Brett Bullard 11-29-12 Samford University EDUC 315 McAdory High School 11th Grade American History

Traditional Lesson Plan The Progressive Movement I. Lesson Objectives: Eleventh grade students will be presented elements of The Progressive Movement including key historical characters of the period and key movements of ideas. a. Identify key ideas and characters of the Progressive Movement including Democracy and the Suffrage Movement in the United States. b. Recognize the effect that President Theodore Roosevelt had on social welfare and conservation. c. Describe Progressivism as a diverse response to the problems posed by industrialization and modern life. d. Examine how progressivism entered into nation politics with the succession of Theodore Roosevelt to the presidency. National and State Standards Curriculum Standards for Social Studies, National Council for the Social Studies, 1994: I. a. Analyze and explain the ways groups, societies, and cultures, address human needs and concerns. I. g. Construct reasoned judgments about specific cultural responses to persistent human issues. II. f. Apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues. IV. c. Describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other groups and cultural influences contribute to the development of a sense of self. V. a. Apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society. V. b. Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary setting. V. f. Evaluate the role of institutions in furthering both continuity and change. V. g. Analyze, the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings. VI. a. Examine persistent issues involving the rights, and status of the individual in relation to the general welfare.

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Social Studies, Alabama Course of Study, Grade 11, Alabama State Department of Education, 2004: 2. Describe social and political origins, accomplishments, and limitations of Progressivism. Identifying the impact of the muckrakers on public opinion during the Progressive Movement Pre-Instructional Activities: Use bell ringer questions developed by mentor teacher Jennifer Smith, McAdory High School, to begin class. The questions are written in the style of the Alabama High School Graduation Exam and are meant to serve as a review for the students. After bell ringer, student teacher will introduce the lesson by introducing Progressivism as a movement for both political and social reform. Bell Ringer Questions: 104. This court case established the Supreme Court's right of judicial review: A. Plessy v Ferguson B. Marbury v Madison C. Miranda v Arizona D. Gibbons v Ogden 105. This court case stated that Congress alone had the power to regulate interstate & foreign commerce: (choose from above). D. Gibbons v Ogden 106. Lewis & Clark sought a water route to the: A. Atlantic Ocean B. Indian Ocean C. Panama Canal D. Pacific Ocean Directed Teaching: Student teacher will present information about The Progressive Movement to 11th Grade History students with an interactive lecture assisted by a PowerPoint presentation (see attachment). The topics that will be presented are outlined below: a. Rise of Progressivism i. Progressives and their beginning ii. Muckrakers b. Democracy and Progressivism i. Robert La Follette and Direct Primary ii. 17th Amendment Direct Election of Senators c. Suffrage Movement i. Seneca Fall, New York, Elizabeth Cady Stanton, Lucretia Mott ii. Susan B. Anthony iii. National American Women Suffrage Association (NAWSA) iv. Alice Paul, Carrie Chapman Catt v. 19th Amendment Womens Right to Vote d. Social Welfare Progressivism

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i. Child Labor, Health and Safety Codes ii. Prohibition, temperance, Womens Christian Temperance Union (WCTU) e. Progressives Against Big Business i. Socialism, Eugene Debs f. Theodore Roosevelt i. Square Deal ii. Trustbuster iii. Coal Strike of 1902, United Mine Workers, arbitration iv. The Bureau of Corporations, Hepburn Act g. Social Welfare and Conservation i. Read selection from The Jungle by Upton Sinclair 151-152 ii. Meat Inspection Act, Pure Food and Drug Act iii. Western Development, Newlands Reclamation Act, iv. Gifford Pinchot and United States Forest Service, Teddy Bear v. Roosevelts Legacy Guided Practice: The student teacher will initiate a discussion folded into the lecture about the material presented in directed teaching. The teacher will ask questions to the whole class to make sure the students understood the lecture. Also during the guided practice, the student teacher will read a small selection from Upton Sinclairs The Jungle and lead the class in discussion of social reform by the Progressives. Independent Practice: The students will do seat work by answering questions in section assessments and these assessments will check for the students understanding of the material presented in directed teaching and guided practice. The section assessments are in the students textbook at the end of each section. The students will do the check for understanding question of Chapter 18 Section 1, 2, 3, and 4 section assessments. Assignment: Section 1 Assessment page 553, # 1,2,3; Section 2 Assessment page 559, # 1,2,3; Section 3 Assessment page 565, # 1,2,3; Section 4 Assessment page 570, # 1,2,3. Formative Evaluation: The student teacher will assess the learners progress by the section assessments. This is an in process assessment because the information is still be able to be presented to the class if need be. Differentiating Instruction: For example, differentiating instruction for a student with a vision disability would have many options for the teacher. Depending on the severity of the disability the student with said disability could move closer to the front of class, if need be the teacher can provide an enlarged copy of notes/PowerPoint and teacher can provide an enlarged copy of textbook. That is just one example of differentiating instruction for one disability. Closure: The teacher will bring the class to a close with a summary of the lesson by asking students closing/summarizing question. Example: What is progressivism and how did it influence the government? What was the result of the Suffrage Movement? How did Theodore Roosevelt revive the presidency? How did Roosevelt use progressivism in national politics? What is Roosevelt legacy today?

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Resources: Appleby, J., Brinkley, A., Broussard, A. S., McPherson, J. M., & Ritchie, D. A. (2005). The American Vision: Volume Two. New York: The McGraw-Hill Companies, Inc. Sinclair, Upton. (2006). The Jungle. New York: Penguin Group. Reflection Upon Lesson The lesson plan went well at McAdory High School except for the PowerPoint presentation. I created a detailed PowerPoint with illustration and information, but I did not make sure, if it was compatible with McAdory High School computer system. In my opinion, I think it was due to my PowerPoint created in a newer version of Microsoft Office. In the fifteen minutes I had before class started, I created another PowerPoint, although a scaled down version, to present to the students along with information on the Progressive Era. Otherwise, the students remained attentive and generally performed well on their formative evaluation. I think the students really responded to the reading of The Jungle and it really got the students attention about the reform the Progressives were wanting. If I was to reteach this lesson I would add some more information on environmental conservation that Roosevelt pursued.

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