NCSS Notable Trade Book for Young People

JANE ADDAMS

CHAMPION OF DEMOCRACY

By Judith Bloom Fradin & Dennis Brindell Fradin

National Council for the Social Studies Annual ConferenceAtlanta, Georgia – November 13, 2009

Janie Hubbard, Ed.D.University of Alabama

1

NCSS Notable Trade Book Lesson Plan Lesson Plan Author: Janie Hubbard, Ed.D.

University of Alabama

Title of NCSS Notable Trade Book:

Jane Addams: Champion of DemocracyBy Judith Bloom Fradin & Dennis Brindell Fradin

Book Summary:

Drawing upon hundreds of historical documents and archival photographs, the authors offer an inspiring story of Jane Addams (1860-1935), humanitarian, suffragist, pacifist, and civil rights leader. Born in privilege, Jane Addams established Chicago’s Hull House, a settlement house for immigrants and the poor, helped to found both the National Association for the Advancement of Colored People (NAACP) and American Civil Liberties Union, and was awarded the Nobel Peace Prize in 1931 for her worldwide pacifist activities.

NCSS Standards:

II – Time, Continuity, & Change (c.) compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past. (e.) develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.IV – Individual Development & Identity (h.) work independently and cooperatively to accomplish goals.VI – Power, Authority & Governance (h.) explain and apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problemsX – Civic Ideals & Practices (j.) examine strategies designed to strengthen the “common good,” which consider a range of options for citizen action.

Materials:Exploratory Phase:

1. 1 piece of Chart paper2. 1 Marker3. 1 copy of Attachment A for each group of 3-4 students

Invention Phase:1. 1 read-aloud book:

Fradin, J.F. & Fradin, D.B. (2006). Jane Addams: champion of democracy. New York: Clarion Books

2. 1 paper time-line on the wall Expansion Phase:

1. 1 copy (for each group of 3-4 students) of a graphic organizer that demonstrates relationships or main idea and detail.

2. 1 pencil for each group3. 1 computer (for each student or group) with Microsoft

Office graphic organizers that can be inserted into word

2

documents (optional)Objectives: 1. Students will be able to demonstrate their prior

knowledge of social justice issues by completing a web with sub-concepts: “economic equality,” “racial equality,” “gender equality,” “health equality,” and “peace & justice.”

2. Students will be able to examine significant, external historical events and people, between 1865 and 1935, through the lens of Jane Addam’s life story.

3. Students will be able to trace Jane Addam’s public service activities and distinguish those that are related to economic equality, racial equality, gender equality, health equality, and peace & justice.

4. Students will be able to analyze a biography, which could influence and inspire their choices with respect to public service and the common good.

Procedures:

Exploration/ Introduction:

Development:

1. The teacher will have a large web, drawn on chart paper, hanging on the wall in a prominent location. In the middle of the web the concept, “social justice” is written and around the spokes of the web are bubbles with sub-concepts: “economic equality,” “racial equality,” “gender equality,” “health equality,” and “peace & justice.”

2. Place students in groups of 3-4, and give each group a regular paper copy of a web (see Attachment A). Ask groups to discuss concept and sub-concepts and add their thoughts to the web. Basic question for students is, “What do they mean to you?”

3. Move about the room and listen to group conversations to get an idea of their prior knowledge on the topic.

4. Ask groups to share their ideas with the class and facilitate a whole class discussion.

5. Ask groups to add some of their ideas to the chart paper web on the wall. Tell students that we will return to this web at the end of the lesson.___________________________________

1. Use Jane Addams: Champion of Democracy as a read-aloud book, approximately 2 weeks.

2. Use references to historic events and people, found in the book, as a context in which to stop and study/discuss those events and people.A. The Civil War & Jane’s father’s relationship with

Lincoln 1860-1865

3

B. Chicago Fire 1871C. President James Garfield assignation 1881D. Chicago corruption-late 1800s (Johnny Powers)E. Immigration 1889F. Hull House- Established 1889. Early 1900s grew to

13 buildings, park, & summer camp.G. President William McKinley assignation 1901H. Jane’s friendship with W.E.B. Du Bois & Ida B. Wells-

Barnett early 1900sI. Jane co-founded the NAACP 1909J. Jane’s friendships with Susan B. Anthony & Carrie

Chapman CattK. National American Woman’s Suffrage Association

(V.P.) 1911L. Publicly supported Theodore Roosevelt’s campaign

for President under the Progressive Party (Bull Moose Party) 1912

M. WWI begins 1914N. Organized Women’s Peace Party with Catt 1915O. Co-founder Women’s International League of Peace

and Freedom (WILPF) 1915P. German sub sank British ocean liner, Lusitania, 1915Q. Automaker Henry Ford contributes to peace

campaign 1915R. President Wilson asked Congress to declare war on

Germany 1917S. Herbert Hoover (U.S. Food Administer-Wilson

administration) involved Jane in efforts to relieve hunger in Europe 1917

T. WWI ends – 10 million soldiers died, 21 million wounded 1918

U. Allies meet in France to frame a peace treaty 1919V. Nineteenth Amendment to the Constitution granted

women the right to vote 1920W. Jane listed as a dangerous individual by the U.S.

government (accused of having “communist tendencies”) 1923

X. Daughters of the American Revolution (DAR) descended Jane’s membership after 20 years – early 1920s

Y. Stock market crash 1929Z. Jane stepped up efforts to help people during the

Great Depression 1920s-30s (her reputation rebounded)

AA. Jane received the Nobel Peace Prize 1931BB. Japan invaded Manchuria 1931CC. Jane participated in “Round-the-World Peace

Broadcast (radio) May 1935DD. Jane passed away May 21, 1935

4

Expansion:

EE. U.S. passed the Social Security Act 1935FF. Food Stamp Program & Job Corps followedGG. WWII – 1939

3. Create an ongoing paper timeline on the wall to span the years 1860-1935.

4. Add events and people to the timeline as teacher and students move through the book.

CLOSURE: There should have been an ongoing discussion, throughout the lesson, related to Jane’s involvement in these historical events and Jane’s connections to people, of the time, who were also ‘advocates for social change.’ After the read-aloud and the timeline are complete, facilitate a whole class discussion to review historical events and people as well as Jane’s role in social justice activities.

______________________________________________1. After students have a full understanding of Jane’s social

justice activities, give each of the original groups (from the exploratory phase of the lesson) a graphic organizer to complete. The graphic organizer should be one that either shows relationships or be one designed to show main idea and details. Ask students to label the graphic organizer using these sub-concepts:A. Health EqualityB. Economic EqualityC. Racial EqualityD. Gender EqualityE. Peace & Justice

2. Then groups should discuss Jane’s social justice activities and categorize them according to the sub- concept to which they belong (see Attachment C for an example of a completed organizer. Students may look at the timeline if needed.

3. OPTIONAL – Students may complete this activity on computers that have Microsoft Office graphic organizers. These can be created and inserted into a Microsoft Word document (see SmartArt icon). Another option for these graphic organizers is that students can download visuals and insert these into the organizers (see example Attachment C).

Assessment:Objective 1: Students will be able to demonstrate their prior knowledge of social justice issues by completing a web with sub-concepts: “economic equality,” “racial equality,” “gender equality,” “health equality,” and “peace & justice.”Assessment 1: Teacher will listen to students during their group discussions and classroom sharing and observe the group webs to determine which students are contributing and/or which students have prior knowledge of the concept.

5

Recording for Assessment 1: A checklist (Attachment B) will be used to record individual student’s accomplishment of the objective.Objective 2: Students will be able to examine significant, external historical events and people, between 1865 and 1935, through the lens of this biography.Assessment 2: Teacher will observe individual student’s participation in discussions related to the read-aloud and contributions to the time-line.Recording for Assessment 2: A checklist (see Attachment B) will be used to record individual student’s accomplishment of the objective.Objective 3: Students will be able to trace Jane Addam’s public service activities and distinguish those that are related to economic equality, racial equality, gender equality, health equality, and peace & justice.Assessment 3: The completed graphic organizer will be scored with a rubric (see Attachment D).

Suggested Extension Activities:

Objective 4: Students will be able to analyze a biography, which could influence and inspire their choices with respect to public service and the common good.

1. After reading the book, facilitate a whole class discussion about these specific social justice issues (racial equality, gender equality, economic equality, health equality, peace and justice) in the local community.

2. Ask students to prioritize and gain consensus on one major social justice issue within the local community.

3. Provide materials and support (e.g. guest speakers, field trips, newspaper articles, etc.) for students to research the problem and gather data.

4. Provide materials and support for students to analyze the data and reach a conclusion.

5. Provide materials and support for students to create and/or participate in a service project to help solve the problem in their local community (e.g. raising money, raising awareness, letter writing campaigns, projects such as Habitat for Humanity, etc.).

Additional References & Web Links

1. Addams, J. (1912). Twenty years at Hull-House. NY: The Macmillan Co.

2. Jane Addams Hull-House Museum, University of Illinois at Chicago. 800 S. Halsted (MC 051), Chicago, IL 60607-7017.http://www.uic.edu/jaddams/hull/newdesign/visiting.html

3. Jane Addams Peace Association, 77 United Nations Plaza, 6th floor, NY, NY 10017. http://home.igc.org/~japa/index.html 4. The Library of Congress: American Memory: Jane

6

Addams Collection http://memory.loc.gov/cgi-bin/query 5. The Nobel Prize Internet Library http://www.nobelprizes.com/nobel/peace/1931a.html

6. Women’s International League for Peace and Freedom.http://www.wilpf.org/Photographs (Used in this Lesson Plan)

Hull Househttp://www.american-architecture.info/USA/CHICAGO/CHIC-LS/041-hull1a.gifIda B. Wells-Barnetthttp://amhist.ist.unomaha.edu/module_files/wells_barnett_ida.jpg-Nobel Peace Prizehttp://www.thepixelproject.net/blog/wp-content/uploads/2009/08/nobel-peace-prize.jpgWomen’s International League for Peace and Freedom Logohttp://www.wilpf.org/images/JAPAlogo.jpgJane Addams (age 29)http://imagine2050.newcomm.org/wp-content/uploads/2008/12/janeaddams.bmpJane Addams (1931)www.archives.gov/.../jane-addams-papers.htmlJane Addams in Peace Marchhttp://www.ashp.cuny.edu/investigatinghistory/images/M8/M8-19.JPGJane Addams Suffrage Parade (1912)media.pfeiffer.edu/.../DSS/Addams/galladd.htmSusan B. Anthonywww.ashp.cuny.edu/investigatinghistory/m8a.html

7

Peace&

Justice

HealthEquality

Racial Equality

Gender Equality

Economic Equality

SOCIALJUSTICE

Attachment A Exploration Activity - Phase I

What is Social Justice?Together, we will read and discuss the book, Jane Addams, Champion of Democracy, and we will focus on the following five issues related to social justice: economic equality, gender equality, racial equality, health equality, and peace & justice. Before we start reading, talk with your group and write as much as you currently know about these issues. There are no right or wrong answers. You will be asked to share your work with the class when you are finished.

8

Attachment B

Assessment Checklist for Exploratory & Invention Phases of the Lesson Cycle

Assessment 1 (Exploratory): Teacher will listen to students during their group discussions and classroom sharing and observe the group webs to determine which students are contributing and/or which students have prior knowledge of the concept. Assessment 2 (Invention): Teacher will observe individual student’s participation in discussions related to the read-aloud and contributions to the time-line.

Student NamesAssessment 1

Student accomplishedExploratory objective

(Yes/No)

Assessment 2Student accomplished

Invention objective(Yes/No)

9

Attachment C (1)Expansion Activity – Phase III

10

Attachment C (2)

11

Attachment D

Expansion Phase III - Scoring Rubric

Teacher Name: _________________________________________

Student Name:     ________________________________Total Score: ________________

CATEGORY 4-5 2-3 0-1Identifying Specific Information from the Text

Student was able to identify 3 or more details related to each of the 6 sub-concepts of social justice.

Student was able to identify 2 details related to each of the 6 sub-concepts of social justice.

Student was able to identify 1 detail related to each of the 6 sub-concepts of social justice.

ORStudent was unable to contribute to the task.

Matching the Details with the Sub-concepts

Student was able to match 3 or more details to the related social justice sub-concept.

Student was able to match 2 details to the related social justice sub-concept.

Student was able to match 1 detail to the related social justice sub-concept. OR Student was unable to contribute to the task.

Work & Discussion Participation

Student participated consistently in the work and the discussion during this project.

Student participated most of the time in the work and the discussion during this project.

Student participated some of the time in the work and the discussion during this project.

ORStudent was unable to contribute to the project.

Comments: _______________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

12