Reading Like a Historian: Political Bosses

In this lesson, students analyze primary sources in an effort to answer the central historical question: Were political bosses corrupt? The teacher begins by explaining progressives' complaints about political machines and graft and then shows a political cartoon criticizing Tammany Hall. Students then read and analyze 2 documents: 1) a book excerpt by muckraker Lincoln Steffens, and 2) a "talk" by political boss George Plunkitt. For each, they answer guiding questions on a graphic organizer (the teacher models this extensively with the first document in the lesson). For HW, students write a dialogue between the 2 writers in which Steffens tries to convince Plunkitt to practice honest government.
Resource ID#: 37384 Type: Lesson Plan
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Direct Link: https://sheg.stanford.edu/history-lessons/political-bosses

General Information

Subject(s): English Language Arts, Social Studies
Grade Level(s): 11
Intended Audience: Educators educators
Suggested Technology: Computer for Presenter, LCD Projector, Microsoft Office
Instructional Time: 1 Hour(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: progressivism, political bosses, Tammany Hall, sourcing, contextualization, corroboration, close reading
Instructional Component Type(s): Lesson Plan,  Worksheet,  Assessment,  Image/Photograph,  Text Resource
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: General Collection

Aligned Standards

This vetted resource aligns to concepts or skills in these benchmarks.

5 Lesson Plans

Reading Like a Historian: Anti-Suffragists

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did people, including women, oppose women's suffrage? It is recommended (but not essential) that the teacher begin by screening some of the HBO film Iron Jawed Angels to start a discussion about the motives of anti-suffragists. In groups, students then analyze 3 documents: 1) an excerpt from Molly Seawell's anti-suffragist book, 2) an anti-suffrage newspaper article, and 3) a speech by Tennessee Congressman John Moon. For each, students answer questions on a graphic organizer. In a final class discussion, students discuss the validity of anti-suffragists' motives, relate them to the film, and discuss what other sources they might want to read for further corroboration and contextualization.

Reading Like a Historian: Booker T. Washington and W.E.B. DuBois

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B. DuBois? The teacher first uses a mini-lecture and a streaming video clip from Discovery Education to explain late 19th-century race relations in the South. Students then analyze an excerpt from Washington's "Atlanta Compromise" speech as the teacher models-extensively-sourcing, contextualization, corroboration, and close reading techniques, answering questions on a graphic organizer. Students then do the same, on their own, with a selection from DuBois' Souls of Black Folk. A final class discussion evaluates the 2 men: who was more right in his approach, given the historical context?

Reading Like a Historian: Jacob Riis and Immigrants

In this lesson, students analyze primary sources in an effort to answer the central historical question: What was life like in American cities during the Industrial Era? The teacher introduces progressive photojournalist Jacob Riis and projects 2 of his photos; discussion questions ask students if the pictures are trustworthy (posed) and what they might tell us about Riis's audience. Students then read excerpts from Riis's book How the Other Half Lives: ugly stereotypes of ethnic Italians, Chinese, and Jews. Students answer guiding questions on the documents, and a final class discussion explores what Riis's work really tells about American urban life at this time.

Reading Like a Historian: Japanese Segregation in San Francisco

In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did Teddy Roosevelt oppose the segregation of San Francisco's public schools? The teacher first informs students of the 1906 San Francisco earthquake and the resultant attempted segregation of Japanese students. Students then read 4 source documents-letters and public speeches-in which President Roosevelt discusses his reasons for opposing the law, as well as a political cartoon addressing the issue. For each, students answer questions on a graphic organizer: Why do you think TR opposed the issue? What can you infer about the U.S. in 1906? Finally, the class goes over a timeline of relevant events, enabling the teacher to show how reading contextually lets students learn historical context from documents. Students then respond in writing, using all evidence to reach a conclusion of their own.

Reading Like a Historian: Progressive Social Reformers SAC

In this lesson, students analyze primary sources and engage in a Structured Academic Controversy in an effort to answer the central historical question: What were the attitudes of Progressive social reformers toward immigrants? Students first read their textbook's passage on the Social Gospel and Settlement Houses. The teacher reviews the material, emphasizing main points, and then streams a brief film clip (link included) about women in the Progressive era. Students then divide into groups of 4 and into pairs within each group. Each pair presents the argument to the other that social reformers were either (Pair A) generous and helpful or (Pair B) condescending and judgmental. Only at the end can students abandon their previous positions, reach consensus in writing as a group, and defend that view in a final class discussion: how did social attitudes then differ from those of today?

Related Resources

Other vetted resources related to this resource.

Lesson Plans

Reading Like a Historian: Anti-Suffragists:

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did people, including women, oppose women's suffrage? It is recommended (but not essential) that the teacher begin by screening some of the HBO film Iron Jawed Angels to start a discussion about the motives of anti-suffragists. In groups, students then analyze 3 documents: 1) an excerpt from Molly Seawell's anti-suffragist book, 2) an anti-suffrage newspaper article, and 3) a speech by Tennessee Congressman John Moon. For each, students answer questions on a graphic organizer. In a final class discussion, students discuss the validity of anti-suffragists' motives, relate them to the film, and discuss what other sources they might want to read for further corroboration and contextualization.

Type: Lesson Plan

Reading Like a Historian: Booker T. Washington and W.E.B. DuBois:

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B. DuBois? The teacher first uses a mini-lecture and a streaming video clip from Discovery Education to explain late 19th-century race relations in the South. Students then analyze an excerpt from Washington's "Atlanta Compromise" speech as the teacher models-extensively-sourcing, contextualization, corroboration, and close reading techniques, answering questions on a graphic organizer. Students then do the same, on their own, with a selection from DuBois' Souls of Black Folk. A final class discussion evaluates the 2 men: who was more right in his approach, given the historical context?

Type: Lesson Plan

Reading Like a Historian: Jacob Riis and Immigrants:

In this lesson, students analyze primary sources in an effort to answer the central historical question: What was life like in American cities during the Industrial Era? The teacher introduces progressive photojournalist Jacob Riis and projects 2 of his photos; discussion questions ask students if the pictures are trustworthy (posed) and what they might tell us about Riis's audience. Students then read excerpts from Riis's book How the Other Half Lives: ugly stereotypes of ethnic Italians, Chinese, and Jews. Students answer guiding questions on the documents, and a final class discussion explores what Riis's work really tells about American urban life at this time.

Type: Lesson Plan

Reading Like a Historian: Japanese Segregation in San Francisco:

In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did Teddy Roosevelt oppose the segregation of San Francisco's public schools? The teacher first informs students of the 1906 San Francisco earthquake and the resultant attempted segregation of Japanese students. Students then read 4 source documents-letters and public speeches-in which President Roosevelt discusses his reasons for opposing the law, as well as a political cartoon addressing the issue. For each, students answer questions on a graphic organizer: Why do you think TR opposed the issue? What can you infer about the U.S. in 1906? Finally, the class goes over a timeline of relevant events, enabling the teacher to show how reading contextually lets students learn historical context from documents. Students then respond in writing, using all evidence to reach a conclusion of their own.

Type: Lesson Plan

Reading Like a Historian: Progressive Social Reformers SAC:

In this lesson, students analyze primary sources and engage in a Structured Academic Controversy in an effort to answer the central historical question: What were the attitudes of Progressive social reformers toward immigrants? Students first read their textbook's passage on the Social Gospel and Settlement Houses. The teacher reviews the material, emphasizing main points, and then streams a brief film clip (link included) about women in the Progressive era. Students then divide into groups of 4 and into pairs within each group. Each pair presents the argument to the other that social reformers were either (Pair A) generous and helpful or (Pair B) condescending and judgmental. Only at the end can students abandon their previous positions, reach consensus in writing as a group, and defend that view in a final class discussion: how did social attitudes then differ from those of today?

Type: Lesson Plan

Presentation/Slideshow

Reading Like a Historian: Background on Women’s Suffrage:

In this lesson, students view and discuss a PowerPoint presentation in an effort to answer the central historical questions: Why did people oppose women's suffrage? Did anti-suffragists think men were superior to women? As a starter, the teacher displays a photo of a WWI-era suffragette and asks students when they think the picture was taken. Then, using the PowerPoint, students review the history of the suffrage movement, starting with the Seneca Falls convention (the class pauses to read and discuss Mott and Stanton's "Declaration of Sentiments") and finishing with Alice Paul's acts of civil disobedience and the passage of the 19th Amendment. Discussion questions are included throughout.

Type: Presentation/Slideshow