Unit #4 - The Progressive Era
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Unit #4 TEST
Review & Prepare for Unit #4 TEST
Monday, Oct. 9
Tuesday, Oct. 10
Wednesday, Oct. 11
Thursday, Oct. 12
Friday, Oct. 13
Monday, Oct. 16
Tuesday, Sept. 17
Wednesday, Oct. 18
Thursday, Oct. 19
Friday, Oct. 20
These three days will
be used to review the
information and
skills presented in
this unit and
measure the
objectives learned.
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Daily Activities
Day/Date
Assignments
Monday, Oct. 23
Tuesday, Oct. 24
Wednesday, Oct. 25
Thursday, Oct. 26
Friday, Oct. 27
Unit #4 Daily Lessons (Subject to change)
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Unit Objectives
Unit Objectives
Unit #4 - The Progressive Era
US.2 History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.  The student is expected to:
    US.2A Identify the major characteristics that define an historical era. Supporting Standard
    US.2B Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.  Readiness Standard
    US.2C Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.  Supporting Standard
US.5 History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
    US.5A Evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments. Readiness Standard
    US.5B Evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W.E.B. DuBois on American society. Supporting Standard
    US.5C Evaluate the impact of third parties, including the Populist and Progressive parties. Supporting Standard
US.6 History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:
    US.6A Analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations...and the changing role of women. Readiness Standard
US.14 Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
    US.14B Identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System... Supporting Standard
US.15 Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
    US.15B Describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the
               Interstate Commerce Act, and the Pure Food and Drug Act. Readiness Standard
    US.15E Describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. Supporting Standard
US.19 Government. The student understands changes over time in the role of government. The student is expected to:
    US.19C Describe the effects of political scandals, including Teapot Dome...on the views of U.S. citizens concerning trust in the federal government and its leaders. Supporting Standard
US.23 Citizenship. The student understands the efforts to expand the democratic process. The student is expected to:
    US.23A Identify and Analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, court decisions,
               litigation and amendments to the U.S. Constitution. Readiness Standard
    US.23B Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the
               American Indian Citizenship Act of 1924. Supporting Standard
    US.23C Explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union." Supporting Standard
US.26 Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
    US.26D Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams...to American society. Supporting Standard
US.27 Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States.
The student is expected to:
    US.27C Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for
               business and labor such as assembly line manufacturing, time-study analysis... Readiness Standard
In Unit #4 the class will learn about cultural, social, and political efforts to reform
America.  Students will investigate the successes and failures political movements such
as the Populist Party and other 3rd Parties.  They will examine reformers Upton
Sinclair, Jane Addams, Ida Tarbell, Susan B. Anthony, Ida B. Wells, W.E.B. DuBois
and others.   The class will study social, economic, and political issues related to
modernization and urbanization.  Students will also analyze the effects of immigration
on America at the turn of the century.  Lastly, the class will explore government's role
in the reform movement.
DBQ: Progressivism: Where Will You Put Your Million Dollars?
The Men Who Built America: Last One Standing
DBQ: Progressivism Essay
Reading: Ch 11-1
Reading: Ch 13-4
Reading: Ch 13-3
Reading: Ch 13-2
Reading: Ch 13-1
Symbolism and "The Wizard of Oz"
Muckrakers and Reformers
Progressive Reforms
The Populist Party
Progressive Presidents
Reading Review
Reading Review
Reading Review
Reading Review
Reading Review
Researching the Reforms
DBQ: The Progressive Movement: Responses to the Challenges
Brought About by Industrialization and Urbanization
DBQ: Progressive Essay
Upton Sinclair
Jane Addams
Defining the
Progressive Era
Policy Changes
Reformers
Wizard of Oz Chart/Essay
Populist Party Platform
Opinion Essay
Columbus Day - NO CLASSES
Researching the Reforms
Making Connections
Columbus Day - NO CLASSES
Study Guide
Understanding & Correcting Test Mistakes
Last Day to Turn in Missing Work
Without the 30% Discount
Jane Addams
Primary Sources:  
The Muckrakers
Coxey's Army
Compare and Contrast  
Populist Party vs Tea Party
Homework, Enrichment, and Alternate Assignments
Progressive Reforms
Good and Bad
Read: Chapter 6-1
Roots of Progressivism
Read: Chapter 6-2
Roosevelt & Taft
Read: Chapter 6-3
The Wilson Years
PowerPoint
Mapskills
Writing
Video
Visually Based
Question
Test
Class/Group
Activity
Graphic
Organizer
Reading
Primary
Sources
Research
Notes
Review
Quiz
Document Based
Question
TRS