Established goals: Causes and consequences of Progressive Movement



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Stage 1 Desired Results

ESTABLISHED GOALS:

Causes and consequences of Progressive Movement
Grades 9-10
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Curriculum Frameworks: US History II
Industrial America and Its Emerging Role in International Affairs, 1870-1920
USII.1 Explain the various causes of the Industrial Revolution. (H, E)

  1. A. the economic impetus provided by the Civil War

  2. B. important technological and scientific advances

  3. C. the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt

USII.2 Explain the important consequences of the Industrial Revolution. (H, E)# A. the growth of big business

  1. B. environmental impact

  2. C. the expansion of cities

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)The Age of Reform: Progressivism and the New Deal, 1900-1940
USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E)Policies# A. bans against child labor

  1. B. the initiative, referendum and recall

  2. C. the Sherman Anti-Trust Act (1890)

  3. D. the Pure Food and Drug Act (1906)

  4. E. the Meat Packing Act (1906)

  5. F. the Federal Reserve Act (1913)

  6. G. the Clayton Anti-Trust Act (1914)

  7. H. the ratification of the Nineteenth Amendment in 1920

Literacy Standards History/Social Studies 6-12

1. Write arguments focused on discipline-specific content


2 Write informative/explanatory texts, including the narration of historical events
3 Draw evidence from informational texts to support analysis, Reflection, and research


Transfer

Apply knowledge of political and social systems to participate actively as an informed citizen of a global society.

Apply-concepts and systems of economics to participate productively in a global economy


Meaning

UNDERSTANDINGS

Students will understand that…

Students will understand that…
*u1 The economic system of a nation has major impacts on social conditions.

*u2Industrialization and urbanization have positive and negative consequences.


*u3Progressives and other groups such as labor unions worked to address society’s inequalities.


*u4 Social Darwinists see life as a series of competitions in which the fittest survive.




ESSENTIAL QUESTIONS

I Students will keep considering:


*Q1 What is the American Dream?
*Q2 Is Progress always positive?
*Q3 Is inequality justified in a capitalists system?
*q4 What is the appropriate role of government in our lives?

Acquisition

Students will know… k

*k1 Key terms: capitalism, entrepreneur, industrialization, urbanization, progressives, muckrakers, Jacob Riis, 19th Amendment, Sherman Antitrust Act, union, Social Darwinism u1,u2,u3,u4



*k2Big businesses arose as a result of industrialization and the American capitalist system. U1,q2


*k3Industrial growth led to urbanization, major social problems, as well as increased entrepreneurship and technological advancements. U2,q2


*k4Life at the turn of the 20th century was very difficult for workers, women, immigrants, and African-Americans. U3

*k5 The Progressives, spurred by the muckrakers, pushed for social reform. Q4


Students will be skilled at…

*reading and taking notes that include the main ideas and key supporting details. U2


*I See It Means k3


*Photo Analysis. K3
* Determine the central ideas or information of a source k4
*Provide evidence of revisions on how key events develop over the course of the unit k3,q4

*marking up a text to identify important information and show independent thought. K5



Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

  • Historically accurate

  • Well-crafted & clear

  • Informative & detailed (thorough)

  • Insightful & thoughtful

  • Mechanically sound




TRANSFER TASK(S):

Goal: Your task is to write a comparative essay on a political, economic, or social problem from the past and the present to determine the progressive actions taken to fix the situation
Role: You are a historian trying to evaluate the success or failure of Progressive reforms
Audience: You are responsible to educate the public about Progressive reforms in action.
Situation: To research articles from economic, political, or social events past and present and compare the reforms taken to improve the situation.
Product: Students will be given current examples of problems in society today to examine and create reforms. You will write a comparative essay on the events and evaluate the Progressive reforms taken to resolve the problems
Standards: A successful result will compare the similatities of the situatin and report if the actions taken have made an impact on the events happening in the future.





OTHER EVIDENCE: Vocabulary

Quizzes and Tests

*Write a comparative piece explaining and analyzing the differences between the working class and the capitalist class.

*Write a journal entry from the perspective from one of the following: a recent immigrant to America, a new union member, or a factory owner.


*Create a political cartoon that either supports or criticizes political machines.
*Homework assignments (content vocabulary, timeline work)

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Lesson 1: Introduction to Unit Life at the Turn of the 20th Century



  • Students will brainstorm to ideas to define what they believe is the American Dream.

  • Students will define Social Darwinism and explain how it may impact the American Dream.

  • Introduce novels of Haratio Alger and their message of “rags to riches” to help introduce the American Dream

  • Compare by Independently reading and responding to essential questions, then pair/share with a partner revise based on discussion

Lesson 2: Capitalism



  • Define the major components of a Capitalist system

  • Examine the concept of a free market system and analyze the role of business and government

  • Introduce the idea of Social Darwinism and its relationship to big business

  • Explain how the Capitalistic economy emerged in the United States

Lesson 3: Industrialization/Business Structure



  • Relate capitalism to entrepreneurship and the rise of big business and industrial progress

  • Identify new industries and inventions to the rise of industry

  • Compare the different business practices found in the United States (Proprietorship Partnership, Corporation, Monopoly, Trust)

  • Compare the industrial tycoons (Rockefeller/Carnegie to help understand the term monopoly

Lesson 4: Workers

  • Identify the majority of people who make up the workforce

  • Introduce the concept of unions and the practice of collective bargaining

  • Compare the major strikes of unions (Great Railroad Strike, Homestead Strike, Pullman Strike) to identify the problems workers faced during the Progressive Era

  • Evaluate the effectiveness of unions in helping workers conditions

  • Assign common assessment (Capitalists/Working class)

Lesson 5: Age of invention



  • Examine the advancements in transportation and communication

  • Analyze the impact Thomas Edison and electricity has on the city and business

  • Allow students to examine the progression of an invention to its evolution to present day

Lesson 6: Progressivism



  • Construct a list laws and policies of Progressive reformers

  • Examine the impact Jacob Riis and his photo essay “How the Other Half Lives”

  • Identify who the Muckrakers are and how they exposed scandals /political machines

  • Examine Triangle Shirtwaist Fire and Progressive laws that followed

  • Summarize the Lincoln Steffens/Florence Kelly primary source excerpt (547)

Lesson 7



  • Chapter Test









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