Teachers Page

Grade Level(s): 5

Age Levels(s): 10-12

Subject Area: History and Social Studies

Goals:

  1. Student will be able to explain the role of settlement houses in helping immigrants acquire citizenship and participate in the community.
  2. Student will be able to give examples of the types of programs and services offered at the Denison House in Boston.

Objectives:

Curriculum Standards:

5.27 Explain how American citizens were expected to participate in monitor, and bring about change in their government over time and explain how they continue to do so today.

Materials/Resources:

Background reading Day 1

Maps:
#1-- "Parts of Wards 7 and 9 City of Boston 1908" ; Atlas of the City of Boston ,1908
Plate number 14

#2-- Map of Denison House and surrounding Area

NARA Map Analysis Worksheet

Day 2

Timeframe: 3 lessons at 45 minutes each

Student Foundational Skills:

Learning Activities and Organizational Notes:

Before starting this lesson,


(2) Day 1 - Activity 1: Introduction: What was a settlement house?
Set purpose with students and explain to them that they are going to examine what a settlement house is, who lived there, and where was the Denison House located in Boston.
Tell students that they will be divided into 5 groups of four and be responsible for reading the background information about settlement houses.
Explain that some students will be using the computer to the computer to look at online articles others will be given excerpts from a book.
Assignments:
Explain to students after reading background material (print and online) that each group will visit the three sheets of chart paper posted on the wall and write a response to each of the categories.
Chart Paper Headings:

Sheet 1. What was a settlement house?
Sheet 2. What were some of the reasons they were established?
Sheet 3. Who were some important individuals who helped establish settlement houses and what were the names of some famous settlement houses in the United States?
Allow 15 minutes for this process and 5 minutes to review and discuss responses.


(3) Day 1 - Activity 2: Map analysis of Denison House and surrounding area. Each group will be given 2 maps (see above resource list and map analysis worksheet) In small groups the student will determine :
Where Denison House was located.Have students share observations about the neighborhood.
Ask students to imagine that if they were an immigrant coming to Boston around 1900 how would you feel living in the neighborhood?
Do you think having a settlement house in this Boston neighborhood help immigrant groups become part of the community ? How?Come together in large group. Share observations. Concluding questions; Do you think having a settlement house like the Denison House help immigrants coming to America? Why or Why not?
Come together in large group and take the student's oral response and write answers on chart paper.
Allow 15 minutes for group process and 5 minutes for discussion and sharing of ideas.

Organizational Notes: none

(4) Day 2 - Activity 3: Review from yesterday what settlement house is and where Denison House was located. Explain that in today's lesson the types of primary source document that small groups will examine. (see above) and document analysis worksheet. Explain when groups come together as a whole will be able to share observations. When students come together in a large group they will be able to answer:
Who worked at the Denison House?
What kinds of activities/programs/classes were offered?
How would these programs or activities help immigrants in their day to day lives and help them become citizens?
Are their any skills that an immigrant might learn that would help them participate in the community activities?
How might these programs or activities help make immigrants become involved in the community after becoming citizens?
Ask how this information we gathered from our primary sources compare to our background reading from yesterday?
Break class into 5 groups of 4. Explain that each group will be looking at 2-3 different types of primary sources.

Ask if students know what the following types of sources are or tell?
Annual Reports
Diaries
Solicit oral responses from students.
Tell students that they are going to examine their sources and take notes on their document analysis worksheet.
(See primary sources from above)
NARA Document analysis sheet

Emphasize that they will use these observations to answer thequestions above. Also, explain that this information will help in designing the museum exhibit.
When you examine these sources you will keep a notebook where you will write your observations about these sources. These observations will help in creating your museum exhibit of the Denison House.
Ask each group to appoint a spokesperson to report back on their primary sources.
Allow students 15-20 minutes to review their sources. Allow 15 minutes for large group discussion

Organizational Notes:

(4) Day 3 - Activity 4: Photo analysis and designing exhibit
Use guiding questions below to assist in museum design project.
How many of you have been to a museum?
Tell me the names or what kind?
Why do we have museums?
What makes a museum interesting?
What makes a display interesting to look at?

Explain to student that each group will be given an assortment of 5 photos from the Denison House. ( see day 3 above)Explain that student will use photo analysis worksheet and notes from past 2 days about settlement houses . Direct students to create a display that would explain to a museum visitor the work of the Denison House and show how it helped immigrants become citizens and assume a permanent role in the community.
Using NARA Photo Analysis Sheet and Photos (See primary source list of photos) Divide students in 5 groups of 4
NARA Photograph analysis worksheet

Give following reminders to serve as guides:
Use the photos try to show how the Denison House helped their new neighbors become part of their new community and make them active participants in their neighborhood.
After examining the photos look for themes in order to help group the photos.Emphasize how the exhibit should tell a story to the people viewing the display of how the Denison House helped immigrants coming to Boston and use the themes to answer the question, "In what ways did the Denison House help new immigrants?"

Give students the the title for exhibit is: Settling In: The Denison House--A Boston Settlement.
Remind students to neatly write captions for museum visitors.
Allow students 30 minutes to create the display.
When display is completed, direct student to find a place in the library to hang up exhibit. Remind each group will appoint a curator to explain the exhibit.

When displays are up., ask each curator to stand by exhibit and bring students around to listen to the explanationsowing reminders to serve as guides:
Use the photos try to show how the Denison House helped their new neighbors become part of their new community and make them active participants in their neighborhood.
After examining the photos look for themes in order to help group the photos.Emphasize how the exhibit should tell a story to the people viewing the display of how the Denison House helped immigrants coming to Boston and use the themes to answer the question, "In what ways did the Denison House help new immigrants?"

Give students the the title for exhibit is: Settling In: The Denison House--A Boston Settlement.
Remind students to neatly write captions for museum visitors.
Allow students 30 minutes to create the display.
When display is completed, direct student to find a place in the library to hang up exhibit. Remind each group will appoint a curator to explain the exhibit.

When displays are up., ask each curator to stand by exhibit and bring students around to listen to the explanations

 

Assessments:

Teacher Notes: none