Lesson Plan

Subject/Grade Level: English III/US History

Lesson Title: The Wizard of Oz and the progressive movement

Lesson Duration: 2 95-minute blocks or 4 50-minute periods.

Performance Objective: Upon completion of this lesson, the student will be able to:
-Recognize how literature can be used as vehicle for social, political, or economic commentary and criticism.
-Trace the evolution of policy changes from concept to Constitutional amendment.
-Recognize the use of allegory in both fiction and non-fiction writing.
Preparation

Framework Strand: US History: Domestic Affairs, Economics, Culture

Content Standard Competencies/Objectives: (Social Studies)

Domestic Affairs:
1. Understand the evolution of the American political system, its ideals, and institutions post-reconstruction.
b. Analyze and evaluate the impact of presidential policies and congressional actions on domestic reform. (DOK 3)
c. Explain and analyze the expansion of federal powers. (DOK 3)
2 Understand major social problems and domestic policy issues in post-reconstruction American society.
b. a. Explain how American society has been impacted by the entry of more women, minorities, and immigrant
workers into the labor force. (DOK 2)
c. Compare and contrast various social policies such as welfare reform and public health insurance and explain how
such social policies are influenced by the persistence of poverty
Economics:
5. Understand the continuing economic transformation of the United States involving the maturing of the
industrial economy, the expansion of big business, the changing demographics of the labor force, and the rise of
national labor unions and industrial conflict.
a Evaluate the factors leading to and the effects of industrialization on the political, physical, and economic
landscape of the United States during the late 19th and early 20th century. (DOK 3)
6. Understand the scope of government involvement in the economy including the following: the regulation of
industry and labor, the attempts to manipulate the money supply, and the use of tariffs or trade agreements to
protect or expand U.S. business interests .
a Cite and explain evidence that led to the transition of the U.S. economy from laissezfaire capitalism to an
increasingly regulated economy. (DOK 2)
c. Analyze and evaluate historical arguments regarding monetary policy. (DOK 3)
Culture:
7 Understand cultural trends, religious ideologies, and artistic expressions that contributed to the historical
development of the United States.
a Examine cultural artifacts (including but not limited to visual art, literature, music, theatre, sports) to
contextualize historical developments. (DOK 2)
b. Analyze and evaluate the impact of religion on various social movements, domestic/foreign policies, and political
debates. (DOK 3)
c. Evaluate the role mass media has played in shaping perceptions toward certain policies, social groups, other
nations, and political ideas. (DOK 3)

English III/US History: The Wizard of Oz and the Populist and Progressive Movements Plan
Global Academic Essentials Teacher Institute 2017: MSU
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MS CCR/CCSS:
RL 11.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11.2: Determine themes or central ideas of a text and analyze in detail their
development over the course of the text, including how details of a text interact
and build on one another to produce a complex account; provide an accurate
summary of the text based upon this analysis.
RL.11.3: Analyze the impact of the authors choices regarding how to develop and relate
elements of a literary text (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
RL 11.6: Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RI 11.2: Determine central ideas of a text and analyze in detail their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an accurate summary of the text based upon this analysis.
RI 11.4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text
W 11.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

ISTE:
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. S
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources.

Instructional Aids: Whiteboard, Promethean Board, Plickers

Materials Needed:
Handouts:
Excerpts from The Wonderful Wizard of Oz by Lyman Frank Baum.
The Cross of Gold Speech by William Jennings Bryan
Plicker cards

Equipment Needed:
iPad, Student computers

Desired Student Prerequisites: Students should have basic information about the Populist and Progressive
movements, including vocabulary, key individuals, events, and dates. Students will need to have some idea as to
the major differences between the novel The Wonderful Wizard of Oz and the 1939 movie The Wizard of Oz.
Students definitely need prior training in PowerPoint, Prezi and Adobe Spark.

Introduction/Anticipatory Set
Students will answer the following question: What is an allegory?

English III/US History: The Wizard of Oz and the Populist and Progressive Movements Plan
Global Academic Essentials Teacher Institute 2017: MSU
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 Lesson Outline/Procedures: Instructor Notes:
Day 1: 1st phase:
Initial meeting: overview of the project, expectations, timetable.
Review of vocabulary, key events and people.
Introduction of The Wonderful Wizard of Oz as an allegory.
Summary of main themes and characterization.

Day 1 (or 2): 2nd phase:

Read along with William Jennings Bryans Cross of Gold speech (audio
w/handout).
Summary of thematic elements and references.

Day 2(or 3): 1st phase:

Production of projects

Day 2(or 4): 2nd phase:

Presentation/Remediation

Application
Guided Practice:
TTW show rubrics, examples of what is expected.
TSW demonstrate knowledge of key concepts, people, and events before proceeding to the final project.
Independent Practice:
TSW produce a sketch with outline of what they propose to do.
Once recommendations or suggestions have been made by the teacher, students will proceed.

Summary
Lesson Closure:
(ELA) Students will blog answers to the following question: What stories from your childhood (or favorite movie/TV
show) are allegories or contain allegorical elements?

(US His): Students will blog answers to the following question: What parallels between the issues of the
Populist/Progressive movements and anything going on today can you see?
Evaluation
Informal Assessment/Review:
The teacher will use plickers to answer a series of Checkpoint questions throughout the initial lecture to check for
understanding of main concepts. Students will provide sketch/outlines before proceeding to the final project.
Students will provide daily feedback via their blogs.

Formal Assessment:
Students will produce a multimedia project (using Adobe Spark, PowerPoint, or Prezi) where they compare and
contrast elements of Lyman Frank Baums Wonderful Wizard of Oz with the Cross of Gold speech by William
Jennings Bryan.
Lesson Extension
Extension/Enrichment: Watch the 1939 movie The Wizard of Oz and compare/contrast characters in the movie
with their counterparts in the book.

Watch the recent movie Oz: The Great and Powerful and look for allegories to modern issues.

English III/US History: The Wizard of Oz and the Populist and Progressive Movements Plan
Global Academic Essentials Teacher Institute 2017: MSU
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Accommodations/Differentiation:
Peer mentoring/paired reading for developing readers.
Allow for written papers or outlines, or oral reports for students with audio/visual issues.

References:
SS Standards: http://www.mde.k12.ms.us/docs/curriculum-and-instructions-library/2011-mississsippi-social-
studies-framework.pdf

ELA Standards:
https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-
CCRS-ELA.pdf

ISTE Standards: https://www.iste.org/standards/standards/for-students

Bryans Cross of Gold: http://www.let.rug.nl/usa/documents/1876-1900/william-jennings-bryan-cross-of-gold-

speech-july-8-1896.php

The Wizard of Oz as Allegory: http://paws.wcu.edu/mulligan/www/oz.html

The Wizard of Oz: More Than Just a Childrens Story by Lauren Houlberg: http://wr.english.fsu.edu/College-
Composition/Our-Own-Words-The-James-M.-McCrimmon-Award/Our-Own-Words-2005-2006-Edition/The-Wizard-
of-Oz-More-Than-Just-a-Children-s-Story-by-Lauren-Houlberg

Plickers: https://www.plickers.com/

Adobe Spark: https://spark.adobe.com/

Prezi: https://prezi.com/presentation-software/?placement=&gclid=Cj0KCQjwytLKBRCXARIsAPchlXo-
vwihrDM9zuDHAOUQ29x3x17ZHd07k1WiXDUSwIo-
Mup5uzHu8asaAlLDEALw_wcB&KW=prezi&creativeID=188643947747&c3api=7659&matchtype=e

English III/US History: The Wizard of Oz and the Populist and Progressive Movements Plan
Global Academic Essentials Teacher Institute 2017: MSU
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