit on "workers' rights," featuring art interpretation!	https://drive.google.com/file/d/0BwKFnDs75RptX0RRYlRxSU00LUxmZXI1ekQ0dU40TDlCbGxr/view?usp=sharing
7	Coleen	Curry		https://drive.google.com/drive/folders/10gqZ4Y0R87QMczHLIF3EJgCTxRn0dfda?usp=sharing
8	Shifa	Ahmed	An in-depth look at Burnham's role in recreating Chicago	https://drive.google.com/drive/folders/1ytgTGlpjaZgKpZ2nQ9gLAyeDLCEIB8r5?usp=sharing
9	Daniel	Davis	Inquiry into Citizenship and Personhood under the U.S. Constitution, with specific reference to the 14th Amendment, the 1886 Santa Clara County decision and the 2010 Citizens United decision.	https://docs.google.com/document/d/1ptN8PPyhohR0lIbTPNkk77wkwDR3W3em6G8X4PpnU1w/edit
10	Teresa	Shadoin	This American History Unit on Immigration will introduce the forces that influenced human migration and reasons why people moved to the United States. Students will investigate the life of immigrants after arrival in our country and understand why the “The American Dream” is still relevant to the 21st Century.	https://docs.google.com/document/d/1NjzRrdvCXOouvKBVwo_lcG56shfPv2PClsS5UxLJx1o/edit#heading=h.gjdgxs
11	Chassity	Mahaska	Students analyze media, create blackout poetry, and have a discussion centered around 2 essential questions.	https://docs.google.com/document/d/1d8FK-caBEFhMgSsPKKH1CIV5dxL3wpvD40k0QrbqTZ4/edit?usp=sharing
12	Terry	Atkins	Students will investigate the Gilded Age and Progressive Era from a Personal Perspective and a Critical Lens	https://docs.google.com/document/d/1ri0rhmaKzo51RV555AJlDQUcFwKZBskd9NT8hea_-Wo/edit?usp=sharing
13	John	Hall	Students will engage with primary and secondary sources (first person narratives, editorial cartoons, photographs) to learn about different types of labor in specific time periods. These periods will be the Roman Empire, Gilded Age America, and developing nations, circa 2019. Students will respond to the questions "Who does the work?" and "When should a child enter the workforce?"	https://docs.google.com/document/d/1vCf_ZmTrLodgqUCHdEcZDeLvR9kGW8VU6DbHFDzAGm8/edit?usp=sharing
14	Jennifer	Rock	Students will analyze primary photos and text to learn about Indian Boarding Schools during GAPE.	https://drive.google.com/file/d/0BwKFnDs75RptSHg3dDZUcFY1TTlleUdyUjFuc2c5cFp3UDZv/view?usp=sharing
15	E.M.	Eisen-Markowitz	DBQ work related to U.S. Voter Participation from the 1880s to the Present	https://docs.google.com/document/d/1Qa4OsfAP2CBmP58LfUiA4LoONgYjDMwqMeiVqNIXYZQ/edit#heading=h.gjdgxs
16	Jennifer	Hunter	Scholars will describe the effect of the World's Columbian Exposition on American inventions. Scholars will brainstorm and create inventions for today using a carousel model.	https://docs.google.com/document/d/1v19OUBYOfM_48jGHHbT7gzceGXJkCujtB1ZfFtORZCs/edit?usp=sharing
17	Kerry	Brown	Through this lesson sequence, students explore the experiences of different groups (Black women & Black men, white women, Asian Americans, Native Americans & Mexican Americans) as they sought the right to vote during the GAPE and beyond.
18	Matthew	Laney	Is the 8-hour work day, a pillar of the Progressive Movement, outdated? Instead of a maximum work day, in the future, will we need to have a minimum work day?	https://drive.google.com/file/d/1YXMfeyFyWQf2NAzGqpz3lkFfygHaSX8Q/view?usp=sharing
19	Judith	Ganley	John Muir and Gifford Pinchot represented two different views on the management of natural resources in national parks in the emerging environmental movement of the Progressive Era. Students will take a close look at the debate on whether to construct a dam flooding the Hetch Hetchy Valley in Yosemite National Park as case study and then design a service learning project on an environmental issue of their choice informed by their understanding of the debate over the Hetch Hetchy Valley.	https://docs.google.com/document/d/1l64bPo435yXi9yrpLbfV-OAr0m0OiWBcz7ilij0M9ng/edit?usp=sharing
20	Asra	Ziauddin	I've created a lesson based on the Pullman Strike of 1894, with the central question: What was the disagreement that caused the Pullman Strike? Students analyze 3 sources to develop an "evolving hypothesis" answering that question. Lesson outline, source, and evolving hypothesis graphic organizer are included.	https://drive.google.com/file/d/0BwKFnDs75RptOWtGNjh5OVc4bHlwdFpWSFptamtyeGY1WXZr/view?usp=sharing
21	Raven	Reed-Althimer	Document Based Question: Which is better: more votes from the populace and more corruption? Or fewer votes and less corruption? Students will examine the document and write and essay based on the their opinion of voter participation in 19th century America compared to voter participation today.	https://docs.google.com/document/d/1Qa4OsfAP2CBmP58LfUiA4LoONgYjDMwqMeiVqNIXYZQ/edit#heading=h.gjdgxs
22	Keri	Swyden	This lesson is an introductory activity that evaluates how Gilded Age immigration led to increasing tensions and a rise of Nativism in the United States by analyzing primary sources. Students will work in small groups to analyze a source then present their findings to the class.	https://docs.google.com/document/d/1h5aBa9aiAih5U0r1pehArVyJc0ILmhd9eu4AqzjHFSs/edit?usp=sharing
23	Krystal	Davis	This activity is designed to introduce GAPE by through the analysis of political cartoons centered around marginalized groups. It forces students to establish a narrative of the period and ask questions that will help guide the study of the unit.	https://drive.google.com/open?id=1N47gfLoK2Q2xnQC-wPhQWKXSNLg-JwoG
24	Larissa	Fillingham	In this lesson, students will research an assigned labor uprising from the Gilded Age/ Progressive Era and put labor unions and big business on trial. There are 4 choices of uprisings: Haymarket Square, Homestead Strike, Ludlow Massacre, or the Pullman Strike.	https://drive.google.com/drive/folders/1vSnWXv_vDG32M7ImFBo2AgRXLnPr2QKX?usp=sharing
25	Jessica	Murach	The pitch portfolio is a semester long project in which students will research, design, and ultimately pitch a monument or memorial that captures the narrative of an era in American literature and history. The purpose of the project is to get students to consider the semester’s big questions in a tangible way as well as develop a product that has real world implications. Ultimately, students will need to consider how to both commemorate and question our literary works within their larger historical moment, taking into consideration how we might honor prominent voices while simultaneously bring to light the voices that are implicitly and explicitly excluded from our narrative.	https://docs.google.com/document/d/17eewUT3WDA6UMatJt70Q_lHKdKLmXhSnEciuePiyDvE/edit?usp=sharing
26	Crystal	Watkins	My lesson is about the 19th amendment and whether it actually allowed black women to vote.	https://docs.google.com/document/d/1QxA89hXGddiXyCWgqZD3_BUJn60IqdAB3duTc0gVBVU/edit?usp=sharing
27	Samantha	Averett Boyd	Reaction to Immigration	https://drive.google.com/drive/folders/1tLR8PQdjJ1J8DqCzNWl0vXL9qJzdL79f?usp=sharing
28	Meera	Gorawara	Often times in Social Studies classes, students are presented with bias texts. They are often forced to come to a single conclusion by the end of the class period. The main point of this activity is to skew middle school students from thinking there is a single way they need to identify captains of industry such as John D. Rockefeller and Andrew Carnegie at the time.	https://docs.google.com/document/d/1pFU0vP3bsmOfAOiYwWqQNVE5kmTcIeN373avI0vF9TY/edit?usp=sharing
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