01 US_History Guide

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United StatesHistory


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U.S. History

Table of Contents

Unit 1: The Industrial Nation (18651905)......................................................................1

Unit 2: Urban Migration and Migration West (18651930)........................................11

Unit 3: The Progressive Movement (18971920)..........................................................21

Unit 4: World War I and the Peace Settlement (19141920).......................................33

Unit 5: The Roaring Twenties (19191929)...................................................................46

Unit 6: The Great Depression and New Deal (19291939)...........................................57

Unit 7: World War II (19391945).................................................................................71

Unit 8: The Cold War (19451990)................................................................................89

Unit 9: A Time of Upheaval (1954Present)................................................................102

Unit 10: The United States and the World: Issues and Challenges

(1978Present)................................................................................................................120


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Louisiana Comprehensive Curriculum, Revised 2008

Course Introduction

The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. Thecurriculum has been revised based on teacher feedback, an external review by a team of content

experts from outside the state, and input from course writers. As in the first edition, theLouisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, asdefined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound unitswith sample activities and classroom assessments to guide teaching and learning. The order ofthe units ensures that all GLEs to be tested are addressed prior to the administration ofiLEAPassessments.

District Implementation Guidelines

Local districts are responsible for implementation and monitoring of theLouisianaComprehensive Curriculum and have been delegated the responsibility to decide if

units are to be taught in the order presented

substitutions of equivalent activities are allowed GLES can be adequately addressed using fewer activities than presented permitted changes are to be made at the district, school, or teacher level

Districts have been requested to inform teachers of decisions made.

Implementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the

Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students toone or more of the activities, to provide background information and follow-up, and to preparestudents for success in mastering the Grade-Level Expectations associated with the activities.Lesson plans should address individual needs of students and should include processes for re-

teaching concepts or skills for students who need additional instruction. Appropriateaccommodations must be made for students with disabilities.

New Features

Content Area Literacy Strategies are an integral part of approximately one-third of the activities.Strategy names are italicized. The link(view literacy strategy descriptions) opens a documentcontaining detailed descriptions and examples of the literacy strategies. This document can alsobe accessed directly athttp://www.louisianaschools.net/lde/uploads/11056.doc.

AMaterials Listis provided for each activity andBlackline Masters (BLMs) are provided toassist in the delivery of activities or to assess student learning. A separate Blackline Master

document is provided for each course.

TheAccess Guide to the Comprehensive Curriculum is an online database ofsuggested strategies, accommodations, assistive technology, and assessment

options that may provide greater access to the curriculum activities. TheAccess Guide will be piloted during the 2008-2009 school year in Grades 4 and 8,with other grades to be added over time. Click on theAccess Guide icon found on the first pageof each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx.
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U.S. History

Unit 1: The Industrial Nation (18651905)

Time Frame: Approximately two weeks

Unit Description

This unit focuses on employing historical thinking skills to study the rise ofindustrialization and the emergence of big business.

Student Understandings

Students will understand the causes of industrialization and the impact industrializationhad on business and American society. Students learn to use historical thinking skills byconstructing industrialization timelines, comparing industrialization of the late 1800swith earlier periods, and interpreting or analyzing changing relationships between thefederal government and private industry.

Guiding Questions

1. Can students compare, analyze, and explain historical periods or conflicts interms of similar issues, actions, or trends in U.S. history?

2. Can students use and evaluate multiple primary or secondary source materialsto interpret historical facts, ideas, or issues?

3. Can students interpret or analyze historical data found in multiple sources toexplain historical trends?

4. Can students explain the impact of industrialization on the United States?5. Can students explain the relationship between business and the government?6. Can students describe the impact of technology on American society?

Unit 1 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks

History: Historical Thinking Skills

1. Construct a timeline to explain and analyze historical periods in U.S. history(H-1A-H1)

2. Compare historical periods or historical conflicts in terms of similar issues,actions, or trends in U.S. history (H-1A-H1)

3. Contrast past and present events or ideas in U.S. history, demonstratingawareness of differing political, social, or economic context (H-1A-H1)

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4. Analyze change or continuity in the United States over time based oninformation in stimulus material (H-1A-H1)

8. Debate a historical point of view, with supporting evidence, on an issue orevent in U. S. history (H-1A-H2)

9. Evaluate and use multiple primary or secondary materials to interprethistorical facts, ideas, or issues (H-1A-H3)10. Determine when primary and/or secondary sources would be most useful

when analyzing historical events (H-1A-H3)14. Interpret a political cartoon depicting an historical event, issue, or

perspective (H-1A-H4)15. Interpret or analyze historical data in a map, table, or graph to explain

historical factors or trends (H-1A-H4)United States History

19. Examine the causes of industrialization and analyze its impact onproduction, business structures, the work force, and society in the United

States (H-1B-H6)20. Describe the emergence of big business and analyze how it changedAmerican society in the late nineteenth century (H-1B-H6)

21. Analyze the changing relationship between the federal government andprivate industry (H-1B-H6)

53. Describe the impact of technology on American society (H-1B-H16)

Sample Activities

Activity 1: Using Primary Sources to Investigate the Past (GLEs: 9, 10, 15)

Materials List: maps, tables, or graphs on American industrialization after 1865; KeyConcepts Chart BLM; Primary Sources BLM; primary and secondary sources (books,encyclopedias, Internet accessoptional)

Throughout this unit have students maintain a vocabularyself-awareness chart(viewliteracy strategy descriptions). Provide the students with a list of key concepts that relateto this period of history. Have them complete a self-assessment of their knowledge ofthese concepts using a chart. Ask the students to rate their understanding of a word using

a + for understanding, a for limited knowledge, or a - for lack of knowledge.Throughout the unit students will refer to this chart to add information as they gainknowledge of these key concepts. The goal is to replace all the check marks and minussigns with a plus sign. (See the Key Concepts Chart BLM and sample below.)

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Key concepts may be found in the Social Studies Teachers Guide to StatewideAssessmenton page 37. This guide may be found at the following website:http://www.louisianaschools.net/lde/uploads/9850.pdfpage 4-37.

Key Concepts Chart

Key Concept + - Explanation Extra Information

CorneliusVanderbilt

Acquired a fortune inrailroads.

He consolidated railroads intoone railroad system that ranfrom New York City toChicago.

After completing all the activities in this unit, have students refer back to theirvocabulary self-awareness chart to determine if their understandings of the key conceptshave changed.

Organize the class into five different groups. Have each group locate different primarysources that were written during the industrialization of America.

The following sites are excellent sources for helping students analyze source documentsthat would be useful in this activity:

The National Archives: http://www.archives.gov/

Written Document Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf

Artifact Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf

Cartoon Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf

Map Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf

Motion Picture Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdf

Photo Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf

Poster Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf

http://www.louisianaschools.net/lde/uploads/9850.pdfhttp://www.archives.gov/http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdfhttp://www.louisianaschools.net/lde/uploads/9850.pdfhttp://www.archives.gov/http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdfhttp://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf


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Sound Recording Analysis Worksheet:http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_worksheet.pdf

The Library of Congress:

http://memory.loc.gov/ammem/index.htmlOur Documents:www.ourdocuments.gov

Also have the groups read information from secondary sources such as encyclopedias andtextbooks. They will also use maps, tables, or graphs to study data related toindustrialization in America after 1865.

Optional: If time is short, teachers may provide the above resources.

The students will use thesplit-page notetakingstrategy (view literacy strategydescriptions) to identify why the document was written, what words or phrases were usedthat would be considered uncommon today or would mean something different, and totell how they would explain the document to someone who was completely unfamiliarwith it.

Split-page notetakingis also a strategy that assists students in organizing their notes. Thisstrategy also helps to encourage active reading and summarizing. It provides a visualstudy guide for students to use when they review the material in preparation for their test.

Split-page notetakingis a procedure in which students organize their page into twocolumns. One column is used to record the questions and the other is used to record theanswers. As the students read the material, they record the answers or notes from theirfindings beside each question (see Primary Sources BLM).

Gather the class back together. Solicit observations from each group and discuss theirfindings with the class. Compare student findings. Some teacher guidance may beneeded.

Discuss with students why primary sources are important. Ask students: When is using primary sources the more appropriate means of researching a

historical topic?

When would a secondary source be more appropriate?Have students work individually, using the questions and answers, to write a shortsummary of the story of the document. Ask them also to explain the process ofanalyzing and interpreting historical data.

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Activity 2: Causes of Industrialization and its Impact on the United States (GLEs: 4,

9, 19)

Materials List: Industrialization BLM, primary and secondary sources (books,encyclopedias, Internet accessoptional)

Have students use primary and secondary source documents (textbooks, encyclopedias,and reliable Internet resources) to examine the causes of industrialization and to analyzeits impact on production, business structures, the work force, and society in the UnitedStates in the late 19th century.

Use aprocess guide(view literacy strategy descriptions) to help students assimilate, thinkcritically about, and apply new knowledge concerning the causes of industrialization andits impact on America (see Industrialization BLM).

Process guides are used to promote application in the areas of thinking and reasoning.

They can help to scaffold students comprehension within a wide range of differentformats. They are used to stimulate students thinking during or after reading, listening,or involvement in any area of content instruction. These guides help students focus onimportant information and ideas. The guides help to make reading or listening moreeffective and engaging.

Aprocess guide is a procedure in which students must read and think about theinformation source. They are not simply skimming or scanning for answers to completethe activity.

Ask students to work with a partner to fill in the guide. Then ask students to share theirfindings. Engage the class in a discussion of the causes of industrialization and its impacton American society.

Activity 3: The Robber Barons, Industrial Giants, or Go-Getters (GLEs: 2, 14, 19,

20)

Materials List: markers, colored pencils, colors, or computer graphics; Industrial GiantsBLM; primary and secondary sources(books, encyclopedias, Internet accessoptional)

Have students use their textbooks to read about the industrial giants:Andrew Carnegie,J.P. Morgan,John D. Rockefeller, and Cornelius Vanderbilt. Using thesplit-pagenotetakingstrategy(view literacy strategy descriptions), have students describe theimpact that their businesses had on American society. Students will also explain why theythink some people referred to these industrial giants as Robber Barons and why somecalled them Go-Getters. They should focus on the different perspectives of the lives ofthese men that led to those perceptions (see Industrial Giants BLM).



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Have students make cartoons that depict the industrial giants of the Industrial Age.Encourage the use of markers, colored pencils, colors, computer graphics to create thecartoons.

These websites provide excellent lessons on the use of political cartoons in the

classroom:http://www.harpweek.com/http://www.cagle.com/teacher/

Student cartoons should depict, but not be limited to, the industrial giants, the industrythat they controlled (e.g., Rockefeller-oil), and the impact of these industrialists onAmerican society in the late 19th century. Conduct a show-and-tell session in which thestudents explain their cartoons. Students should be able to describe their chosenindustrialists rise to power and control of an industry. To conclude this activity, have thestudents compare industrial giants of this period to the industrial giants in America today(e.g., Bill Gates-Microsoft, Sam Walton-Wal-Mart, Steven Jobs-Apple Computer,

Richard Parsons-CEO Time Warner, Ken Chenault-CEO American Express, AnneMulcahy-CEO Xerox, Indra Nooyi-CEO Pepsico, and Oprah Winfrey-HarpoProductions).

Activity 4: The Inventors (GLEs: 4, 15, 53)

Materials List: Inventions and Their Impact on American Society BLM

List the following inventions and inventors on the board: phonograph/Thomas A. Edison

telegraph/Samuel F. B. Morse telephone/Alexander Graham Bell incandescent light bulb/Thomas A. Edison

Ask students the following questions: What impact did these inventions have on American society? In which ways did these inventions impact industrialization? Which invention do you think was the most important for the future? Why was this invention the most important? Who are some successful American inventors/innovators of our time?

Have students respond to the questions in an informal piece of writing, such as a journalentry or informal essay, and follow up with a class discussion.

Have the students use agraphic organizer(view literacy strategy descriptions) to chartthe inventions of the late nineteenth century, explain their impact on society, andenumerate the innovative changes in the invention (see Inventions and Their Impact onAmerican Society BLM).

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Have students identify two or more other nineteenth century inventions and describe theimpact these inventions have had on American society. Ask them to enumerate the futureinnovative changes made on each original invention.

Activity 5: Using Timelines (GLEs: 1, 2, 21)

Materials List: colors, markers, colored pencils, butcher paper or any type of paper roll;primary and secondary sources(books, encyclopedias, Internet accessoptional)

Have students use secondary source documents (books, encyclopedias, and reliableInternet resources)to research information concerning the changing relationshipsbetween the federal government and private industry. Students should use a Venndiagramgraphic organizer(view literacy strategy descriptions) to compareindustrialization of the late 1800s with earlier periods. Emphasis should be placed on the

Interstate Commerce Act(1887) and the Sherman Anti-Trust Act(1890). Students willwrite a brief statement that explains the purpose of these two acts.

Have students construct a timeline that may be displayed on butcher paper around theclassroom. They will record the information above the date that it occurred. The dates ofkey laws (such as the Sherman Anti-Trust Act), government agencies (such as theInterstate Commerce Commission), and late 19th century industrialists/inventors (such asAndrew Carnegie, Cornelius Vanderbilt, J.P. Morgan, Alexander Graham Bell, andThomas Edison) should be included on the timeline.

Teacher Note: The timeline should be used throughout the school year to reinforce the

concept of time and chronology of historical events.

Ask students to find a contemporary issue or event that is of particular interest to themthat is parallel to a historical one on their timeline. Have students explain the similaritiesand differences between the two time periods. Examples of issues or events may includesuch areas as the regulation of businesses, the food industry, and medicines before 1900and today.

Activity 6: Relationship of Business and the U.S. Government (GLEs: 2, 3, 8, 19, 21)

Materials List: chart paper, Changing Relationship between the Federal Government andPrivate Industry BLM

Have students record the following guiding statements for reference: Business was aprivate endeavor in which the government had little involvement during the first centuryof the nation. However, with the growth of large monopolistic business during theIndustrial Revolution, the relationship between government and business changed.

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Have students use secondary source documents (books, encyclopedias, and reliableInternet resources) to research the governments relationship to business during the latenineteenth century and their relationship today.

Information may be found at this website:

www.oah.org/pubs/magazine/guilded/ghere.htmlProvide students with an opinionnaire(view literacy strategy descriptions) that willencourage students to take a position and defend it. Have students work in pairs to readand discuss each statement. They will then write their reasons for their opinions. Havethem discuss how they think the government influenced private industry, how thegovernment was actually influenced by private industry, and whether or not they thinkgovernment involvement in private business is appropriate. Students should providespecific reasons and examples for their position.

Using the opinionnaire for reference, have students create a chart of pros and cons for

government involvement in private business (see Changing Relationship between theFederal Government and Private Industry BLM).

Opinionnaires are used to promote critical understanding of content area concepts byactivating and building on relevant prior knowledge. They are used to build interest andmotivation to learn more about the topic. Opinionnaires are used to force students to takepositions and to defend their position. The emphasis is not on the correctness of theiropinions but rather on the students point of view.

The procedure for using an opinionnaire is to create opinion-like statements about thetopic of study. Emphasis is on the students point of view. Students will work in groupsof two to read and discuss each statement. They will record the reasons for their opinions.This promotes language production, activates prior knowledge, and leads to engagedreading, listening, and discussion. Students are then asked to share their opinions for eachstatement. Divide the class into two separate groups, the supporters and the non-supporters. Ask the two groups to debate the statements and allow any students who havechanged their minds to move to the other group following the discussion.

Draw agraphic organizer(view literacy strategy descriptions) on chart paper or achalkboard comparing and contrasting information and ideas. Involve the students in adiscussion in which they compare and contrast the governments relationship to businessin the late nineteenth century and their relationship today. Guide them in the completionof this comparison by completing the graphic organizer.

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Sample Assessments

General Guidelines

Students should be monitored in all activities via teacher observation, reportwriting, class discussion, and journal entries. All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from

the student activities. Student investigations and projects should be evaluated with criteria assigned

specific point values. The criteria should be distributed to the students whenassignments are made and, when possible, students should assist in thedevelopment of the scoring criteria.

Use a variety of performance assessments to determine student comprehensionconsistent with the type of products resulting from the selected student activities.

Teacher-created, comprehensive unit exams assessing the GLEs should consist ofthe following:

o a variety of formats for objective, convergent test itemso depth of knowledge at various stages of Blooms taxonomyo LEAP-like constructed response itemso open-ended response items requiring supporting evidenceo test items aligned to the verbiage of the GLEs.

General Assessments

Have students create a timeline of the industrial period from 1870 to 1900 inwhich they list key events, acts, and people from this period of study.

Have students participate in a class discussion that focuses on the causes ofindustrialization and how it changed production, business structures, and the workforce in American society in the late nineteenth century.

Have students analyze historical data in a map, table, or graph to explainhistorical factors or trends that reflect the emergence of big business.

Activity-Specific Assessments

Activity 3 : Write the names of the robber barons on the board (Carnegie,Vanderbilt, Rockefeller, and Morgan). Brainstorm with students facts andinformation that they have learned about each of these industrial giants. Writetheir responses under the individual names. Have students write a paragraphconcerning each of the robber barons using the information that was obtainedfrom the brainstorming session.



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Activity 3 : Students will create a chart in which they identify the industrial giants,the industries (trusts) that they controlled, and the impact that these industries hadon society (See Industrial Giants BLM).

Activity 4 : Have students prepare a newspaper article that might have been

written in the days following the inventions of Alexander Graham Bellstelephone and Thomas Edisons incandescent light bulb. Students should use theirhistorical imaginations to describe these inventions, possible reactions from thepublic, predictions of failure or success, and their impact on American society.

Activity 5 : Have students imagine that they are the owner of a small shippingbusiness during the late 1800s. Students are to write letters to their legislators inwhich they explain why they support or oppose the Interstate Commerce Act (seeSample Rubric for Grading Letters to Legislators BLM).



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U.S. History

Unit 2: Urban Migration and Migration West (18651930)


Unit Description

This unit employs historical thinking skills in the study of migration to and within theUnited States, the impact of government migration policy, and problems facing farmersand laborers.


Students understand that there were different reasons for mass migration to and withinthe United States, and that both were impacted by government policy. Students will beable to explain the problems laborers and farmers faced as they experienced structuralchanges emanating from industrialization and economic change in the late nineteenthcentury. Chronology will be used to organize events and leading figures in labor unions.Students will also use historical sources in analyzing migration from multipleperspectives.

Guiding Questions

1. Can students describe multiple perspectives on a historical issue or event inU.S. history?

2. Can students determine when to use primary or secondary sources?3. Can students explain mass migration to and within the United States?4. Can students describe the impact of government migration policy?5. Can students explain the cause and impact of urbanization in the late

nineteenth century?6. Can students describe the problems that farmers and laborers faced?






5. Describe multiple perspectives on an historical issue or event in U.S. history

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(H-1A-H2)6. Analyze the point of view of an historical figure or group in U.S. history

(H-1A-H2)8. Debate an historical point of view, with supporting evidence, on an issue or

event in U.S. history (H-1A-H2)9. Evaluate and use multiple primary or secondary materials to interpret historicalfacts, ideas, or issues (H-1A-H3)

10. Determine when primary and/or secondary sources would be most useful whenanalyzing historical events (H-1A-H3)

14. Interpret a political cartoon depicting an historical event, issue, or perspective(H-1A-H4)

15. Interpret or analyze historical data in a map, table, or graph to explainhistorical factors or trends (H-1A-H4)

18. Analyze causes and effects in historical and contemporary U.S. events, using avariety of resources (H-1A-H6)

United States History20. Describe the emergence of big business and analyze how it changed American

society in the late nineteenth century (H-1B-H6)22. Describe the phases, geographic origins, and motivations behind mass

migration to and within the United States (H-1B-H7)23. Explain the causes of the late nineteenth-century urbanization of the United

States, including immigration and migration from rural areas, and discuss itsimpact in such areas as housing, political structures, and public health (H-1B-H7)

24. Explain the impact of legislation, federal Indian and land policies,technological developments, and economic policies on established social and

migratory groups in the settlement of the western United States (e.g., DawesAct, Chinese Exclusion Act) (H-1B-H7)

27. Describe problems facing farmers and laborers, the ways they sought to enactchange, and the responses of the government and business community (e.g.,populism, sharecroppers, rise of labor unions) (H-1B-H9)

Sample Activities

Activity 1: Growth of Cities in the United States (GLEs: 9, 15, 18, 20, 22, 23)

Materials List: magic markers, crayons, or colored pencils; Key Concepts Chart BLM;Increase in Productivity BLM; encyclopedias; Internet access (optional); primary andsecondary sources

Throughout this unit have students maintain a vocabulary self-awareness chart(viewliteracy strategy descriptions).Provide the students with a list of key concepts that relateto this period of history. Have them complete a self-assessment of their knowledge of



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these concepts usinga chart. Ask the students to rate their understanding of a word usinga + for understanding, a for limited knowledge, or a - for lack of knowledge.Throughout the unit students will refer to this chart to add information as they gainknowledge of these key concepts. The goal is to replace all the check marks and minussigns with a plus sign. (See the Key Concepts Chart BLM and sample below.)

Key Concept + - Explanation Example

Ellis Island From 1892 1924, EllisIsland was the majorimmigration station for theU.S.

Ellis Island is located in theNew York harbor. Over 16million people passed throughits facilities.

Statute ofLiberty

The statue whichrepresented hope andrefuge for the immigrantsthat entered through theNew York harbor.

The Statue of Liberty is locatedon Liberty Island in the NewYork harbor. It faces out to seato welcome passengers onincoming ships.

Key concepts may be found in the Social Studies Teachers Guide to StatewideAssessmentpages 38 and 39. This guide may be found at the following website:

http://www.louisianaschools.net/lde/uploads/9850.pdfpages 4-38 and 4-39.

After completing all the activities in this unit, have students refer back to theirvocabulary self-awarenesschartto determine if their understandings of the key concepts

have changed.

Have students record the following guiding statement for reference: America moved froman agrarian rural society to a more urban industrialized society between 1877 and 1905.The mass migration of people from farms to cities fundamentally changed life inAmerican society.

Give students a list of North American cities that underwent expansion because ofindustrialization between 1877 and 1905. Have students locate and label the cities on aU.S. map.

Outline maps of the United States may be found at:

http://geography.about.com/library/blank/blxusa.htmhttp://nationalatlas.gov/printable/reference.html

Divide the students into groups of two, and assign each group a different city. Studentswill use primary and secondary source documents (textbooks, encyclopedias, and reliableInternet resources) to research the different types of industry that contributed to thegrowth of these cities. Have students identify those areas on their map using magic

http://www.louisianaschools.net/lde/uploads/9850.pdfhttp://geography.about.com/library/blank/blxusa.htmhttp://nationalatlas.gov/printable/reference.htmlhttp://nationalatlas.gov/printable/reference.htmlhttp://www.louisianaschools.net/lde/uploads/9850.pdfhttp://geography.about.com/library/blank/blxusa.htmhttp://nationalatlas.gov/printable/reference.html


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markers, crayons, or colored pencils to represent the various industries and where theywere located. Have students include with their map a brief explanation of why certainindustries might have emerged in some parts of the country and not other parts of thecountry. Have each group discuss their findings and maps with the class.

Using information from primary and secondary source readings, Internet sources, andlectures, students will use thesplit-page notetakingstrategy(view literacy strategydescriptions)to explain how the increase in productivity affected urban and rural areasand to answer the questions in the Increase in Productivity BLM. (See BLM.)


Activity 2: Urban and Rural (GLEs: 4, 8, 9, 27)

Materials List: Populism, Sharecropping, and Labor Unions Opinionnaire BLM;encyclopedias; Internet access (optional); primary and secondary sources

Have students record the following guiding statement for reference: In 1900, oil fieldsprovided about 130 times more oil than they had in1860, ironworks ten times more iron,and steel works almost sixty times more steel. Across the country, textile mills,lumberyards, mines, and factories increased their output.

Using information obtained from primary and secondary source readings, the Internet,and class lectures concerning populism, sharecropping, and labor unions, the studentswill complete an opinionnaire (view literacy strategy descriptions) in which they agreeor disagree with a given statement. The students will give their reasons for their opinions.(See the Populism, Sharecropping, and Labor Unions Opinionniare BLM.)

After the opinionnaires are complete, ask the students to share their opinions for eachstatement and separate supporters from non-supporters. Ask the two groups to debate thestatements and allow for any students who change their minds to move to the other group.

Have students form teams of three or four. The teams will create questions concerningwhat they learned about Populism, sharecropping, and labor unions during this period ofhistory. Students should include questions that address the problems that farmers andlaborers faced, the ways that they sought to enact change, and the responses of thegovernment and business community to these problems. Using theprofessor know-it-allstrategy(view literacy strategy descriptions), one team will come to the front of the room.The other groups will ask them questions concerning Populism, sharecropping, and laborunions. The standing team will huddle together and talk about the answers to thequestions. A spokesperson will answer the questions in complete statements. Teams willrotate until all groups have had a chance to participate. The teacher may also question theteam.

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Activity 3: Immigration and Migration (GLEs: 5, 15, 22, 23)

Materials List: map of ethnic neighborhoods in New York City circa 1900, ImmigrationGraphic Organizer BLM, encyclopedia, Internet access (optional), primary and secondarysources

Provide a map of ethnic neighborhoods that existed in New York City around 1900.Locate information about the residents of those ethnic neighborhoods. Explain theirreasons for living where they lived. Ask students to explain the settlement patterns withinthe ethnic neighborhoods.

Website for maps of ethnic neighborhoods that existed in New York City around 1900:http://hdl.loc.gov/loc.gmd/g3804n.ct001463rhttp://hdl.loc.gov/loc.gmd/g3804n.ct001463v

Using information obtained from primary and secondary source readings, the Internet,and class lectures concerning immigration data for the United States between 1870 and1920, have studentsgeneralize about changes in migrations to and within the UnitedStates. Why do different language and ethnic groups increase as immigration fromeastern and southern Europe increases? Have the students sort the data by country oforigin (see Immigration BLM).

Websites for immigration data:Immigration Data website (Scroll down to the second part of the document to find thestatistics for the chart.)http://www.census.gov/population/www/documentation/twps0029/tab04.htmlThe statistics for the years 1820 to 1970 begin on page 105. This information containsstatistics on numbers of immigrants to the United States from all regions of the world.http://www2.census.gov/prod2/statcomp/documents/CT1970p1-04.pdf

Have the students assume the roles of immigrants in 1880. Ask them to write letters totheir families in their homelands describing their new lives in an American city. Theletters should focus on both positive and negative conditions they faced (housing,political structures, labor conditions, andpublic health). Would they encourage familyand friends to make the trip to America? Have them explain their reasons for encouragingor discouraging others. This letter should be written in the context of a specific point intime during which these waves of immigration occurred.

http://hdl.loc.gov/loc.gmd/g3804n.ct001463rhttp://hdl.loc.gov/loc.gmd/g3804n.ct001463vhttp://www.census.gov/population/www/documentation/twps0029/tab04.htmlhttp://www2.census.gov/prod2/statcomp/documents/CT1970p1-04.pdfhttp://hdl.loc.gov/loc.gmd/g3804n.ct001463rhttp://hdl.loc.gov/loc.gmd/g3804n.ct001463vhttp://www.census.gov/population/www/documentation/twps0029/tab04.htmlhttp://www2.census.gov/prod2/statcomp/documents/CT1970p1-04.pdf


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Activity 4: Immigration and the Melting Pot (GLEs: 14, 18, 22)

Materials List: New Colossus poem by Emma Lazarus, markers, colors, coloredpencils, encyclopedias, Internet access (optional)

Have students read Emma Lazaruss poem, New Colossus, that was placed on a plaqueat the base of the Statue of Liberty. Ask students to explain, in a short essay, what thesewords might have meant to a weary traveler arriving at theEllis Islandreception center.Emma Lazaruss poem, New Colossus, may be found on these websites:http://www.libertystatepark.com/emma.htmhttp://usinfo.state.gov/usa/infousa/facts/democrac/63.htm

Have students research the immigration reception centers at Ellis Island in New YorkHarbor and Angel Island in San Francisco Bay. Students will compare and contrastinformation such as the requirements for entering the United States, conditions in theimmigration reception centers, and treatment of the immigrants at each of the receptioncenters. Students will also identify the different ethnic groups or geographic origins ofthose that arrived at each of these immigration reception centers. Students will displaytheir findings using a Venn Diagram (view literacy strategy descriptions).

Information on the immigration reception center at Ellis Island may be found on thesewebsites:http://teacher.scholastic.com/activities/immigration/tour/stop1.htmhttp://library.thinkquest.org/20619/Eivirt.htmlhttp://www.history.com/minisites/ellisisland/http://www.emints.org/ethemes/resources/S00000689.shtml

Information on the immigration reception center at Angel Island may be found on thesewebsites:http://www.angelisland.org/immigr02.htmlhttp://www.aiisf.org/

Gather the class back together. Solicit observations from each group and discuss theirfindings with the class. Compare student findings. Hold a class discussion in whichstudents will identify the different manner in which the immigrants were treated andprocessed at Ellis Island and Angel Island. Some teacher guidance may be needed.

Have students use markers, colors, or colored pencils to create political cartoons thatdepict the United States as a melting potof many different people of multiple culturesand races. Students will show how the immigrants blended together to adopt newlanguages and customs. Conclude with a show and tell session in which students explaintheir cartoons.

http://www.libertystatepark.com/emma.htmhttp://usinfo.state.gov/usa/infousa/facts/democrac/63.htmhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://teacher.scholastic.com/activities/immigration/tour/stop1.htmhttp://library.thinkquest.org/20619/Eivirt.htmlhttp://www.history.com/minisites/ellisisland/http://www.emints.org/ethemes/resources/S00000689.shtmlhttp://www.angelisland.org/immigr02.htmlhttp://www.aiisf.org/http://www.libertystatepark.com/emma.htmhttp://usinfo.state.gov/usa/infousa/facts/democrac/63.htmhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://teacher.scholastic.com/activities/immigration/tour/stop1.htmhttp://library.thinkquest.org/20619/Eivirt.htmlhttp://www.history.com/minisites/ellisisland/http://www.emints.org/ethemes/resources/S00000689.shtmlhttp://www.angelisland.org/immigr02.htmlhttp://www.aiisf.org/


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Information on political cartoons may be found on these websites:

www.makebeliefscomix.comhttp://politicalcartoons.com/http://www.cagle.com/teacher/

http://memory.loc.gov/learn/community/cc_pcartoon.php

Activity 5: Impact of Legislation (GLEs: 2, 5, 6, 8, 9, 10, 24)

Materials List: posters, markers, colored pencils, Dawes Indian Act Perspectives BLM,primary source documents, encyclopedias, Internet access (optional), primary sources

Have students locate three different primary sources that relate to legislation that dealtwith the federal Indian and land policies. Also, have them find and use secondary sourcesto obtain information about economic policies on established social and migratory groupsin the settlement of the western United States during this era. Emphasis should be placed

on theDawes Actand the Chinese Exclusion Act. Ask students to take a position on theseissues.

Information on the Dawes Indian Act may be found on these websites:http://www.archives.gov/education/lessons/fed-indian-policy/ (primary sourcedocuments)http://www.ourdocuments.gov/doc.php?doc=50(primary source documents)

Information on the Chinese Exclusion Act may be found on these websites:http://www.ourdocuments.gov/doc.php?flash=true&doc=47(primary source documents)http://www.pbs.org/weta/thewest/resources/archives/seven/chinxact.htm (primary source

documents)http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=419

Have students give a point of view on the Dawes Indian Act from two very differentperspectives using agraphic organizer(view literacy strategy descriptions). (See DawesIndian Act BLM.)

Divide the class into two different groups: those that support the Chinese Exclusion Actand those that are opposed to the Chinese Exclusion Act. Have students work in groupsof two to create a poster in which they support or oppose the Chinese Exclusion Act of1881. Students who support the restriction on immigration will explain why Chineseimmigration should be restricted. Those in favor of allowing Chinese immigrants to enter

the United States should give their reasons.

Discuss with the students the ways in which anti-immigration sentiments resulted inpolitical acts that restricted immigration into the United States.

Students will then compare and contrast the issue of immigration today. Using thebrainstormingstrategy,(view literacy strategy descriptions)hold a class discussionpertaining to the issue of immigration today in the United States. Separate the class into

http://www.makebeliefscomix.com/http://politicalcartoons.com/http://www.cagle.com/teacher/http://memory.loc.gov/learn/community/cc_pcartoon.phphttp://www.archives.gov/education/lessons/fed-indian-policyhttp://www.archives.gov/education/lessons/fed-indian-policyhttp://www.ourdocuments.gov/doc.php?doc=50http://www.ourdocuments.gov/doc.php?flash=true&doc=47http://www.pbs.org/weta/thewest/resources/archives/seven/chinxact.htmhttp://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=419http://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.makebeliefscomix.com/http://politicalcartoons.com/http://www.cagle.com/teacher/http://memory.loc.gov/learn/community/cc_pcartoon.phphttp://www.archives.gov/education/lessons/fed-indian-policyhttp://www.ourdocuments.gov/doc.php?doc=50http://www.ourdocuments.gov/doc.php?flash=true&doc=47http://www.pbs.org/weta/thewest/resources/archives/seven/chinxact.htmhttp://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=419http://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.doc


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supporters and non-supporters of restrictions on immigration. Ask the two groups todebate immigration restrictions. Allow for any students who change their minds to moveto the other group.

Activity 6: Urbanization (GLEs: 5, 9, 23)

Materials List: photos of the late nineteenth century, encyclopedias, Internet access(optional)

Have students examine photos that show the conditions of the cities during the latenineteenth century.

The following website provides photos of the conditions of the cities during this timeperiod:http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.html

Have students use their sensory information and their imaginations to describe what theywould have heard, seen, smelled, tasted, and touched in theghettos or in a tenementhouse in one of the larger cities of the Northeast in the late 1800s.

Students will use the brainstormingstrategy(view literacy strategy descriptions)to makea chart in which they describe the sensory information that would be found in the ghettoor tenement house. Discuss with students the causes of the late nineteenth centuryurbanization of the United States and its impact in such areas as housing, politicalstructures, and public health.

Using thestory chain strategy(view literacy strategy descriptions) put students in groupsof four. On a sheet of paper, ask the first student to write the opening sentence of astorychain in which students imagine what life would be like in the ghetto or tenement housein one of the larger cities of the Northeast in the late 1800s. The student then passes thepaper to the student sitting to the right, and that student writes the next sentence in thestory. The paper is passed again to the right of the next student who writes a thirdsentence of the story. The paper is passed to the fourth student who must complete thestory.


Have students use agraphic organizer(e.g., a Venn diagram)(view literacy strategydescriptions) to make comparisons between life on a farm and life in a city (what issimilar, different, and how the differences affected American families). Particularattention should be given to the problems of the rapidly expanding cities: housing,sanitation, fire hazards, crime, and adequate drinking water.

http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.htmlhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.htmlhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.doc


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Sample Assessments

General Guidelines

Students should be monitored on all activities via teacher observation, reportwriting, class discussion, log data collection entries, and journal entries. All student-developed products should be evaluated as the unit progresses. Student investigations and projects should be evaluated with criteria assigned



Teachers should develop a scoring rubric collaboratively with other teachers orstudents.



General Assessment

Have students use technology such asPowerPoint to summarize new knowledgerelating to the causes of the nineteenth century urbanization of the United States.

Have students demonstrate map skills by constructing, analyzing, or creatingmaps that represent immigration and migration relating to the nineteenth centuryurbanization of the United States.

Have students analyze data presented in graphs, charts, and diagrams. Have students create a graphic organizer that charts thegrowth of cities during the

late nineteenth century. Have students create a timeline in which they label important events of this time

period.

Teacher Note: The timeline should be used throughout the school year to

reinforce the concept of time and chronology of historical events.



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Activity-Specific Assessments

Activity 1 : Students will write an informal essay in which they explain why mostnew immigrants settled in the cities. Students will also describe the problems thatcities faced as the population increased. (See Activity 1, Specific Assessments,

Sample Rubric for Grading an Informal Essay BLM.)

Activity 4 : Students will write a newspaper article in which they describe areporters visit to Ellis Island or Angel Island during the 1890s as immigrantsflooded into the country. The reporter will interview an immigrant to find outhis/her geographic origin and motivations for immigrating to the United States.

Activity 5 : Students will write a speech or a persuasive essay in which they take astand in favor or against the Chinese Exclusion Act. Students will explain theimpact of this legislation in the settlement of the western United States . (SeeActivity 1, Specific Assessments, Sample Rubric for Grading an Informal Essay

BLM.)

Activity 5 : Students will create a political cartoon in which they depict theassimilation of the Native Americans under the Dawes Act. Students will explainthe impact of the federal Indian and land policies on the settlement of the westernUnited States.

Activity 6 : Students will respond to a photograph of a ghetto or a room in atenement house by writing a short essay in which they describe the livingconditions that are depicted. Students will explain the causes of the late nineteenthcentury urbanization of the United States and its impact on housing and public

health.



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U.S. History

Unit 3: The Progressive Movement (18971920)


Unit Description

This unit examines the growing involvement of government in making reforms and therole of muckrakers in exposing social problems.


Students will explain how muckrakers exposed social problems that led to government

involvement in enacting reforms. Students use multiple primary and secondary materialsto interpret Progressive reform movements.

Guiding Questions

1. Can students explain the role of the media, political leaders, and intellectualleaders in raising the awareness of social problems in Americain the latenineteenth and early twentieth centuries?

2. Can students explain the goals and accomplishments of the ProgressiveMovement?

3. Can the students explain the changing relationship between labor andindustry?4. Can students describe problems facing farmers, the ways that they sought to

enact change, and the response of the government and business community?




1. Construct a timeline to explain and analyze historical periods in U.S. history(H-1A-H1)



6. Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)

7. Analyze or interpret a given historical event, idea, or issue in U.S. history(H-1A-H2)

U.S. HistoryUnit 3The Progressive Movement (18971920) 21


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9. Evaluate and use multiple primary or secondary materials to interpret historicalfacts, ideas, or issues (H-1A-H3)

10. Determine when primary and/or secondary sources would be most useful whenanalyzing historical events (H-1A-H3)

11. Propose and defend alternative courses of action to address an historical orcontemporary issue, and evaluate their positive and negative implications(H-1A-H4)

14. Interpret a political cartoon depicting an historical event, issue, or perspective(H-1A-H4)

15. Interpret or analyze historical data in a map, table, or graph to explainhistorical factors or trends (H-1A-H4)

17. Conduct historical research using a variety of resources to answer historicalquestions related to U.S. history and present that research in appropriateformat(s) (visual, electronic, written) (H-1A-H5)

18. Analyze causes and effects in historical and contemporary U.S. events, using a

variety of resources (H-1A-H6)United States History

21. Analyze the changing relationship between the federal government and privateindustry (H-1B-H6)

25. Analyze the role of the media, political leaders, and intellectuals in raisingawareness of social problems among Americans in the United States (e.g.,Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Addams) (H-1B-H8)

26. Evaluate the Progressive Movement in terms of its goals and resultingaccomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Foodand Drug Act, advances in land conservation) (H-1B-H8)

27. Describe problems facing farmers and laborers, the ways they sought to enact

change, and the responses of the government and business community (e.g.,populism, sharecroppers, rise of labor unions) (H-1B-H9)

Sample Activities

Activity 1: Progressivism (GLEs: 9, 10, 17, 26)

Materials List: markers, colored pencils, colors, posters, computer graphics, KeyConcepts BLM,Progressive Reforms BLM,encyclopedias, Internet access (optional),

primary and secondary sources, selections from The Jungleby Upton Sinclair

Throughout this unit have students maintain a vocabularyself-awarenesschart(viewliteracy strategy descriptions). Provide the students with a list of key concepts that relateto this period of history. Have them complete a self-assessment of their knowledge ofthese concepts using a chart. Ask the students to rate their understanding of a word usinga + for understanding, a for limited knowledge, or a - for lack of knowledge.Throughout the unit students will refer to this chart to add information as they gain



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knowledge of these key concepts. The goal is to replace all the check marks and minussigns with a plus sign. (See Key Concepts Chart BLM.)

Key Concepts Chart

KeyConcepts + - Explanation Extra Information

JaneAddams

Established a settlementhouse in Chicago. HullHouse offered educationand a safe haven forimmigrants in the tenementneighborhoods.

Jane Addams Hull House islocated in Chicago.

It was co-founded in 1889 byJane Addams and Ellen GatesStarr.

Key concepts for this unit may be found in the Social Studies Teachers Guide toStatewide Assessment, page 38, or at:http://www.louisianaschools.net/lde/uploads/9850.pdf (page 4-38).

After completing all the activities in this unit, have students refer back to theirvocabulary self-awarenesschartto determine if their understandings of the key conceptshave changed.

Have students read selections from The Jungleby Upton Sinclairas a primary source to

describe progressive efforts to clean up meatpacking plants. Selections may be found atthe following websites:http://www.online-literature.com/upton_sinclair/jungle/http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/ .

Also, have the students read information about factories in this era using secondarysources such as textbooks, encyclopedias, and reliable Internet sites. Information may befound at the following websites:http://memory.loc.gov/ammem/awlhtml/awlwork.htmlhttp://www.loc.gov/loc/lcib/00089/america_work.html .

Organize the class into eight different groups. Have students use primary and secondarysources (textbooks, encyclopedias, and reliable Internet resources) to find information onareas that were affected by progressive reforms. The students will use thesplit-pagenotetakingstrategy(view literacy strategy descriptions) to identify the goals and resulting

http://www.louisianaschools.net/lde/uploads/9850.pdfhttp://www.online-literature.com/upton_sinclair/jungle/http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/http://memory.loc.gov/ammem/awlhtml/awlwork.htmlhttp://memory.loc.gov/ammem/awlhtml/awlwork.htmlhttp://www.loc.gov/loc/lcib/00089/america_work.htmlhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/9850.pdfhttp://www.online-literature.com/upton_sinclair/jungle/http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/http://memory.loc.gov/ammem/awlhtml/awlwork.htmlhttp://www.loc.gov/loc/lcib/00089/america_work.htmlhttp://www.louisianaschools.net/lde/uploads/11056.doc


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accomplishments that were made by the Progressives in the following areas on theProgressive Reforms BLM:

abuse of alcohol antitrust action

child labor eight-hour day/forty-hour week election reform meatpacking and foods political machines schools and education

Students will use one column to record the questions and the other will be used to recordthe answers. As the students read the material, they record the answers or notes of theirfindings beside each question. (See Progressive Reforms BLM and the sample below.)

Students can use their notes to study for their test. Students may cover one column anduse information in the other column and try to remember the covered information.

Progressive ReformsArea of Reform:Abuse of alcohol

Topic: Progressive Reforms

What was the goal of theProgressives in this area ofreform?

Students will present their findings to the class usingPowerPoint presentations,

posters, or various other visual presentations. After all of the presentations, use thebrainstormingstrategy(view literacy strategy descriptions) to create a list of themotivations which led to the various areas of reform. Have students write a brief journalentry expressing which of the motivations they believe was the main driving force for thearea of reform and stating the reasons for their decision.

Activity 2: Progressive Reformers (GLE: 2, 14, 17, 25)

Materials List: markers, colored pencils, colors, computer graphics, posters, primary andsecondary sources (books, encyclopedias, Internet accessoptional)

Students will use the SQPL strategy (Student Questions for Purposeful Learning)(viewliteracy strategy descriptions). Generate a statement from the topic of the day. Thisstatement should be thought-provoking to encourage students to wonder and to challengethem. For example, an SQPL statement about the Progressive reformers might be:During the late 19th century economic, political, and social changes created broad reformmovements in American society. The Progressive Movement, with its many economic,political, and social changes, led women into public life as reformers and workers.

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Present the statement to the students. Then the students will pair up to generate two orthree questions they would like answered. Next the class will share questions that arerecorded on the board. Questions that are in more than one group will be highlighted. Theteacher should add questions to be sure all gaps are filled. The students are now ready tofind the answers to their questions. As content is covered, stop periodically so groups

can convene to determine if their questions have been answered.Using information from primary and secondary source readings, Internet resources, andlectures, students will work in groups of two to research and analyze the role that themedia, political leaders, and intellectuals had in raising the awareness of social problemsamong Americans in the United States. Students should include important Progressiveleaders, reformers, and Muckrakers (e.g., Teddy Roosevelt, William Howard Taft,Woodrow Wilson, Jane Addams, Carrie Chapman Catt, Thomas Nast, Upton Sinclair,Ida Tarbell).

Students will present their finding to the class usingPowerPoint presentations, posters,

or various other visual presentations. Reports should focus on areas of reform associatedwith theProgressive Movement.

Have students create political cartoons that analyze the role of the media, politicalleaders, and intellectuals who raised awareness of the social problems in the UnitedStates.Encourage the use of markers, colored pencils, colors, computer graphics, etc.

These websites provide excellent lessons on the use of political cartoons in theclassroom:http://www.harpweek.com/http://www.cagle.com/teacher/

http://www.makebeliefscomix.com.

The cartoons will include:

Muckrakers Upton Sinclair and Ida Tarbell Presidents Roosevelt, Taft, and Wilson Reformers Jane Addams and Carrie Chapman Catt

Have students view and discuss the cartoons that were created by Thomas Nast thataddressed the issues of the Progressive Era. Thomas Nast cartoons may be found at thefollowing websites:http://chnm.gmu.edu/7tah/unitdocs/unit7/lesson2/politicalmachines.pdfhttp://www2.truman.edu/parker/research/cartoons.html.

Conduct a show-and-tell session in which the students explain their cartoons. Studentsshould be able to describe their chosen reformer and identify their area of social reform.To conclude this activity, have the students compare reformers of this period with

http://www.harpweek.com/http://www.harpweek.com/http://www.cagle.com/teacher/http://www.makebeliefscomix.com/http://www.makebeliefscomix.com/http://chnm.gmu.edu/7tah/unitdocs/unit7/lesson2/politicalmachines.pdfhttp://chnm.gmu.edu/7tah/unitdocs/unit7/lesson2/politicalmachines.pdfhttp://www2.truman.edu/parker/research/cartoons.htmlhttp://www2.truman.edu/parker/research/cartoons.htmlhttp://www.harpweek.com/http://www.cagle.com/teacher/http://www.makebeliefscomix.com/http://chnm.gmu.edu/7tah/unitdocs/unit7/lesson2/politicalmachines.pdfhttp://www2.truman.edu/parker/research/cartoons.html


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reformers in America today (e.g., Bill and Melinda Gates, Al Gore, advocates againstjunk food being sold in schools, advocates for recycling and green zones).Activity 3: Progressivism (GLE: 4, 9, 10, 18,26)

Materials List: Progressive Movement Amendments BLM, Election of 1912 BLM,

primary and secondary sources (books, encyclopedias, Internet accessoptional)Have students use secondary source documents (books, encyclopedias, and reliableInternet resources) to examine the Sixteenth, Seventeenth, Eighteenth, and NineteenthAmendments to the Constitution, and to discern how they relate to Progressive ideas andreform.

Have students construct a graphic organizer(view literacy strategy descriptions)inwhich they list the adoption dates and results of the addition of Amendments 16, 17, 18and 19 to the United States Constitution that were a result of the Progressive Movement(see Progressive Movement Amendments BLMand the sample below).

Amendment Year Adopted ResultAmendment 16 1913 Congress has the power to

levy and collect taxes onincomes.

Discuss with the class the meaning of graft. Describe and explain to the students theloyalty of ethnic groups to the political machines that evolved in some large cities. Havethem explain why it would be difficult to organize a reform movement in a city with apolitical machine. Ask students to use the brainstormingstrategy(view literacy strategydescriptions) to identify real life situations in which it would be difficult to organize a

reform movement today. (e.g., How would it be possible to organize a reform movementin their school?)

Have students use primary and secondary source documents (books, encyclopedias, andreliable Internet resources) to examine the election of 1912.

Use aprocess guide strategy(view literacy strategy descriptions) to help studentsassimilate, think critically about, and apply new knowledge concerning the election of1912. (See Election of 1912 BLM and the sample below.)

The Election of 1912:Presidential candidates:

Ask students to work with a partner to fill in the guide. Students are then asked to sharetheir findings. Engage the class in a discussion of the election of 1912.

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Ask students toconstruct agraphic organizer(view literacy strategy descriptions)withthe term Progressivism in the center. Students will explain how the Progressivesstimulated change in America and hypothesize about how change might be needed today.Students will write their answers in the graphic organizer.

Hold a class discussion in which students are asked to identify and discuss recent eventswhen public exposure led to changes or to a call for investigations (e.g., mad cowdisease, Enrons Corporate Corruption Scandal, Martha Stewarts Insider TradingScandal, the war in Iraq, campaign spending reform, failure of FEMA followingHurricane Katrina, steroid use in sports, the U.S. Attorney firings, the 9-11 Commissioninvestigation and report).

Activity 4: Reform Measures (GLEs: 4, 7, 9,26)

Materials List: Reform Measures BLM, primary and secondary sources (books,

encyclopedias, Internet accessoptional)Have students use primary and secondary source documents (books, encyclopedias, andreliable Internet resources) to examine the reform measures that were made during theProgressive Movement such as theAustralian ballot, direct primary, initiative,referendum, and recall. Students will complete agraphic organizer(view literacystrategy descriptions) in which they list information concerning reform measures thatwere made during the Progressive Era. (See Reform Measures BLM and the samplebelow.)

Reform Measure Explanation of Reform

Measure

Area of Reform

Australian ballot Voters mark ballots insecret.

Voting reform

In a culminating class discussion, ask the students touse the brainstormingstrategy(viewliteracy strategy descriptions) to identify ways in which these reform measures haveaffected the American political system.

Activity 5: Goals and Results of the Progressive Movement (GLEs: 4, 7, 9, 26)

Materials List: Progressive Movement Goals BLM, primary and secondary sources(books, encyclopedias, Internet accessoptional)

Have students use primary and secondary source documents (books, encyclopedias, andreliable Internet resources) to research the four main goals of the Progressive Movement(protect social welfare, promote moral improvement, create economic reform, and fosterefficiency). Students will complete agraphic organizer(view literacy strategy

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descriptions) in which they will identify and evaluate areas of reform that were the resultof the goals of the Progressive Movement. (See Progressive Movement Goals BLMandthe sample below.)

Goal

Accomplishment of Goal

Changes Brought

about by GoalProtect social welfare Pure Food and Drug Act Health inspectors infood processing plants

Conduct a class discussion in which students express their opinions about the goals andthe results of the Progressive Movement.

Activity 6: Progressive Reform Measures (GLEs: 1, 9, 15, 26)

Materials List: Reform Measures BLM, primary and secondary sources (books,

encyclopedias, Internet accessoptional)Using primary and secondary source documents (books, encyclopedias, and reliableInternet resources), have students work in groups of two to research one of the followingconcepts:Pure Food and Drug Act, Meat Inspection Act, Federal Reserve Act, ClaytonAct, Federal Trade Commission, orProhibition. Students will create agraphic organizer(view literacy strategy descriptions) in which they identify important informationconcerning each concept. (See Reform Measures BLMand the sample below.)

Directions: What did you learn about the following Key Concepts?

Meat Inspection ActCreated federal meat inspection programs that mandated strict cleanliness requirementsfor meat packing plants.

In a culminating activity, hold a class discussion in which students evaluate theProgressive Movement in terms of its goals and accomplishments.

Add student research on key individuals and events to a timeline of ProgressiveMovement events. Discuss legislation and legal rulings associated with the events and

add them to the timeline



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Activity 7: The Relationship between Industry and Labor (GLEs: 1, 9, 21, 27)

Materials List: Changing Relationship between Industry and Labor BLM, Labor UnionsBLM, primary and secondary sources (books, encyclopedias, Internet accessoptional)

Using primary and secondary source documents (books, encyclopedias, and reliableInternet resources), have students work in pairs to research key individuals and eventsinvolved in industrialization and labor during this period (e.g., Samuel Gompers, EugeneDebs, American Federation of Labor [AFL-CIO], Cornelius Vanderbilt, John D.Rockefeller, J.P. Morgan, Andrew Carnegie, Upton Sinclair). Add other individuals andevents as necessary. Use student research on key individuals and events to construct atimeline of industrialization/labor events. Discuss legislation and legal rulings associatedwith the events and add these to the timeline.

Provide students with an opinionnaire(view literacy strategy descriptions) to use inconjunction with a discussion of the labor movement in America. Have students work in

pairs to read and discuss each statement. They will then write their reasons for theiropinions. Have them discuss why they think it was necessary for labor to organize, whatis the purpose of a strike, why strikes were often associated with violence, and what is thepurpose of an injunction. Students should provide specific reasons and examplesfor theirposition.(See Changing Relationship between Industry and Labor BLM and the samplebelow.)

What Are Your Opinions about the Changing Relationship between Industry and Labor?

Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), orSD (strongly disagree). Then in the space provided, briefly explain the reasons for your

opinions.1. It was necessary for labor to organize.

Your reasons:

Using the RAFTwritingstrategy(view literacy strategy descriptions), have students writea brief rationale explaining why they think labor unions were necessary. Students willassume the role of a newspaper reporter in the late 19th century. They will write anewspaper article in which they explain why labor unions were necessary. Include theaccomplishments and gains that the unions made that are still felt in business today. (SeeLabor Unions BLM and the sample below.)

Role Audience Format Topic

Regionalnewspaper

reporter in the late19th century

Subscribers Newspaper article

Why labor unionswere necessary.



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Student groups should orally present their newspaper articles to the class and then displaythe RAFT letters on a thematic bulletin board.

Activity 8: Agrarian Movement (GLEs: 4, 6, 7, 11, 27)

Materials List: primary and secondary sources (books, encyclopedias, Internet accessoptional)

Create SPAWNprompts(view literacy strategy descriptions) as students prepare to learnnew information about theAgrarian Movement. Students should receive one prompt onany given day as the topic of the Agrarian Movement is covered. WriteSPAWNpromptson the board for students to find as they enter the classroom, and to which they respond intheirlearning logs(view literacy strategy descriptions)before the days lesson begins.This kind of writing usually calls for students to anticipate what will be learned that day.

This log will enable them to record their thoughts and document what they have learned.In their social studies learning logstudents should write their narrative concerning whatthey learned about the Agrarian Movement, the Grangers, and thePopulist Party.

Here are some prompts to use throughout this unit:

S- Special PowersYou have the power to change an event leading up to the Agrarian Movement.Describe what it is you changed, why you changed it, and the consequences of thechange.

P Problem SolvingYou have learned how the farmers faced great hardships because the railroadscharged very high rates for shipping their crops to the markets. Farmers joined thePatrons of Husbandry, a national farmers organization also known as the Grange.Its members were known as Grangers. The Grangers asked the federalgovernment for help. What did the federal government do as a response to theGrangers appeal for assistance?

A Alternative ViewpointsImagine you were a farmer during 1878. Write a description of how the Grangeimpacted the life of your family and you.

W What if?What might have happened if farm prices increased and the Grange remainedstrong?

N NextNow that farm prices have fallen so low that the farmers are using corn for fuelrather than sending it to market, what did the Populist Party do next?



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The teacher should allow students to write their responses within a reasonable period oftime. In most cases prompts should be constructed in such a way that adequate responsescan be made withinten minutes. Students should copy the prompt in theirlearning logsbefore writing responses and recording the date. SPAWNwriting should be viewed as atool students can use to reflect on and increase their developing disciplinary knowledge

and critical thinking. Therefore this type of writing should not be graded, but given pointsfor completion.

Sample Assessments

General Guidelines

Students should be monitored on all activities via teacher observation, reportwriting, class discussion, and journal entries.

All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from

student activities. Student investigations and projects should be evaluated with criteria assigned





General Assessments

Have students use technology such asPowerPoint to summarize new knowledge

relating to the role of the media, political leaders, and intellectuals in raisingawareness of social problems among Americans in the United States during theProgressive movement.

Have students analyze data presented in graphs, charts, and diagrams that explainthe goals and accomplishments of the Progressive Movement.

Have students create graphic organizers that evaluate the Progressive Movementin terms of its goals and resulting accomplishments.


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