DAILY LESSON PLAN # 4

UTL 640 Kaitlan Rhodes

Lindsey Phillips 11th Grade/USHistory

MUCKRAKERS
Description: This lesson covers Muckrakers in the Progressive Era that influenced
legislative reform.

ENDURING UNDERSTANDING
History: Significant people influence citizens to want reform to better their lives.

ESSENTIAL QUESTIONS
How do citizens individually and collectively influence government policy?

GUIDING QUESTIONS
What is a muckraker?
How did the work of various muckrakers contribute to the success of the Progressive Era?
Do you agree that anyone can make a difference?

RESOURCES/MATERIALS
PowerPoint Presentation
Muckrakers Column Notes
TEKS/SE
(5) History. The student understands the effects of reform and third-party movements in the early
20th century. The student is expected to:
(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B.
Anthony, Ida B. Wells, and W. E. B. DuBois on American society
(29) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected
to:
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing and contrasting, finding the main idea, summarizing, making generalizations, making
predictions, drawing inferences, and drawing conclusions;
LESSON OBJECTIVE
The students will develop an understanding of the role muckrakers had in exposing problems that
impacted society and how they influenced passages of reforming legislation by analyzing individual
muckrakers.

LESSON
ENGAGEMENT TIME: 7
Objective: Students will recognize muckraking in modern day

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 Actions of Teacher
List and describe the actions of the teacher.
I will ask the students if they have heard of
the film Supersize Me.
I will show the first 5 min of the film
After the short clip we will discuss the film
and I will explain how he is a modern
muckraker.
I will ask if they know of any other modern
day muckrakers
EXPLORATION TIME: 25
Objective: Students will learn and summarize information on individual muckrakers.
Actions of Teacher
List and describe the actions of the teacher. List and describe the actions of the students.
I will give a lecture presentation that follows
the column notes given to the students
For Jacob Riis, we will do the Column Notes
together as a model for the rest of the notes.
For Upton Sinclair, we will read an excerpt
from The Jungle together. During the
reading I will pause in order for the students
to discuss with their table mates.
For Ida Tarbell and Lincoln Steffens I will give
them short readings which they will use on
their own/with their table mates and finish the
notes.
As the students are working, I will walk
around reading what the students are writing
down as a check for understanding.
I will then go over Tarbell and Steffens in the
presentation, so the students can check their
work.
EXPLANATION TIME: 10
Objective: Students will select the most important muckraker and the most important topic
and explain why.
Actions of Teacher
List and describe the actions of the teacher. List and describe the actions of the students.
I will give the students instruction on the two
open-ended questions they will answer.
I will walk around the room and answer any
questions the students have.
Actions of Students
List and describe the actions of the students.
Students will say if they have seen Supersize
me or not.
The will observe the film and then answer
questions after (What is this film about? Why
was this film created? Who do you think were
affected by this film?)
The students will then discuss how the film is
an example of a modern day muckraker.
The students will give other modern day
muckraker examples.
Actions of Students
The students will have column notes on
muckrakers including: Ida Tarbell, Jacob Riis,
Upton Sinclair, and Lincoln Steffens. They
will follow the lecture presentation and
summarize what goes in the columns.
They will discuss with their table mates The
Jungle when we pause during the reading.
Turn and Share. This information will help
them with their column notes as well.
The students will then read short reading on
Ida Tarbell and Lincoln Steffens and try to
summarize the information on their own and
fill out the column notes.
They will check their notes and correct
mistakes with the rest of the lecture
presentation.
Actions of Students
Students will answer two open-ended
questions using their column notes.
(Which muckraker do you think had the most
impact on America? Why?)
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 (Which muckraker, in your opinion, covered
the most important topic? Why?)
The questions are opinion based but will
need evidence to support their claim.

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ELABORATE - MODIFICATION/DIFFERENTIATION STRATEGIES

ELL- When going over The Jungle I will first define certain scan words that the students
may not understand, and we will take breaks during the reading for me to check for
understanding.

EVALUATION
Which group were most influential in passing the Pure Food and Drug Act?
a) Southern farmers
b) Factory Owners
c) Muckrakers
d) Immigrants

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