Lesson Plans – Unit 3

The Progressives (10 days)

COACH BRAKEL

Overview and Purpose: By the early 1900s industrialization had transformed the United States. Economic growth led to a rise in the number of new goods and services as well as an expansion of the middle class. Growth also widened the gap between the rich and the poor, and industrialization led to unsafe working conditions and crowded cities.
Such problems aroused a spirit of reform known as progressivism. In the late 1800s members of the Populist Party had protested what they saw as unfair business practices and had pressed for government action to stop them. Populism was mainly a rural movement. Progressivism, however, focused on urban problems, such as the plight of workers, poor sanitation, and corrupt political machines.
(The American Nation, 2003) We will also discuss the 17th, 18th and 19th amendments. / United States History TEKS (Exit Level):
113.32.C.24.A-The student is expected to locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information
113.32.C.10.A-The student is expected to analyze the effects of changing demographic patterns resulting from migration within the United States.
113.32.C.04.B-The student is expected to evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, and Robert LaFollette on American society. political machines, and civil service reform.
113.32.C.04.A-The student is expected to evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments.
113.32.C.11.B-The student is expected to trace the development of the conservation of natural resources, including the establishment of the National Park System and efforts of private nonprofit organizations.
113.32.C.04-The student understands the effects of reform and third party movements on American society.
113.32.C.21.C-The student is expected to analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
113.33.C.17.B-The student is expected to describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation.
113.33.C.21.B-The student is expected to describe the political, economic, and cultural influence of women in different historical cultures.
Objectives / 1. Discuss the backgrounds of the reformers.
2. Identify issues that concerned the progressives and explain how they tried to make
changes.
3. Specify issues that the muckrakers addressed.
4. Summarize how progressive writers and thinkers viewed American society.
5. Identify workplace problems that progressives targeted.
6. Explain the effects of the Triangle Shirtwaist Factory fire.
7. List and describe the rulings that the Supreme Court made on labor laws.
8. Describe how reformers tried to improve life in U.S. cities.
9. Explain why immigrants were left out of some progressive reforms, and recognize how
they contributed to other reforms
10. Summarize the reforms that were enacted to make US voting procedures and
governments more democratic.
11. Summarize why the government tried to regulate trusts and the food and drug industry.
12. Explain the stand that Theodore Roosevelt took on the environment.
13. Describe how Woodrow Wilson’s proposals affected big business and US citizens.
14. Explain how President Wilson attempted to help farmers and laborers, and how successful his efforts were.
15. Discuss how American women gained the right to vote.
Vocabulary
/ - progressivism - muckraker - freedom of contract
- The National Grange - prohibition - closed shop
- open shop - Clayton Antitrust Act - sweatshop
- Americanization - socialism - direct primary
- referendum - recall -reclamation
Teacher Presentation
/ Day 1
The Jungle Video Activity – introduction to the Progressive Era by looking at what was wrong in the meat industry.
Day 2
The Progressive Era Illustrated Dictionary Definitions, reiteration of expectations
Day 3
Introduction to Reading Notes Jigsaw, “The Progressive Movement” using the book, pages 274 to 278.
Day 4
Introduction to Teddy Roosevelt – Sensory Figure
Day 5
Introduction to
Day 6
Test – Chapters 9 and 10
Conduct Frayer Model Group presentation for the 17th, 18th and 19th amendments.
Introduce Progressive Presidents Comparison.
Introduce Progressive Magazine Project
Day 7
PowerPoint Presentation: “The Progressives, the Muckrakers and Reform.”
Explain the Progressive Problems and Solutions graphic organizer.
Day 8
Student Directed work day. Work on the Progressive Presidents Comparison and the Progressive Magazine Project.
Day 9
Student Directed work day. Work on the Progressive Presidents Comparison and the Progressive Magazine Project.
Day 10
Formative Assessments / The Jungle Note Taking
Vocabulary and definitions – Illustrated Dictionary Definitions
Progressive Movement Jigsaw Graphic Organizer
Teddy Roosevelt Sensory Figure
Cover – Compare Progressives and Muckrakers
Frayer Models: Amendments 17, 18 and 19
Assessment – Unit 4 Test / 1. Test Chapters 9 and 10
Unit Day / Activities Timeline – 10 days
Day 1 / Laptops Not Needed
Warm Up – From what you learned about conditions in the United States during the late 1800s, make a list of five areas that needed the greatest reform. Hint: What did the women want to change in the United States during this time?
1. Using the Graphic Organizer: Progressive Problems and Solutions, students will take
notes while the teacher shows the PowerPoint “The Progressives, the Muckrakers and
Reform.”
2. Complete the Unit 4 Illustrated Dictionary Definitions Graphic Organizer.
3. Work on the Unit 4 cover sheet which compares Progressives and Muckrakers.
Day 2 / Laptops Needed
1. Warm up – Complete your Unit 4 Illustrated Dictionary Definitions Graphic Organizer.
(30 minutes)
2. Put students in groups of 4 to create a Frayer model. Draw the model on the butcher
paper provided and include the following:
a.  Frayer model: center bubble: amendment 17, 18 or 19.
b.  Upper left: simple definition in own words
c.  Upper right: illustration of concept (ESL strategy)
d.  Lower left: why needed (cause)
e.  Lower right: important in your life (effect)
A PowerPoint slide of the Frayer model, as well as a word document with all three
amendments included as Frayer Models is available on BlackBoard under Unit 4.
3. Complete your own Frayer Model organizers using the models posted in the classroom.
4. Begin working on the Progressive Presidents Comparison Project.
Day 3 / Laptops Needed
1. Warm up – List all three Progressive Presidents and describe one reform that was
made during their presidency.
2. Student Directed work day. Work on the Progressive Presidents Comparison
3. Turn in the Unit 4 student notebook.
Day 4 / Laptops Needed
1. Student Directed work day. Work on the Progressive Presidents Project. It is due
today.
2. Begin studying for the test over Chapters 9 and 10.
Day 5 / Laptops Needed
1. Warm up – Study for your test over Chapters 9 and 10.
2. Take the test over Chapters 9 and 10.
3. Begin work on the Unit 5 Illustrated Dictionary Definitions.

Sequencing: Unit 3 – The Progressives, the Muckrakers and the
Reformers