Anna McCormick

EDST 3550
Subject: U.S. History
Grade level: 9th grade
Time Frame: Three weeks
Classroom makeup: 24 students 1 ELL student
Key Concepts: Progressivism, Industrialization, Immigration, Suffrage, Economics, Civil
rights, Politics

Wyoming Standards/Benchmarks Addressed

Standards/Benchmarks:
SS11.2.1 SS11.2.2 SS11.4.1 SS11.4.3 SS11.4.4

Vocabulary: Ethnicity, assimilation, nativism , Progressivism, Industrialization, Immigration,

Suffrage, Economics, Civil rights,

Essential Question:
How did the people living in this era address issues created by industrialism, capitalism, immigration,
urbanization, and political corruption?

Context:
With industrialization came a wave of immigration, the growth of cities, and many subsequent issues. Out
of this grew the Progressive movement which left a lasting impression on our society.

Big Ideas:
Rapid growth creates changes in society that must be examined.
Overall population experience during this period

Unit Summary: The Progressive Era, is the time period in U.S. History from 1880 to 1920.This time
period included the famously known roaring twenties, economic growth, industrialization and civil rights

issues. The main focus of the unit is to consider the issues that the country was facing during this time
period and more importantly, analyze the distinct experience of the following groups: immigrants, factory
works, child workers, women suffrage, black rights, WWI, prohibition, and city growth. By
understanding the problems, suggested solutions, and reforms, students will understand the major growth
of America during this time of change and development of the Unites States.

1: Students will analyze the economic and political push and pull factors resulting in
A. Immigration.
B. African American movements.
C. Womens suffrage.
D. Labor rights/Child labor.
F. Prohibition.
G. Urbanization/Industrialization

2. Students will examine the positive and negative consequences of immigration on American
culture and society by considering new patterns of immigration and the rise of nativism.

3. Students will analyze how cities changed during this time period and explain the hazards and
dangers that developed because of urbanization and massive industrialization.

Common Core Reading Standards that could be integrated during this unit
are:
1. Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date
and origin of the information.
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.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.

Common Core Writing Standards that could be integrated during this unit
are:
1. Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical
processes.
2. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
3. Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
4. Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
5. Draw evidence from informational texts to support analysis,
reflection, and research.
6. Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.

Stage One
What Overarching Understandings are desired?

How the United States was affected by rapid industrialization, urbanization, immigration, civil
rights movements, and political policies.
How the problems that resulted in rapid change necessitated the Progressive Movement, a
movement that brought about sweeping Progressive reforms, including womens suffrage, African
American Movements and the Prohibition along with WWI.
The experience of the following groups of people during this era: immigrants, factory works,
child workers, women, African American, Soldiers, and the general population.

What will students understand at the end of unit?

The era of 1880-1920 was a time of rapid change in the United States.
Society was faced with difficult issues and problems due to industrialization, urbanization and
immigration, as well as political change.
Distinct groups of people- immigrants, adult and child laborers, women and African Americans,
each had a different and distinct experience, facing serious problems during this era.
The Progressive Era has greatly influenced the United States and continues to influence us today.

What are the overarching essential questions?

In what ways did the United States change from 1880 to 1920?
What problems did the changes create?
What was the solution to these problems?
How did different overall population as a group experience this era?

What essential and unit questions will focus this unit?

What was the overall experience for

o Women, African Americans, Immigrants, laborers, children, soldiers and political
leaders?
What was the social, political and economic experience for the above groups?
What issues did adult laborers face due to rapid industrialization?
How were each group affected by rapid industrialization and urbanization?

Stage II: Performance Task

Role: You are going to become an individual living in the progressive era. Using a multitude of primary
sources such as photographs, posters, songs, political cartoons, and newspapers you will keep a Journal
of your personal lives during this era. After the research week is over each student will compose an in
depth presentation for the class of your individual lives, observations and findings.
Step 1: Each student will randomly draw a person from one of the groups we have been studying.

Women
Laborers
Prohibition leaders
African Americans
Political leaders
Immigrants
Children

Step 2: Once you have drawn your person, you will need to keep a daily journal of their life.
Example: You draw Anna, a 19 year old immigrant from Russia
Each student should be able to address in their new assigned lives, where you live and may have worked
if you could not work why? Students should be able to explain their family life and dynamics of their
culture in America during this time, and what political laws may have affected you and your family?

Presentation
You will prepare an informative presentation on your assigned life which includes the following:

Content

Visuals of you and or your family

Visuals of political cartoons and or advertisements pertaining to your life or other primary
sources
Daily Journal entries, in which you will read the most relevant.
Specific dates things may have happened on
Issues affecting your life

Visual

Include at least 5 of the following primary sources: photographs, paintings, posters, songs, written
publications.
Think of a creative way to present your presentation to the class. You might consider using an
accent or dressing up, put yourself into this persons life. BE CREATIVE.

Timing

3-5 Minutes for presentation

Audience
Your audience will be your peers and the teacher.
Criteria for Success:
Your presentation should be creatively done, well researched, visually exciting and informative
An informative and thorough presentation will address the following

In what way did the changes during the Progressive Era affect your life?
What problems did you or your family face?
What were the Progressive Reforms put into place to help or hinder your situation?
What was your personal solution (remember this is your opinion)

Step 3: After the week is over and each student has had the opportunity to present, students will then get
into small groups of three or four and then compare and contrast their lives. Students will have 20 minutes
to do so, then they will have to write out their overall summery of each others lives and some of the
similarities and differences.

Reflection/Imagination/Anticipation

Emma did not complete her Journal of the daily life project, I feel that maybe she was board or
did not catch enough interest in the subject.
Josh and Trevor complained that Luc will not be a strong member of their discussion team.
o I explained to Josh and Trevor that, while Lucs English still needs improvement he will
have his ESL teacher with him and I asked them to be patient thus further improving
Lucs English speaking skills

I anticipate that ELLs and IEP students will have a difficult time with the reading pieces, the speaking
requirements of the presentation, and will not have the same background information as some of the

students in the class. However I have asked the ELLs students to dig a little into their own history and
relate it to ours during this time to better help them understand and make connections (This is encouraged
in their Journal projects). In contrast, there is visual content in this unit. We will be analyzing political
cartoons and photographs.

Quiz I
1. The Progressive Era was characterized by _____________________
A. expansion of U.S. territory.
B. financial panics.
C. economic, social, and political reform.
D. a cultural and artistic renaissance.

2. __________________ were actively opposed to the Progressive agenda.

A. Women
B. Industrial workers
C. Farmers
D. Business owners

3. Public response to Upton Sinclairs The Jungle was largely responsible for the
passage of _____________
A. the Newlands Reclamation Act.
B. the Meat Inspection Act.
C. the Payne-Aldrich Tariff .
D. the Clayton Antitrust Act.

4. The Progressives believed that reform of big business was necessary because
__________________
A. conditions were unsafe and workers were not fairly paid.
B. businesses were not sufficiently profitable.
C. industry was a drain on the American economy.
D. industry was harmful to the natural environment.

5. The Seventeenth Amendment altered the electoral process for _________________

A. the presidency.
B. the Senate.
C. the House of Representatives.
D. the Supreme Court.

6. The term referendum refers to ________________

A. the regulation of industrial practices.
B. the conservation of the natural environment.
C. the citizens right to vote on recent local legislation.
D. the creation of a secret ballot.

7. Which president oversaw major reforms in the banking system?

A. Theodore Roosevelt
B. William Howard Taft
C. Woodrow Wilson
D. William McKinley

8. President Woodrow Wilson described his program for the nation as

____________________
A. the Square Deal.
B. the Golden Rule.
C. the New Nationalism.
D. the New Freedom.

9. The direct primary system, in place throughout the United States by 1916, allowed
voters to ______________

A. vote directly for the candidate of their choice.

B. vote for delegates who would then vote for the candidate for office.
C. vote by secret ballot.
D. vote on recently passed local legislation.

10. Alice Paul is historically significant for ________________

A. investigative journalism.
B. leading the battle for womens suffrage.
C. speaking out on the issue of conservation.
D. leadership in labor unions.

Quiz II
Short answers, please use complete sentences.
1: Who were the Muckrakers, and what did they do?
Naturally, business owners opposed the Progressives; safety regulations, shorter working hours,
and a guaranteed minimum wage would eat into their profits. The Progressives retaliated against this
opposition by exposing the worst practices of big business in the daily press. Theodore Roosevelt was the
first to apply the term muckrakers to the investigative journalists of the day. He compared a reporter to a
groom working in a stable: both dug under the surface and raked up the muck and corruption beneath.

2: What years are considered the Progressive era and who were the presidents during that
time?
Theodore Roosevelt, Howard Taft, and Woodrow Wilson, were the presidents during the era and the
progressive ear was from 1890-1920.

3: What do you find the most interesting about the progressive era and why? (5-10 sentences)

Final Quiz
What exactly was the Progressive era and what happened during this time, please include three
examples?
Progressivism is the term applied to a variety of responses to the economic and social problems
rapid industrialization introduced to America. Progressivism began as a social movement and grew into a
political movement. They were people who believed that the problems society faced (poverty, violence,
greed, racism, class warfare) could best be addressed by providing good education, a safe environment,

and an efficient workplace. They concentrated on exposing the evils of corporate greed, combating fear
of immigrants, and urging Americans to think hard about what democracy meant. Other local leaders
encouraged Americans to register to vote, fight political corruption, and let the voting public decide how
issues should best be addressed (the initiative, the referendum, and the recall). On a national level,
progressivism gained a strong voice in the White House when Theodore Roosevelt became president in
1901. TR believed that strong corporations were good for America, but he also believed that corporate
behavior must be watched to ensure that corporate greed did not get out of hand (trust-busting and
federal regulation of business). Progressivism ended with World War I when the horrors of war exposed
people's cruelty and many Americans associated President Woodrow Wilson's use of progressive
language ("the war to make the world safe for democracy") with the war.
*http://www.gwu.edu/~erpapers/teachinger/glossary/progressive-era.cfm

* Each quiz will be give at the end of each week, Quiz III will be given after presentations to
wrap up this unit.

Please see the attached rubrics.