Progressive Era- Unit Plan 11th Grade U.S History
Lesson 1/Day 1:
The Struggle for Health and Safety Standards.
Summary: The Triangle Shirtwaist Fire led to gains in workplace Health and Safety Standards, as a result of the sacrifices of many workers.
Objective(s):
1. Students will define and give examples of Health and Safety Standards.
2. Students will summarize factory conditions at the time, by viewing and analyzing a slideshow depicting workplace conditions.
3 Students will identify individuals and organizations that worked towards Health and Safety Standards, and recognize who and why some might be opposed to this movement.
Performance Indicators:
1. Performance indicator(s) for objective # 1: After watching documentary one, Ask students to raise their hands if they are currently working, or have held jobs in the past. Ask them what sort of jobs they held, and write their answers on the board. Identify safety regulations that govern your workplace? E.g.: Do you have to wash your hands? Wear a hairnet? Operate machinery according to safety standards? Next, (after documentary) ask students if they can explain the necessity of workplace Health and Safety Standards. Next, describe the actions workers and activists took to promote workplace Health and Safety Standards, with the goal to codify those standards.
2. Performance indicator(s) for objective # 2: Students will: Summarize and discuss the conditions presented in documentary two (TSF).
3. Performance indicator(s) for objective # 3: Students will answer these questions:
1. Which event prompted the movement for workplace Health and Safety Standards?
2.Who advocated these changes? Why did they want these changes?
3. Who opposed them and why?
4. Describe the tactics supporters of Health and Safety Standards used to achieve their goals?
5. Describe the tactics opponents used?
6. List any terms in this article that were new to you? With your neighbor, define all new terms. [NOTE:Students will write responses to the above questions, which willthen be shared as part of group discussion.]
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
1) Students will: Write down three questions you have about today’s lesson.
2) Students will: If you observed unsafe working conditions as a witness or as a worker, would you organize and protest against those unsafe conditions?
The assessment of learning at the conclusion of this lesson will be:
Students will: Using what they have learned today, analyze and explain how ‘The Progressives’, in their struggle for workplace Health and Safety Standards have influenced our lives today?
Extension activities will include: To take the lesson a step further, students who have Internet access can investigate one (1) Coal Mining Disaster during the Progressive Era: Students will summarize: explaining the causes and effects using an information organizer. Or, students will identify the tactics activists used and the demands they made, using an information organizer.
[Teacher notes: Key Questions to examine:
1. Where and when disaster took place?
2. How many people died?
3. Describe the public reaction to the disaster and the government's response.]
Pivotal Questions: (Aim)
1. Students will: Describe which event(s) prompted the outcry for workplace Health and Safety Standards?
2. Students will: Identify the event that led the leading figures of the workplace Health and Safety Standards movement?
3. Students will: Assess the accomplishments that the movement fought for. Was it worth it? Why?
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Performance indicator(s) for Key Idea:
1. Define and discuss the importance of Health and Safety Regulations.
2. Students will identify who/which group(s) led the push for workplace safety and health standards.
3. Identify who/which groups (if any) would be opposed to these regulations.
Standard 1:
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Performance indicator(s) for Key Idea:
1. Analyze and discuss; determine which tactics supporters of workplace Health and Safety Standards used to achieve their goals?
Concepts and Skills:
Change/Reform
Justice
Empathy
Choice
Citizenship
Reading
Writing
Materials:
http://www.dol.gov/oasam/programs/history/mono-regsafepart07.htm
Accessed on 10/9/11. Document found on Department of Labor website and was edited by Rob Martin for content and clarity.
http://www.youtube.com/watch?v=MNXyBbav3EQ&feature=youtube_gdata_player
Accessed on YouTube, 10/9/11. Title; Industrial Revolution.
http://www.youtube.com/watch?v=gKdMuVu1wi8
Accessed on YouTube, 10/9/11. Title: The Triangle Shirtwaist Fire, a short documentary about the Traingle Shirtwaist Fire, 1911.
Instructional Strategy:
Direct Instruction, teacher will present new material and guide discussion of a documentary film. A short question and answer session after film to assess learning. See:Pivotal questions.
Lesson 2/Day 2
Woodrow Wilson's New Freedom.
Summary: This lesson examines three main areas Wilson sought to change with his New Freedom. Wilson required reform from what he called “The Triple Wall of Privilege”-the tariffs, the banks and the trusts. This lesson will examine key aspects of the legislation enacted in regards to The New Freedom and discuss their significance and implications in the past and present.
Objective(s):
Objective #1: Students will be able to analyze, define and discuss the three central reforms sought by Wilson's New Freedom.
Objective #2: Students will be able to summarize Wilson’s intent for implementing the New Freedom, by reading an excerpt from Wilson’s book; “The New Freedom: A Call for the Emancipation of the Generous Energies of a People.”
Aim:
(See Pivotal questions)
Performance Indicators:
Performance indicator(s) for objective # 1: Ask students if they can enumerate at least one of the points and discuss in detail its importance.
Performance indicator(s) for objective # 2: Students will identify the reasons why Wilson wanted fair and just reforms (regulation)of the current economic system. Summarize argument for/against laissez-faire economy.
Pivotal Questions:
1. Describe which event(s) prompted the creation of the New Freedom?
2. Specify the most important concept(s) contained in the New Freedom?
3. Was the New Freedom fair and just to all parties involved? Or did the New Freedom punish and deflate Corporate America?
Extension Activity:
Extension activities will include: To take the lesson a step further, students who have Internet access can compare and contrast the New Freedom to the current economic crisis. Summarize and discuss 3 paragraphs. Students will identify the commonalities between the past grievances against banks, big trusts and high tariffs and the current Wall St demonstrations.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
1) Students will: Write down three questions you have about today’s lesson.
2) Students will: If you observed unsafe working conditions as a witness or as a worker, would you organize and protest against those unsafe conditions?
Standards and Key Ideas:
Standard 1: History of the United States
Students will use a variety of intellectual skills (which include reading, analyzing and synthesizing new ideas) to demonstrate their understanding of major ideas, eras, themes, developments and turning points in the history of the United States.
Key Idea(s):
1. Analyze the decisions leading to major turning points in United States History, comparing alternative courses of action, and hypothesizing within the context of the historic period.
Performance indicator(s) for Key Idea:
1. Identify the three areas Wilson called the “Triple Wall of Privilege”
2. Students will select which “Freedom”(s) were fair and just to the average American.
3. Students will identify which “Freedom”(s), (if any) were unfair to big business, and discuss possible alternatives.
Standard 2: World History
Students will use a variety of intellectual skills, mainly deliberative discussion, to demonstrate their understanding of major ideas, themes, developments and turning points in world history.
Key Idea(s) 2:
Analyze The President’s involvement in domestic affairs and a willingness and/or unwillingness to engage in domestic politics.
Performance indicator(s) for Key Idea:
1. Analyze and discuss; What Woodrow Wilson sought to achieve through his New Freedom?
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Skills:Analysis of two primary source documents. Drawing inferences by illustrating and discussing the significance of the New Freedom as well as drawing inferences to its (The New Freedom) modern day parallels.
Materials:
http://www.youtube.com/watch?v=LdqA4rjrAbM
Retrieved from: YouTube, on October 28, 2011. Title of video: 1913 - Woodrow Wilson - The New Freedom (Warnings).
Lesson/Presentation of new material: Primary Source Documents:
1. Wilson’s New Freedom
http://www.socialstudieshelp.com/USRA_Progressive_Presidents.htm
2. Excerpt from U.S. President Woodrow Wilson's New Freedom Book
http://teachingamericanhistory.org/library/index.asp?document=2543
References for this lesson plan are:
1. http://www.ushistory.org/us/43g.asp
2. http://www.socialstudieshelp.com/USRA_Progressive_Presidents.htm
3. http://teachingamericanhistory.org/library/index.asp?document=2543
4. http://www.woodrowwilson.org/
Instructional Strategy:
Employment of deliberative discussion that allows learners to explore, investigate, and synthesize “big ideas” and conceptual understandings related to Wilson’s New Freedom.
Interdisciplinary Connections:
Interdisciplinary Objectives: Students will be able to...
1. Describe how life changed for the average American as a result of Industrialization.
2. Describe how Progressive Reformers changed America.
3. Identify a problem and propose a solution.
4. Interpret and analyze physical data.
5. Evaluate whether or not technology had a positive or negative impact for Americans during the Progressive Era.
All subjects will focus of the following skills:
Writing skills
Reading skills
Analytical and critical thinking skills
Interpretive skills
Argumentative skills
Creativity
Generalizing
Hypothesizing
Citation:
http://www.frontiernet.net/~mikef/lessonplans/interunit.htm
Lesson 3/Day 3
Jane Adams and Jacob Riis.
Objective(s):
1. Students will analyze and discuss the poverty levels during the Progressive Era and the efforts Addams and Riis made to reduce them.
Aim:
Students will summarize the impact of Jane Adams and Jacob Riis. Can we relate the efforts they made to correct social injustices that were occuring at this time to modern day?
Performance Indicators:
1. Students will identify three causes of poverty during the Progressive Era.
2. Students will discuss the impact that Riis and Adams had on poverty.
3. Students will identify which tactics Riis and Adams used to affect change.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
1) Students will: Write down three questions you have about today’s lesson.
2) Students will: If you observed poor living conditions as a witness or as a personal experience, would you organize and protest against those unsafe and unsanitaryconditions?
Standards and Key Ideas:
Standard 1, Key Idea(s) 1, 4
Skills and Concepts:
Change/Reform
Justice
Empathy
Choice
Citizenship
Reading
Writing
Materials:
1. http://www.youtube.com/watch?v=SZl4KXsaKVE
Jacob Riis Slideshow
2. http://www.youtube.com/watch?v=A4kKEcYu8Eg
Progressive Era "Muckrakers Documentary, highlighting Jane Adams' contributions.
3. http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-progressive/
Primary Source Document from PBS.ORG (SEE NOTES)
http://teacher2.smithtown.k12.ny.us/gallucci/APUS/9%20-%20Industrialization/Henry%20George,%20Progress%20and%20Poverty.pdf
Progressive Era worksheet
Instructional Strategy:
Deliberative discussion, analysis of primary source documents, reading and discussion.
Lesson 4/Day 4
The Federal Reserve Act.
Objective(s):
1. Students will discuss the rationale for the creation of the Federal Reserve Banking System.
2. Students will analyze and discuss the merits and necessity of the Federal Reserve Banking system.
Aim:
To expose and discuss any strengths and numerous weakness with our Federal Banking system, by using primary source documents, documentary film(s) and contemporary news articles and interviews.
Performance Indicators:
1. Students will define and discuss three reasons why the Federal Reserve was created.
2. Students will discuss three reasons why the Federal Reserve may or may not act in the best interest of American citizens.
Extension Activity:
http://thefedexperience.org/#/?overlay
This is an internet-based interactive timeline game!
Pivotal Questions:
Students will answer the following questions: (1) What was Hamilton's motivation for starting a central bank? (2) Why were some officials opposed to a central bank?
Next, read this history of central banking in the United States provided by the Federal Reserve Bank of Minneapolis, and answer the following questions: (3) Why do you think it took the United States so long to finally commit to a central bank? (4) In what ways is today's Federal Reserve similar to, and different from, the First and Second Banks of the United States?
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
1) Students will: Write down three questions you have about today’s lesson.
2) Students will: Why does a private institution, with little or no oversight set and control monetary policy in the United States, often with little or no thought to the consequences for the average citizen?
Standards and Key Ideas:
Standard 1, Key Idea(s) 2,4
Skills and Concepts:
Change/Reform
Justice
Choice
Citizenship
Reading
Writing
Materials:
1. http://theeconomiccollapseblog.com/archives/11-reasons-why-the-federal-reserve-is-bad
2. http://thefedexperience.org/#/?overlay
3. http://www.apfn.org/apfn/reserve.htm
Instructional Strategy:
Group strategy; Students will be divided into groups of four to discuss and debate strengths and weaknesses of Federal Reserve.
Lesson 5/Day 5
Theodore Roosevelt and the Conservation Movement
Objective(s):
1. Students will identify nineteenth-century leaders and thinkers who influenced the formation of the Conservation Movement.
2. Students will gain an appreciation of the different ways "conservation" can be defined.
3. Students will understand specific differences and similarities between and among those who advocated conservation.
4. Students will understand arguments given to support the conservation of diverse resources.
5. Students will know the major purposes of and provisions of legislation establishing Yosemite as a national park.
Aim:
Students will evaluate the action taken by Roosevelt and the impact those actions had on the environment and it's resources.
Students will assess Roosevelt's greatest accomplishments in regard to preservation and conservation.
Performance Indicators:
1. Students will identify two major players in the conservation movement.
2. Students will analyze and discuss specific differences and similarities between and among those who advocated conservation.
3. Students will examine and discuss the different ways "conservation" can be defined.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
1) Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups.
Skills and Concepts:
Change/Reform
Justice
Empathy
Choice
Citizenship
Conservation
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of the Conservation Mavement.
Materials:
1. Primary Source Documents:
THE CONSERVATION OF NATURAL RESOURCES
From Theodore Roosevelt's Seventh Annual Message to Congress
Dec. 3, 1907
2. Primary Source Documents:
U.S. Statutes at Large, Vol. 34, Part 1, Chap. 3060, p. 225. "An Act For the preservation of American antiquities." S. 4698, Public Act No. 209
U.S. Congress. 59th. 1st Session.
3. http://www.youtube.com/watch?v=1gJ43sReByo
Excerpt from film by Ken Burns, T.R. and John Muir.
Instructional Strategy:
Deliberative discussion, analysis of primary source documents, reading and discussion.
Lesson 6/Day 6
Quiz lessons 1-6.
Theodore Roosevelt's Square Deal
Objective(s):
1. Students will examine primary documents and secondary sources to analyze the history of the Square Deal.
2. Students will analyze and discuss the Square Deal's three main objectives: conservation of natural resources , control of corporations and consumer protection.
Aim:
To examine how the United States government and its citizens can unify to pass major laws to protect the people.
Performance Indicators:
1. Students will analyze and discuss Teddy Roosevelt’s role in trust-busting?
2. Students will investigate the events that took place during his administration regarding trust-busting?
[Note: Use student video as transition to next days lesson onTR and Square Deal.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
1) Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 2, 4
Skills and Concepts:
Change/Reform
Justice
Empathy
Choice
Citizenship
Conservation
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of the Square Deal.
Materials:
1. http://www.hippocampus.org/course_locator?course=AP%20US%20History%20II&lesson=53&topic=1&width=800&height=684&topicTitle=Roosevelt%27s%20Square%20Deal&skinPath
2. Primary Source Document:
Theodore Roosevelt tells the secrets of “a Square Deal” to farmers at the New York State Agricultural Association, Syracuse, NY, September 7, 1903.
3. TR and The Square Deal
http://www.youtube.com/watch?v=NV0YWr12vVI
Instructional Strategy:
Deliberative discussion, analysis of primary source documents, reading and discussion.
Extension Activity:
Political Campaign:
Divide class into small groups. Have the students design a 1904 presidential campaign for Theodore Roosevelt
Each campaign should include the following:
a. A platform statement based on T.R.'s quotations and his first term (1901- 1904).
b. Three campaign posters--these should be creative and attract attention and support.
c. One ad or speech exposing the weakness of the Democratic Party and candidate.
Each group should present their T.R. campaign.
The following sites are useful sources for TR quotations:
http://www.theodoreroosevelt.org/life/quotes.htm
http://www.brainyquote.com/quotes/authors/t/theodore_roosevelt.html
Lesson 7/Day 7
Women's rights and suffrage movement.
Stanton and Anthony
Objective(s):
1.Students will examine a variety of primary source documents to learn about the history of suffrage for women.
2. Students will discuss the importance of women having the right to vote.
3. Students will discuss the struggle and strategies they used to earn suffrage.
Aim: Why is women's vote important today? Do more men than women vote today? Why or why not? Is it important to vote? Why do you think people vote? Why do you think people don't vote.
Performance Indicators:
1. Students will identify two major players in the Women's suffrage movement.
2. Students will analyze and discuss specific differences and similarities between and among those who advocated for Women's suffrage.
3. Students will examine and discuss the different ways "suffrage" can be interpreted. (Are not all men created equal?) Why did women have to fight so hard and wait so long for the right to vote?
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 1, 4
Skills and Concepts:
Change/Reform
Justice
Empathy
Choice
Citizenship
Conservation
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of the Square Deal.
Materials:
1. http://www.loc.gov/teachers/classroommaterials/lessons/suffrage/procedure.html
2. Library of Congress, Teacher resources.
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage/
3. http://www.youtube.com/watch?v=96JifSnHhaY
Instructional Strategy:
Deliberative discussion, analysis of primary source documents, reading and discussion.
Extension Activities
1. Explore the collections "Votes for Women" Suffrage Pictures: 1850-1920 and Votes for Women: 1848-1921, to find out more about these women, their arguments, and their strategies;
2. Compare and contrast the American and British suffragist movements;
3. Apply the tactics used by the suffragists to a controversial issue in your community; or
4. Examine a similar social movement (the Progressives, the anti-Viet Nam war movement) in terms of its arguments, tactics, and goals.
.
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Lesson 8/Day 8
Women's rights continued.
Margaret Sanger
Objective(s):
Objective #1: Students will analyze, define and discuss the central reforms sought by Margaret Sanger.
Objective #2: Students will summarize Sanger’s intent for implementing women's rights, by reading an excerpts from Primary Sources: Correspondence between Sanger and McCormick
Pivotal Questions: (Aim)
Assess the accomplishments that the movements fought for. Was it worth it? Why?
Performance Indicators:
1. Students will: Describe which event(s) prompted the outcry for Women's rights.
2. Students will: Identify leading figures of the women's rights movement?
3. Students will summarize Sanger’s intent for implementing women's rights,
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 1, 4
Skills and Concepts:
Change/Reform
Justice
Empathy
Choice
Citizenship
Conservation
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of the Square Deal.
Materials:
1. http://www.pbs.org/wgbh/amex/pill/filmmore/ps_letters.html
2. www.pbs.org/wgbh/amex/pill/filmmore/ps_notice.html
Instructional Strategy:
Deliberative discussion, analysis of primary source documents, reading and discussion.
Extension Activity:
1. Define: Eugenics, Eugenicist, Racism, Racist
2. Was Margaret Sanger either of these?
Explain why or why not.
Lesson 9/Day 9
Trust-Busting court cases.
Northern Securities Co. v. United States, 1904
Standard Oil
Objective(s):
1. Students will be able to explain a monopoly or trust.
2. Students will be able to identify the problems associated with a monopoly.
3. Students will be able to identify the Gilded Age and how monopolies affected Americans.
4. Students will be able to interpret Teddy Roosevelt's opinions of big business and regulation through reading primary source speeches.
5. Students will be able to interpret political cartoons relating to monopolies, and explain how many Americans felt about the power of trusts.
Aim
Performance Indicators:
1. Students will be able to analyze and discuss a monopoly or trust.
2. Students will be able to identify three problems associated with a monopoly.
3. Students will be able to identify how monopolies affected Americans.
4. Students will be able to interpret Teddy Roosevelt's opinions of big business and regulation through reading primary source speeches.
5. Students will be able to interpret political cartoons relating to monopolies, and explain how many Americans felt about the power of trusts.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Extension Activity:
Which companies would you consider to be monopolies today? Do you believe that all monopolies are bad and should be outlawed? If so, why? If not, how would you distinguish between a good monopoly and a bad one?
Standards and Key Ideas:
Standard 1, Key Idea(s) 2, 4
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Skills:Analysis of two primary source documents. Drawing inferences by illustrating and discussing the significance of the trust-busting legislation as well as drawing inferences to its (trust-busting) modern day parallels. (Microsoft)
Instructional Strategy:
Deliberative discussion, analysis of primary source documents, reading and discussion.
Materials:
"The Progressive Era: Teddy Roosevelt and Trust-Busting" PowerPoint by Elise Stevens TR_Trusts.ppt
1. Theodore Roosevelt: Controlling the Trusts speech (1901) http://www.theodore-roosevelt.com/sotu1.html
2. Theodore Roosevelt Announces the New Nationalism (1910) http://www.teachingamericanhistory.org/library/index.asp?document=501
3. Worksheet to accompany speeches by Elise Stevens Teddy Roosevelt Worksheet.doc
4. Anti-Trust Political Cartoons (See links at the end of lesson plan)
5. http://constitution.laws.com/supreme-court-decisions/northern-securities-co-v-united-states
Lesson 10/Day 10
Progressive state reform
Wisconsin (LaFollette), Massachusetts (initiative, referendum, recall).
Objective(s):
1. Describe who actually controlled many of the state legislatures at the turn of the century?
2. What do you think was the single most important reform promoted by the progressives?
4. List two facts about each of the following progressive leaders discussed in the article: Robert La Follette, Woodrow Wilson, Hiram Johnson, William U'Ren, and Theodore Roosevelt.
5. List any similarities you see between the Progressive Era (1890-1917) and today? How are the two time periods similar?
Aim:
How did the Progressive Party affect American Society?
Performance Indicators:
1. Students will analyze and discuss who actually controlled many of the state legislatures at the turn of the century.
2. Students will discuss and list two facts about Robert LaFollette, Woodrow Wilson, Hiram Johnson, William U'Ren, and Theodore Roosevelt.
3. Students will analyze and discuss any similarities you see between the Progressive Era (1890-1917) and today? How are the two time periods similar?
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following question, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Extension Activity:
Where did the progressives get the idea for the initiative? Research the different forms of direct democracy used in this country.
Weekend Homework, This will count as quiz grade.
Discuss question and answer, must be at least three paragraphs.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Geography
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 11/Day 11
Plessy v. Ferguson 1896
Objective(s):
1. Students will explain the facts and arguments in Plessy v. Ferguson.
2. Students will assess the arguments made by the lawyers in favor of Homer Plessy.
3. Students will discuss the Supreme Court's decision and the dissenting opinion in Plessy v. Ferguson.
4. Students will explain the relationship between the decision in Plessy v. Ferguson and the enactment of Jim Crow laws in the south.
5. Students will take a position on whether separate facilities can ever be equal.
Aim:
The aim of this lesson is to illustrate the inherent racism of the time period and to highlight the inadequacies of segregation.
Performance Indicators:
Students will identify and discuss the facts and arguments from the Plessy v. Ferguson case.
Students will be able to explain the realtionship between the decision in Plessy v. Ferguson and the enactment of Jim Crow laws in the south.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Political Cartoon
Group activities
Worksheets
Readings
Standards and Key Ideas:
Standard 1, Key Idea(s) 1, 4.
Students will analyze and discuss the changes in American culture, explaining how ideas, beliefs, values and traditions have changed as a result of segregation and the effects of the reforms made during the Progressive Era.
Skills and Concepts:
Change/Reform
Justice: Social, Economic, Political
Power
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels. Reading and writing.
Instructional Strategy:
Deliberative discussion and group activities, analysis of primary and secondary sources, reading and discussion. Power Point presentation and/or Smartboard Interactive lesson.
Group activity:
During the week before this lesson, segregate the class-seating chart in various ways. One day, sit the girls on one side of the room and boys on the other. You may continue with other groupings based on age, height, etc. Ask the students for their feelings during each of the segregating experiences. Then, ask them to suppose what it was like when school lunch lines and water fountains were segregated.
Materials:
1. http://www.jimcrowhistory.org/resources/lessonplans/rubric_nj_speaking.htm
2. http://www2.maxwell.syr.edu/plegal/Lessons/Epr/epr3.html
3. http://memory.loc.gov/ammem/aap/aaphome.html
Rubric:
Lesson 12/Day 12
Child Labor in America
Objective(s):
1. Students will recognize the factors which contributed to the Industrial Revolution in the United States;
2. Students will evaluate primary source materials as artifacts for greater understanding of the past;
function as historians by formulating their own questions from encounters with primary source documents and images;
3. Students will identify the problems confronted by people in the past, analyze how decisions for action were made and propose alternative solutions;
understand that political, economic, and social history are connected; and
4. Students will recognize the impact of citizen action on public policy.
Aim:
Why was child labor so prevalent during this time period?
Performance Indicators
1. Students will identify and discuss three reasons why child labor was accepted and exploited during the Progressive Era.
2. Students will identify the problems confronted by people in the past, analyze how decisions for action were made and propose alternative solutions. Students will analyze and discuss how political, economic, and social history are connected.
Standards and Key Ideas:
Standard 1, Key Idea(s) 3, 4.
(3) Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
(4) The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Materials:
1. http://www.loc.gov/teachers/classroommaterials/lessons/child-labor/
2. http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Geography
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Instructional Strategy:
Deliberative Instruction and group activities, analysis of primary and secondary sources, reading and discussion. Power Point presentation and/or Smartboard Interactive lesson.
Lesson 13/Day 13
Regulation v. Laissez-Faire
Objective(s):
1. Students will investigate, what was Theodore Roosevelt's role in trust-busting? What events took place during his administration regarding trust-busting?
2. Students will identify, who is Ida Tarbell, and how did her efforts help bring focus to the Standard Oil Company?
3. Students will discuss how were some trust tycoons like Andrew Carnegie actually beneficial for the masses of American Society?
4. Students will examine how does this issue of trusts/monopolies transcend time to current issues in the consumer industry?
Aim:(Pivotal Questions)
1. What is a monopoly? Why may it be harmful to a free market economy?
2. Why did Roosevelt prefer government regulation of monopolies over trustbusting?
3. The Supreme Court finally decided that corporate behavior rather than mere
bigness should determine if a monopoly is illegal. Do you agree? Why?
Performance Indicators:
1. Students will be able to, discuss (in detail) the "Pivotal Questions".
2. Students will be able to list and discuss three benefits for the masses from large trusts (i.e. Carnegie)
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Extension Activity:
1. Compare and contrast the Roosevelt and Taft administrations in regards to trust-busting/government regulation. List 3 similarities and 3 differences.
Standards and Key Ideas:
Standard 1, Key Idea(s) 4
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Geography
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.socialstudieshelp.com/Lesson_46_Notes.htm
2. http://economics.about.com/od/governmenttheeconomy/a/intervention.htm
3. http://jdbrendel.iweb.bsu.edu/Portfolio/unit2/outline/outline.htm
4. http://www.fairfightfilm.org/crf/TRTrustBustingProduction.pdf
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 14/Day 14
Eugene V. Debs and
Samuel Gompers
Quiz, Lessons 7-14
Objective(s):
1. Familiarize students with the ideas that continued to shape socialism and the organized labor movement.
Aim:
Why is this movement important? Does it mean anything today? Why or why not?
Performance Indicators:
1. Students will be able to analyze and discuss both Gompers' and Debs' ideas.
2. Students will be able to discuss the concept of "voluntarism".
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Extension Activity:
Using what you have learned, answer these two questions: 1. What the United States would have been like if Eugene V. Debs had been elected president?
2. What would modern day America be like if Debs' ideology had taken hold and endured?
3. Contrast reactions to socialism in America and Russia.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.pbs.org/heavenonearth/leaders_thinkers_gompers_debs.html
2. http://www.pbs.org/heavenonearth/resources.html
3. http://www.pbs.org/heavenonearth/transcript.html#1_6
4. http://www.history.umd.edu/Gompers/labor%20index.htm
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 15/Day 15
Clayton Anti-trust Act
Objective(s):
1. Students will be able to identify and define monopoly and unfair competition practices.
2. Students will be able to identify two important concepts related to monopolies to keep in mind as a
consumer.
Aim:
To illustrate the struggles for fair business practices during the Progressive Era. To highlight the common connection to those struggles with the contemporary era. (Microsoft)
Performance Indicators:
1. Students will be able to analyze and discuss the outcomes/benefits of the Clayton Anti-Trust Act.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Extension Activity:
Describe the facts in the Microsoft case and identify the parts of the case where the actions of the company collide with antitrust law.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
provide practical understanding of antitrust and the legal system that can be useful to people in their everyday lives;
encourage effective and informed civic decision making about law and public policy related to competition and market fairness;
improve understanding of government's role in implementation of antitrust laws and trying to assure fair business practices;
improve basic civic skills including creative and critical thinking, communication, observation and problem-solving
Differentiated Instruction:
Materials:
1. http://teachingamericanhistory.org/library/index.asp?document=488
2. http://www.fairfightfilm.org/supplemental.html
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 16/Day 16
Increasing inequity between wealth and poverty
Objective(s):
1. Students will learn about income distribution in a market economy.
2. Students will understand how finances affect access to education, health care and other factors.
Aim:
To highlight the growing income gap between the rich and the poor, both in the progressive era and today.
Performance Indicators:
1. Students will be able to dicuss and explain income distribution in a market economy.
2. Students will be able to analyze and discuss how finances affect our everyday lives.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 2,4
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.academicamerican.com/progressive/topics/progressive.html
2. http://www.tolerance.org/activity/wealth-matters
3. http://www.tolerance.org/activity/using-photographs-teach-social-justice-exposing-homelessness
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Additional Lesson plan material:
Using Photographs to Teach Social Justice: Exposing Homelessness and Poverty.
Lesson 17/Day 17
Labor Matters
Objective(s):
1. Students will understand their connection to the history of organized labor
2. Students will identify major strategies and tactics of labor organizers
3. Students will consider ways to apply these or other tactics to improve working conditions today
4. Students will identify some major figures in the history of the labor movement, and recognize the role of average, less-celebrated workers in the success of that movement.
Aim
Performance Indicators:
1. Students will be able to define and discuss strategies and tactics of labor organizers.
2. Students will be able to identify the main figures of the labor movement.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Extension Activity:
To take the lesson a step farther, students who have Internet access can investigate news coverage of the recent union action at Republic Windows and Doors in Chicago. Ask students to identify the tactics these activists used and the demands they made. Your students can do additional research to discover the outcome of the strike.
1. http://en.wikipedia.org/wiki/Republic_Windows_and_Doors
2. http://archive.chicagobreakingnews.com/2009/09/republic-windows-and-doors-official-in-custody.html
3. http://www.ueunion.org/ue_republic.html
Standards and Key Ideas:
Standard 1, Key Idea(s) 3, 4.
(3) Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
(4) The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.tolerance.org/activity/labor-matters
2. http://www.u-s-history.com/pages/h1678.html
3. http://www.tolerance.org/activity/labor-matters
4. http://www.loc.gov/teachers/classroommaterials/lessons/labor/
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Group Activity:
Give your students a chance to discover the answers to these questions. Divide students into groups of four or five, and give each group copies of one of the following articles: "American Labor," "Mother Jones," "Samuel Gompers," "Fair Labor Standards Act" or "Seattle General Strike: Laundry Workers".
Tell students to work with their group to read their articles and answer the following questions:
1. According to your article, who led the push for the minimum wage and a limit to the workweek?
2. Why did they want these changes?
3. Who opposed them and why?
4. What tactics did supporters of the minimum wage and the limited workweek use to achieve their goals?
5. What tactics did opponents use?
6. What terms in this article were new to you? Can any of your fellow students explain what they mean?
7. Tell students to write down their answers to each of these questions, because they will be presenting their findings to other students in a few minutes.
8. Allow students ten minutes or more to work on their answers. Then divide the students into new groups. Each group should include one member of each of the former groups. In other words, each group should contain one person who read each of the articles you passed out.
9. Tell students to work with their groups to complete a brief history of the movement to create a minimum wage and the 40 hour workweek. The history should answer the following questions.
10. What people and organizations are responsible for the federal minimum wage and the 40-hour workweek?
11. How long did these people/organizations struggle for these changes?
12. How did these people and organizations make voices heard?
13. What were working conditions like before the Fair Labor Standards Act of 1938?
14. If we were to lead a movement for improved working conditions today (for instance, raising the "subminimum" for under-20 workers to the same minimum wage other workers enjoy), how would we do it?
15. What terms and ideas from this history are new to you? What ideas do you want to learn more about?
16. Give students enough time to discuss and compile their answers. Then ask each group to present its findings. You may want to ask each different group to present on just one of the questions.
17. Make a note of students' answers to the last question. Concepts such as collective bargaining or sit down strikes may be foreign to your students. Explain them or give your students a chance to research and define the terms themselves. Students will build on this knowledge in the next lesson.
Lesson 18/Day 18
W.E.B. Du Bois and Booker T. Washington
Objective(s):
1. Students will compare and contrast the differing positions of Booker T. Washington and W.E.B. DuBois regarding full citizenship for African Americans.
2. Students will interpret the positions of Booker T. Washington and W.E.B. DuBois within the context of the late Nineteenth Century.
Aim:
If somebody is denied power, privilege, and equal standing with other Americans, how should he or she respond?
Performance Indicators:
1. Students will be able to analyze and discuss the positions of DuBois and Washington.
2. Students will be able to analyze and discuss what was Booker T. Washington's greatest strength and weakness? Same for DuBois.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 1, 4.
Students will analyze and discuss the changes in American culture, explaining how ideas, beliefs, values and traditions have changed as a result of segregation and the effects of the reforms made during the Progressive Era.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/booker.html
2. http://www.ncdemocracy.org/node/1261
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 19/Day 19
The Federal Trade Commission
Objective(s):
1.Students will identify problems with a pure market economy.
2. Students will explain the roles of selected regulatory agencies.
Aim
Performance Indicators:
1. Students will explain the role of regulatory agencies in the economy?
2. Students will discuss how effective are they in responding to market failures? Explain.
Include examples and details to support your answer.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. www.ftc.gov/bcp/edu/microsites/.../pages/parents_and_teachers.htmlCached - Similar
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 20/Day 20
Guest Speaker: Richard Makarick, Vice-President Bank Of New York
Quiz 14-20
Objective(s):
1. Students will answer the question:
Are big banks good for the economy?
Aim:
To get the students to think critically about our current free-market system.
Performance Indicators:
1. Students will analyze and discuss the validity of big banks, and relate what we learned today to the progressive era.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. Graphic organizer or worksheet
(See Link to Worksheets under Additional Resources)
2. http://topics.nytimes.com/top/reference/timestopics/subjects/c/credit_crisis/bailout_plan/index.html
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 21/Day 21
Pure Food and Drug Act 1906 and Meat Inspection Act 1906
Objective(s):
1. Students will identify the effects of industrialization on living and working conditions, including the treatment of working conditions and food safety in Upton Sinclair's The Jungle
2. Students will list the effects of political programs and activities of the Progressives
Aim:
To illustrate the unsanitary conditions in the meat packing plants during the progressive era.
Performance Indicators:
1. Students will analyze and discuss working conditions and food safety as highlighted in Sinclair's writings.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.u-s-history.com/pages/h917.html
2. http://urbandreams.ousd.k12.ca.us/lessonplans/capitalism/lessonplan01.html
3. http://www.capitalcentury.com/1906.html
4. http://www.goodreads.com/author/quotes/23510.Upton_Sinclair
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 22/Day 22
Effects of developing technologies and thier social, ethical and moral impacts
Objective(s):
1. Students will describe how life changed for the average American as a result of Industrialization.
2. Students will examine the effects of developing technologies on society during the Progressive Era.
Aim:
To highlight past and present day struggles to develop, use, and implement technologies for the benefit of humanity.
Performance Indicators:
1. Students will analyze and discuss how life changed as a result of technological advances made during the progressive era.
2. Students will be able to summarize the effects of developing technology on society/individuals during the progressive era.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 2,4
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://urbandreams.ousd.k12.ca.us/lessonplans/capitalism/lessonplan06.html
2. http://tigger.uic.edu/~lnucci/MoralEd/articles/willard.html
3. http://www.frontiernet.net/~mikef/lessonplans/interunit.htm
4. http://www.americanforeignrelations.com/O-W/Science-and-Technology-The-second-industrial-revolution-and-the-progressive-era.html
5. http://www.pbs.org/wgbh/amex/telephone/timeline/index.html
6. http://historymatters.gmu.edu/d/6609/
7. Resources: “The White Man’s Burden: The United States and the Philippine Islands,” by Rudyard Kipling; “The Black Man’s Burden,” by H.T. Johnson; and “The Poor Man’s Burden,” by George McNeil. The three poems and accompanying commentary are available on the Web site Anti-Imperialism in the United States, 1898–1935 (http://www.boondocksnet.com/ai/index.html) by Jim Zwick, The U.S. Survey on the Web (http://historymatters.gmu.edu).
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 23/Day 23
Women's Suffrage Amendment
Objective(s):
1. Students will create a list of the rights of women after the Civil War.
2. Students will describe the role of women in the Progressive movement.
Aim:
To illusrtate the struggle for women's voting rights and equality, by using primary source documents, photographs and news articles from the era.
Performance Indicators:
1. Students will be able to write an essay arguing for or against the 19th Amendment from a historical perspective.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.frontiernet.net/~mikef/lessonplans/interunit.htm#LS5
2. http://www.loc.gov/search/?q=women's%20suffrage&fa=digitized:true
3. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/suffrage/
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion. Group activity, students will analyze and discuss photographs and complete grphic organizer.
Lesson 24/Day 24
Pullman Strike/ Haymarket riot
Objective(s):
1. Examine the varying viewpoints of individuals and groups with regard to the Chicago Pullman strike and the Haymarket riot.
Rationale:
The Pullman Strike is rightly considered a major watershed in U.S. labor relations. It clearly demonstrated that solidarity, nonviolence, even a just cause were no match for the combined power of national corporations and the federal government.
citation:
http://www.lib.niu.edu/2006/iht1320623.html
Performance Indicators:
Students will be able to analyze how individuals and groups are affected by strikes and discuss the impact on the families, towns and businesses involved.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 3, 4.
(3) Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
(4) The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Skills and Concepts:
Unity/Organization
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.aft.org/yourwork/tools4teachers/labor/majorevents.cfm
2. http://www.niu.edu/~rfeurer/labor/teacherscorner.html
3. http://labor-studies.org/featured-resources/labor-history-lesson-plans/
4. http://www.lib.niu.edu/2006/iht1320623.html
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 25/Day 25
Temperance/ Prohibiton*
* Can be done as Economic or Social
Objective(s):
1. Students will be able to describe the social environment that promoted the Temperance and Prohibition movement.
2. Students will list and explain the arguments used during the Temperance and Prohibition movement.
Aim:
Was the Temperance/Prohibition movement beneficial/successful in the U.S.?
Performance Indicators:
1. Students will be able to analyze and discuss the arguments for and against temperance/prohibition.
2. Students will be able to summarize the social environment in which these movements originated from.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 2,4
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://theomahaproject.org/module_display.php?mod_id=15&review=yes
2. http://www.archives.gov/education/lessons/volstead-act/
3. http://www.lessonplanet.com/search?grade_ids[]=11&keywords=prohibition+womens+suffrage&media_id[]=1&page=2
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 26/Day 26
Muckraker, Lincoln Steffens
Objective(s):
1. Students will examine Steffens' argument in Shame of the Cities.
Aim:
Where does Steffens accomplishments stand when evaluating the "muckrakers". Who was the most influential muckraker?
Performance Indicators:
1. Students will be able to analyze and discuss using a historical perpective, from both sides of Steffens' argument.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.lessonplanet.com/search?grade_ids%5B%5D=11&keywords=lincoln+steffens
2. http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=211
3. http://wadsworth.com/history_d/special_features/ilrn_legacy/waah2c01c/content/amh2/readings/steffens.html
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 27/Day 27
Segregation and Jim Crow Laws
Objective(s):
1. Students will discuss the Jim Crow Era in terms of its impact on the lives of African Americans of the South during the 1870’s-1950’s time period.
2. Students will identify and understand the historical significance of important people, issues,and events pertaining to the Black South during the Jim Crow Era.
Aim
Performance Indicators:
1. Students will be able to analyze and discuss the Jim Crow Era as it relates to the important people, issues and events during the Progressive Era.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1: The study of United States history requires an analysis of the development of American workplace culture, its diversity and multi-cultural context, and the ways people are unified by the struggle to improve, and modify that culture.
Key Idea(s) 1. : Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed during the Progressive Era.
Key Idea(s) 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history, during the Progressive Era. This involves leaning about the important roles and contributions of individuals and groups towards the passage of workplace Health and Safety Standards.
Skills and Concepts:
Freedom
Change/Reform
Human Equality
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.yale.edu/glc/aces2/lessons/blythe.pdf
2. http://www.lessonplanet.com/search?grade_ids%5B%5D=11&keywords=jim+crow+laws
3. http://www.pbs.org/wnet/jimcrow/education_lessonplan.html
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 28/Day 28
Field Trip: Sagamore Hill
Objective(s):
1. To show my students one of Long Island's greatest treasures, the summer White House of Teddy Roosevelts presidency.
2. To learn about what, how, and why Roosevelt choose this location, what he did when he was here and how was he able to run the country from the North Shore of Long Island?
Aim:
To see and learn about where Teddy Roosevelt spent his summers.
Performance Indicators
1. Students will analyze and discuss some of Roosevelt's accomplishments when he was at Sagamore.
2. Students will identify three reasons Roosevelt chose Long Island, and this spot in particular.
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 3, 4.
(3) Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
(4) The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. Permission Slips
2. Bus
3. Lunch
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion.
Lesson 29/Day 29
American Imperialism
Objective(s):
1. Review the geography of the Caribbean and Pacific regions at the turn of the 19th and 20th Centuries.
2. Identify territories acquired by the US during the Spanish-American War.
3. List and evaluate the arguments for and against imperialist expansion during the late 1800s and early 1900s.
4. To examine differing perspectives on imperialism at the turn of the century; to understand the use of poetry as a vehicle for expression, protest, and political satire.
Aim:
To highlight the salient features of the greatest empire in all of history. If there is time to discuss whether or not the Age of Imperialism did ever end?
Performance Indicators:
1. Students will be able to complete a map illustrating American imperialism during the Progressive Era.
2. Students will be able to analyze and discuss the arguments for and against imperialist expansion during the late 1800s and early 1900s.
3. Students will be able to answer the following questions:
1. According to Kipling, and in your own words, what was the “White Man’s Burden”?
2. What reward did Kipling suggest the “White Man” gets for carrying his “burden”?
3. Who did Kipling think would read his poem? What do you think that this audience might have said in response to it?
4. For what audiences do you think H.T. Johnson and George McNeil wrote their poems? How do you think those audiences might have responded to “The Black Man’s Burden” and “The Poor Man’s Burden”?
http://historymatters.gmu.edu/d/6609/
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas:
Standard 1, Key Idea(s) 2,4
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Materials:
1. http://www.cyberlearning-world.com/lessons/ushistory/lpimperialism1.htm
2. http://www.cyberlearning-world.com/lessons/ushistory/lpimperialism1.htm
3. http://zinnedproject.org/posts/1431
4. http://historymatters.gmu.edu/d/6609/
Instructional Strategy:
Deliberative discussion, analysis of primary and secondary sources, reading and discussion. Group or smartboard map activity.
Additional lesson plan from Zinn Education Project
Lesson 30/Day 30
Discussion and Review
Objective(s):
To review entire unit.
Aim
Performance Indicators
Conclusion:
The closure for this lesson is [that is, the learner will demonstrate comprehension by doing…]:
Final clarification, asking the students if there are any other questions. Have students respond to the following questions, in writing, five minutes before the period ends:
Students will: Write down three questions you have about today’s lesson.
Standards and Key Ideas
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Lesson 31/Day 31
DBQ Unit Test
Objective(s):
I believe that preparing for a thirty day unit test would be a daunting task for the students. Most likely I would not wait this long for testing the students. These lessons could be quite dense and most could be more than one class period(s), if that is appropriate. The format I would most likely follow is eight lessons, one review period, and one test period, to fit in nicely with a two-week themed unit plan, 31 days is too long.
Aim
Performance Indicators:
DBQ is same as DBQ for semester project for 360/363. As I cannot attach to Mindomo as per the price of a premium subscription.
Standards and Key Ideas
Skills and Concepts:
Change/Reform
Justice
Power
Reading
Writing
Citizenship
Skills:Analysis of primary source documents. Drawing inferences by illustrating and discussing the significance of state reform as well as drawing inferences to its modern day parallels.
Projects:
1. Physical or "Virtual" diorama. Construct a progressive era themed diorama. Be sure you are able to discuss your scene in detail and explain why it is signifcant.
2. Photo-Journalism Project. Become a muckraker. Investigate a story or make one up. Use pictures you took to tell a story. Make sure it is relevant to the progressive era.
3. Historical Fiction Project. Write a piece of historical fiction, Take an event from the progressive era and wite a commentary or reaction to it as if you were living in that time period. You will have to present your work to the class.
4. Write an analytical newspaper article for a time period newspaper. Choose an event during the progressive era and write a newspaper article about it. You will present it to to the class.
5. Progressive Era Webquest:
See attached link.
Webquest:
Progressive Era Webquest