The 

Progressive Era

The Progressive Era

$150 for 5 weeks

Teacher

Allison Bruning

Textbook

We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Project

Suppose women suffragists - those who worked to win women the right to vote - had been able to use today's communications media to win support for their argument. Plan your own campaign for suffrage and consider the following:

  • Use television, the Internet, and other modern devices to convince the public and the government to pass an amendment giving women the right to vote. 

  • Plan in detail a TV ad and other campaign strategies. 

Be ready to present your project to the class in the last session. 

Subjects

History

Ages

13 - 18  years old

   

Sessions

 

Session 1: The Origins of Progressivism

LESSON OBJECTIVES: 

Students will identify progressive movement, Florence Kelley,  prohibition, muckraker, scientific management, Robert M. La Follette, initiative, referendum, recall, and the Seventeenth Amendment. 

Students will summarize Florence Kelley's role in the progressive movement. 

Students will analyze how the Anti-Saloon League and Carrie Nation helped ban alcohol. 

Students will explain how the Women's Christian Temperance Union (WCTU) worked for progressive goals. 

Students will contrast the goals and effects of scientific management with other progressive reforms.

Students will summarize the new types of city government that emerged during the progressive era. 

Students will identify changes that reformers brought about in the area of child labor.

Students will describe the ways the Seventeenth Amendment was typical of progressive reforms. 

HOMEWORK

1) Complete Section 1 Assessment on page 500.

2) Read pages 501 - 504 in course textbook.

3) Start your course project. 

Session 2: Women in Public Life

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Maria Mitchell, MACW, suffrage, Susan B. Anthony and NAWSA. 

Students will summarize the changes the invention of the telephone brought about to the workforce for women. 

Students will analyze the kinds of job opportunities that prompted more women to complete high school. 

Students will explain the effect higher education had upon women in the workforce.

Students will examine the lives of Maria Mitchell and Susan B. Anthony. 

Students will summarize the three approaches women tried in order to win the right to vote. 

HOMEWORK

1) Complete Section 2 Assessment on page 504.

2) Read pages 505 - 511 in course textbook.

3) Continue working on your course project. 

Session 3: Teddy Roosevelt's Square Deal

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Theodore Roosevelt, Square Deal, The Jungle, Upton Sinclair, Meat Inspection Act, Pure Food and Drug Act, conservation, and NAACP.

Students will analyze the actions and beliefs Teddy Roosevelt had that contributed to his reputation as the first modern president. 

Students will explain what was so significant about the way the 1902 Pennsylvania coal strike was settled. 

Students will summarize how the publication of The Jungle in 1906 affected the safety of meat that people eat today.

Students will describe the significance of the Meat Inspection Act of 1906.

Students will summarize the actions the Roosevelt administration took to regulate food and medicines. 

Students will summarize Roosevelt's approach to environmental problems. 

Students will examine the life of W. E. D. Du Bois and his contributions to American history. 

HOMEWORK

1) Complete Section 3 Assessment on page 511.

2) Read pages 512 - 515 in course textbook.

3) Continue working on your course project. 

Session 4: Progressivism Under Taft

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Gifford Pinchot, William Howard Taft, Payne-Aldrich Tarriff, Bull Moose Party and Woodrow Wilson.

Students will contrast Presidents William Howard Taft and Teddy Roosevelt. 

Students will analyze and make a difficult decision on how to control resources in the early 20th century. 

Students will analyze why Taft's appointment of Richard Ballinger angered conservatives. 

Students will examine the life of William Howard Taft. 

Students will identify the issues that that split the Republican party during the Taft administration. 

Students will contrast the views toward big business of the four major candidates for president in 1912.

HOMEWORK

1) Complete Section 3 Assessment on page 514.

2) Read pages 516 - 521 in course textbook.

3) Continue working on your course project. You will present your project in the next session.

 

Session 5: Wilson's New Freedom

LESSON OBJECTIVES: 

Students will review their homework and present their project.

Students will identify Clayton Antitrust Act, Federal Trade Commission, Federal Reserve System, and the Nineteenth Amendment. 

Students will compare Wilson's background to Roosevelt's. 

Students will examine deregulation. 

Students will explain why the tariff reform and the Federal Reserve System were so important. 

Students will summarize the strategies women used in their fight for suffrage.  

Students will describe the impact Emmeline Pankhurst had upon the women's suffrage movement.

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