Lesson I Summary

Introduction to the Progressive Era (1890s 1920)

!"#$I#$ S%IE&'( Industria)i*ation and immigration contri+uted to the ur+ani*ation
o, "merica- Pro+)ems resu)ting ,rom these changes s.ar/ed the Progressive movement and
increased ca))s ,or re,orm-
%+0ectives(
Students will be able to investigate the social, political, and economic issues the
people were dealing with during the time of the Progressive Era.
Students will be able to gather information and present the information to develop
knowledge and basic understanding of the issues including some of the important
people and their contributions to the time period.
Students will be able to work collaboratively to make decisions and discuss
problems associated with the time period.
"ctivate +ac/ground /no1)edge and set .ur.ose(
Teacher will lead a class discussion by asking questions about the previous unit on
industrialization and immigration. Students will discuss the effects this had on society
and problems they think society was dealing with as a result.
Students will view a power point that will introduce them to what led to the
Progressive Era.
2igsa1 "ctivity(
Students will be split into three groups to complete a igsaw activity to provide an
overview of the Progressive Era and begin learning about the key issues of the time
period. !roups will be formed based on teacher knowledge of strengths and social
habits. Each group will research and become e"perts on one of the key issues during
the era through use of the internet, te"tbook, and trade books. Students will gather
information and create a handout containing the key ideas to present to the class.
Each group will teach their topic to the class and answer questions.
!roup #$ The social aspects of the era.
!roup %$ The political aspects of the era.
!roup &$ The economic issues of the era
To facilitate and guide the research students will be given an interactive reading guide
to help them to know what is important. Each group will have a different guide to
focus on the key ideas involving that issue. This interactive guide will include a list of
key vocabulary connected to relative information. Students will be asked to e"plain
each vocabulary term in their own words in a way they think they will remember it.
They will be given a list of suggested websites with a variety of te"ts.
Students will use the active reading guide to create a visual representation showing
the main issues of their topic. They may use pictures, summaries, quotes, or any
creative way that shows what they learned. This must be in a form that can be printed
out for all students. Students will also be given a copy of the completed interactive
reading guide to put in their notes.
Each group will present their finding to the class and verbally discuss their topic.
Students will be encouraged to ask questions and engage in discussion. Teacher will
facilitate discussion to enhance understanding.
Some /ey 3uestions to consider and 1i)) +e inc)uded in the reading guide(
'hat led to the Progressive Era(
'hat were some of the problems)issue during this time(
'ho were the some of the key people involved and what were their views( *ow did
some of their view differ(
+ey terms or vocabulary should be e"plained in own words.
'hat were some of the direct results that resulted from this time(
"ssessment(
,ssessment will be the handout and presentation to the class that will show what the
students learned.
Suggested 4e+sites ,or use in addition to te5t+oo/s and trade+oo/s-
-verview of the Progressive Era with pictures and writings from key people of the time$
http$))www.eagleton.rutgers.edu)research)americanhistory)ap.progressive.php
!eneral information on the Progressive Era$
http$))www.pbs.org)wgbh)americane"perience)features)general/article)eleanor/
progressive)
Short videos$
http$))www.learner.org)courses)amerhistory)units)#0)video)
http$))www.watchknowlearn.org)1ideo.asp"(1ideo234#%56789ategory2340:&:
http$))www.watchknowlearn.org)1ideo.asp"(1ideo234#%57#89ategory2340:&:
http$))www.watchknowlearn.org)1ideo.asp"(1ideo234#%5;689ategory2340:&:
http$))www.watchknowlearn.org)1ideo.asp"(1ideo234:%0%#89ategory2340:&:
3ivided into topics with te"t and video$
http$))education/portal.com)academy)topic)the/progressive/era/#5<</#5#7.html
Pictures depicting life and issues$
http$))www.shmoop.com)progressive/era/politics)images.html
=inks to other information on Progressive Era$
http$))www.gwu.edu)>erpapers)teachinger)glossary)progressive/era.cfm
#e1 'or/ State Socia) Studies Standards
Standard 1
History of the United States and New York: Use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments, and turning
points in the history of the United States and New York.
Standard 4
Economics: Use a variety of intellectual skills to demonstrate their understanding of how the
United States and other societies develop economic systems and associated institutions to
allocate scarce resources, how major decision-making units function in the U.S. and other
national economies, and how an economy solves the scarcity problem through market and
nonmarket mechanisms.
Standard 5
Civics, Citizenship, and overnment: Use a variety of intellectual skills to demonstrate
their understanding of the necessity for establishing governments the governmental system
of the U.S. and other nations the U.S. !onstitution the basic civic values of "merican
constitutional democracy and the roles, rights, and responsibilities of citi#enship, including
avenues of participation.
ommon ore Standards "ddressed(
Key Ideas and Details:
SS-EL"6LI&E7"'-7!-868-1
9ite specific te"tual evidence to support analysis of primary and secondary sources.
SS-EL"6LI&E7"'-7!-868-2
3etermine the central ideas or information of a primary or secondary source? provide an
accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure:
SS-EL"6LI&E7"'-7!-868-9
3etermine the meaning of words and phrases as they are used in a te"t, including
vocabulary specific to domains related to history)social studies.
SS-EL"6LI&E7"'-7!-868-:
3escribe how a te"t presents information @e.g., sequentially, comparatively, causallyA.
SS-EL"6LI&E7"'-7!-868-8
2dentify aspects of a te"t that reveal an authorBs point of view or purpose @e.g., loaded
language, inclusion or avoidance of particular factsA.
Integration of Knowledge and Ideas:
SS-EL"6LI&E7"'-7!-868-;
2ntegrate visual information @e.g., in charts, graphs, photographs, videos, or mapsA with
other information in print and digital te"ts.
SS-EL"6LI&E7"'-7!-868-8
3istinguish among fact, opinion, and reasoned Cudgment in a te"t.
Text Types and Purposes:
SS-EL"6LI&E7"'-4!S&-868-1
'rite arguments focused on discipline-specific content.
SS-EL"6LI&E7"'-4!S&-868-1-"
2ntroduce claim@sA about a topic or issue, acknowledge and distinguish the claim@sA from
alternate or opposing claims, and organize the reasons and evidence logically.
SS-EL"6LI&E7"'-4!S&-868-1-<
Support claim@sA with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or te"t, using credible sources.
SS-EL"6LI&E7"'-4!S&-868-1-
Dse words, phrases, and clauses to create cohesion and clarify the relationships among
claim@sA, counterclaims, reasons, and evidence
SS-EL"6LI&E7"'-4!S&-868-2-=
Dse precise language and domain/specific vocabulary to inform about or e"plain the
topic.
Production and Distribution of Writing:
SS-EL"6LI&E7"'-4!S&-868-9
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Research to uild and Present Knowledge:
SS-EL"6LI&E7"'-4!S&-868-;
9onduct short research proCects to answer a question @including a self/generated
questionA, drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of e"ploration.
SS-EL"6LI&E7"'-4!S&-868-9
3raw evidence from informational te"ts to support analysis, reflection, and research.