Goals & Objectives
Students will discuss the opposing points of the Palmer Raids with multiple partners using evidence to support their side.
Students will be able to argue an assigned point on whether the Palmer Raids were justified and defend their point using evidence collected from a reading assignment passed out to them; following the discussions, students will use the information they gathered through the discussion to compose an extended response to evaluate if the Palmer Raids were justified or not.
Students will be able to argue an assigned point on whether the Palmer Raids were justified and defend their point using evidence collected from a reading assignment passed out to them; following the discussions, students will use the information they gathered through the discussion to compose an extended response to evaluate if the Palmer Raids were justified or not.
California State Content Standards
11.5.2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
Common Core Literacy 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.
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-LITERACY.SL.11-12.1a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
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.
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-LITERACY.SL.11-12.1a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
Were the Palmer raids justified?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
We will use a foldable activity to introduce the lesson to the students. They will be instructed on how to fold the paper into four quadrants.
They will then be given a minute to write in the first quadrant what they remember about the Alien Act. After a minute, they will pass it to their right. In the second quadrant, the new holder of the paper will write what they remember about the Sedition Act, and add to the information of the Alien Act. The students will then pass the paper again, and the next topic will be about Nativism. Again, the students will be asked to add to the previous quadrants if they can. The paper will then be passed back to the original owner. The original owner will write in the final quadrant why they think these things happened in America, using the information on the other quadrants.
They will then be given a minute to write in the first quadrant what they remember about the Alien Act. After a minute, they will pass it to their right. In the second quadrant, the new holder of the paper will write what they remember about the Sedition Act, and add to the information of the Alien Act. The students will then pass the paper again, and the next topic will be about Nativism. Again, the students will be asked to add to the previous quadrants if they can. The paper will then be passed back to the original owner. The original owner will write in the final quadrant why they think these things happened in America, using the information on the other quadrants.
Vocabulary (Content Language Development)
ACLU, Palmer Raids, Red Scare, alien, National Origins Quota Act, Alien Act of 1920
Content Delivery (Method of Instruction)
Day 1: For students to be introduced to the background information, they will participate in a close reading of the Historical Background for the Palmer raids.
As a class, we will then go over the close reading assignment, discussing the questions students have formulated.
After spending 5-10 minutes discussing the background of the assignment, students will be introduced to a discussion topic for the following day.
After outlining the discussion for the following day, students will randomly be assigned one of two articles. They are to read these assignments and take notes on them for their discussion the following day. These articles will be their position in the discussion about the Palmer Raids.
Day 2: Students will be given 10 minutes at the beginning of class to share with the people in their group what they found most intriguing and helpful for making their argument.
After the partner discussions, I will ask the students to vote by raising their hands who thinks the raids were justified, and who did not. I will ask why, and bring out important points.
As a class, we will then go over the close reading assignment, discussing the questions students have formulated.
After spending 5-10 minutes discussing the background of the assignment, students will be introduced to a discussion topic for the following day.
After outlining the discussion for the following day, students will randomly be assigned one of two articles. They are to read these assignments and take notes on them for their discussion the following day. These articles will be their position in the discussion about the Palmer Raids.
Day 2: Students will be given 10 minutes at the beginning of class to share with the people in their group what they found most intriguing and helpful for making their argument.
After the partner discussions, I will ask the students to vote by raising their hands who thinks the raids were justified, and who did not. I will ask why, and bring out important points.
Student Engagement (Critical Thinking & Student Activities)
Day 1: Students will first read through the Historical background information while circling any unfamiliar words. They are to define these terms in the margin. On the second read through, they are to highlight and annotate the reading, picking out key ideas that they have found. While on the second read, they are to come up with two questions they have formulated while reading the piece.
Day 2: When students arrive on Day 2, the desks will be set up in two circles, one inside the other. The inside circle desks will be facing the outside circle, with each desk on the inside aligned with one on the outside. The circles will be separated on whether the students read the Pro-Palmer Raid article, or the Anti-Palmer Raid article. Students will sit in the circle corresponding to their article. After taking role, students will have ten minutes to discuss with their group what information they found most important from their article. Students will take notes on a separate sheet in order to organize their arguments.
After 10 minutes, students will take a seat in the inside if they are the Pro-raid article, or the outside if they are the Anti-raid article. Students on the inside will have 3 minutes to explain why the Palmer Raids were necessary, based on the information they gathered. Then, the students on the outside will have 3 minutes to explain why the Palmer Raids were not justified. Students will then have 5 additional minutes to continue the discussion with their partner, trying to convince them of their side. Students will then be given 5 minutes to take notes down of what arguments were made to strengthen their argument.
After the 5 minutes are up, students in both circles will move one space to the right. They now will make the arguments with their new partner, using the same time limits. After the second set of arguments, students will again take the time to write notes on what was discussed.
Students will use these notes to write an extended response of 5-7 sentences responding to the question “Were the Palmer raids justified? Justify your response”
Day 2: When students arrive on Day 2, the desks will be set up in two circles, one inside the other. The inside circle desks will be facing the outside circle, with each desk on the inside aligned with one on the outside. The circles will be separated on whether the students read the Pro-Palmer Raid article, or the Anti-Palmer Raid article. Students will sit in the circle corresponding to their article. After taking role, students will have ten minutes to discuss with their group what information they found most important from their article. Students will take notes on a separate sheet in order to organize their arguments.
After 10 minutes, students will take a seat in the inside if they are the Pro-raid article, or the outside if they are the Anti-raid article. Students on the inside will have 3 minutes to explain why the Palmer Raids were necessary, based on the information they gathered. Then, the students on the outside will have 3 minutes to explain why the Palmer Raids were not justified. Students will then have 5 additional minutes to continue the discussion with their partner, trying to convince them of their side. Students will then be given 5 minutes to take notes down of what arguments were made to strengthen their argument.
After the 5 minutes are up, students in both circles will move one space to the right. They now will make the arguments with their new partner, using the same time limits. After the second set of arguments, students will again take the time to write notes on what was discussed.
Students will use these notes to write an extended response of 5-7 sentences responding to the question “Were the Palmer raids justified? Justify your response”
Lesson Closure
To close the lesson, we will do a Thumbs up/Thumbs down about information that was learned through the discussion. I will ask questions such as:
Did you agree with the side your article was about prior to reading it?
Did you keep the same opinion after reading the article?
Did your opinion change due to the discussion?
Do you think the Palmer raids were justified?
Do you feel either of your partners taught you something you did not know?
Did you agree with the side your article was about prior to reading it?
Did you keep the same opinion after reading the article?
Did your opinion change due to the discussion?
Do you think the Palmer raids were justified?
Do you feel either of your partners taught you something you did not know?
Assessments (Formative & Summative)
Formative: The discussion will be main assessment for this lesson. When students first break into their groups, I will walk between them to check if they understand the information, and supplement when I can. While students are discussing with partners, I will be walking around the room, listening to what is being shared during the discussions. This will help me to see if the students have learned their information enough to formulate responses to argue their side to their partner. While students are discussing, I will be taking notes, which will be given to them the following day, which will determine their grade for the discussion assignment.
The Extended response will act as another formative assessment for this lesson. They will turn in their responses prior to leaving the class so I am able to check if they understood the information.
Finally, I will use the Thumbs up, Thumbs down method to check student understanding about the topic, and see what their opinion is on the Palmer Raids.
Summative: The summative assessment will be a test at the end of the unit covering all the information covered over the course of the Unit.
The Extended response will act as another formative assessment for this lesson. They will turn in their responses prior to leaving the class so I am able to check if they understood the information.
Finally, I will use the Thumbs up, Thumbs down method to check student understanding about the topic, and see what their opinion is on the Palmer Raids.
Summative: The summative assessment will be a test at the end of the unit covering all the information covered over the course of the Unit.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL- EL Students will be given a graphic organizer to help them organize their arguments for the discussion. They will also be given additional time on their Close Reading assignment, and allowed to use a Spanish to English Dictionary to help them translate words they may not understand.
SR- Striving Readers will be allowed additional time for the close reading assignment.
SSN- Students with Special Needs will also be given a graphic organizer to help them to pick out key information for organizing their arguments in the discussion. In the Close reading assignment, they may work with a partner to annotate the article and discuss what they are struggling with.
SR- Striving Readers will be allowed additional time for the close reading assignment.
SSN- Students with Special Needs will also be given a graphic organizer to help them to pick out key information for organizing their arguments in the discussion. In the Close reading assignment, they may work with a partner to annotate the article and discuss what they are struggling with.
Resources (Books, Websites, Handouts, Materials)
Article for background information
Articles of opposing viewpoints
Desks
Notes
Articles of opposing viewpoints
Desks
Notes