Lesson 4: Class mobility
Materials Needed:
1) Information on the backgrounds of U.S. Presidents
2) Supplies to create poem posters (easel paper, markers, etc.)
Objectives:
Main Objective: To allow students to explore the issue of class mobility and decide for themselves whether or not "the American dream" is a reality
1) Students will research the backgrounds of the U.S. Presidents from the 20th century in small groups.
2) Students will analyze the backgrounds of U.S. Presidents, looking for patterns/trends to help them answer the question "can anyone become President of the U.S.?".
3) Students will interview an older family member about social class, specifically class mobility.
4) Students will write a short paper (1 page), in which they will reflect on their interview with their family member and how it relates to their life.
5) Students will translate their goals, hopes, and dreams into the creation of a "My American Dream" poem.
Assessments:
1) Discussion post-president activity- informal way to see what students think about what it takes to rise to the highest office in the country. Look for students to make connections among the backgrounds of different Presidents.
2) Reflective paper on interview- formal way to assess what students took away from their interview, and how they are connecting it to their own life. Look for students to relate their older family member's social class to theirs.
3) Creation of personal poem- formal way to discover if students are incorporating what they learned so far in this unit into their ideal of "the American dream".
Procedures:
Compile autobiographical material about American Presidents in the 20th century. In small groups, ask students to examine the backgrounds of the Presidents. As a class, analyze how many were born to families of wealth and privilege and how many rose up from the middle or lower classes. Ask students, what patterns/trends do you notice in the backgrounds of the Presidents? Can anyone become President of the U.S.?
Ask students to interview an older family member for homework- ideally a parent or grandparent. *Should look into student backgrounds first to ensure that every student has someone to interview (and make individual accommodations for any students that don't).
Some questions to guide these interviews: which class did that person grow up in? Did he/she move up in class? To what factors in life does he/she attribute his/her financial or professional success (or lack thereof)? Does he/she believe that if you work hard, you can move to a higher class? Why does he/she think so?
Ask students to write a short paper (1 page) reflecting on their interview with their family member and how it relates/connects to their own life.
...................................................................................................................................................................................
Have students write poems on "My American Dream". Tell students to be as thoughtful and creative as possible. Tell students that they can think in an individual sense, or broadly, in terms of society. Don't give students too much instruction, as the goal is to have the information come entirely from them; however, ask students to keep in mind their goals, hopes, and dreams. Students will make their poems into posters and decorate them, to be hung up in the classroom or hallway. Allow time for students to share their poems with the rest of the class if they wish.
1) Information on the backgrounds of U.S. Presidents
2) Supplies to create poem posters (easel paper, markers, etc.)
Objectives:
Main Objective: To allow students to explore the issue of class mobility and decide for themselves whether or not "the American dream" is a reality
1) Students will research the backgrounds of the U.S. Presidents from the 20th century in small groups.
2) Students will analyze the backgrounds of U.S. Presidents, looking for patterns/trends to help them answer the question "can anyone become President of the U.S.?".
3) Students will interview an older family member about social class, specifically class mobility.
4) Students will write a short paper (1 page), in which they will reflect on their interview with their family member and how it relates to their life.
5) Students will translate their goals, hopes, and dreams into the creation of a "My American Dream" poem.
Assessments:
1) Discussion post-president activity- informal way to see what students think about what it takes to rise to the highest office in the country. Look for students to make connections among the backgrounds of different Presidents.
2) Reflective paper on interview- formal way to assess what students took away from their interview, and how they are connecting it to their own life. Look for students to relate their older family member's social class to theirs.
3) Creation of personal poem- formal way to discover if students are incorporating what they learned so far in this unit into their ideal of "the American dream".
Procedures:
Compile autobiographical material about American Presidents in the 20th century. In small groups, ask students to examine the backgrounds of the Presidents. As a class, analyze how many were born to families of wealth and privilege and how many rose up from the middle or lower classes. Ask students, what patterns/trends do you notice in the backgrounds of the Presidents? Can anyone become President of the U.S.?
Ask students to interview an older family member for homework- ideally a parent or grandparent. *Should look into student backgrounds first to ensure that every student has someone to interview (and make individual accommodations for any students that don't).
Some questions to guide these interviews: which class did that person grow up in? Did he/she move up in class? To what factors in life does he/she attribute his/her financial or professional success (or lack thereof)? Does he/she believe that if you work hard, you can move to a higher class? Why does he/she think so?
Ask students to write a short paper (1 page) reflecting on their interview with their family member and how it relates/connects to their own life.
...................................................................................................................................................................................
Have students write poems on "My American Dream". Tell students to be as thoughtful and creative as possible. Tell students that they can think in an individual sense, or broadly, in terms of society. Don't give students too much instruction, as the goal is to have the information come entirely from them; however, ask students to keep in mind their goals, hopes, and dreams. Students will make their poems into posters and decorate them, to be hung up in the classroom or hallway. Allow time for students to share their poems with the rest of the class if they wish.
