Instructional Timeline – 11th Grade U
|Instructional Timeline – 11th Grade U.S. History – 1st Nine Weeks |
|Unit 4 – Imperialism and Progressivism |
|The Progressive Movement (13) |
|Suggested Time Frame: ≈ 4 block days |
|Description |Era of expansion of legislation concerning social reform |
|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |
| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |
|Essential Questions |To what extent did the Progressives succeed in altering the structure of society? To what extent did they fail? What impact did Susan B. |
| |Anthony have on Progressive Era reforms? What impact did Roosevelt’s use of the Sherman Antitrust Act have on business? |
|Core Components |TEKS/SEs |Specifications/Examples |
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| |(2)(1) History. The student understands traditional |Progressive Era (16th, 17th, 18th 19th Amendment) |
| |historical points of reference in U.S. history from 1877 | |
| |to the present. The student is expected to: | |
| |(A) identify the major characteristics that define an | |
| |historical era; |Testing may include: |
| |(B)(A) identify the major eras in U.S. history from 1877 |industrialization, |
| |to the present and describe their defining |growth of railroads, |
| |characteristics; |growth of labor unions, |
| |(C)(B) apply absolute and relative chronology through the |farm issues, and |
| |sequencing of significant individuals, events, and time |rise of big business |
| |periods; and | |
| |(D)(C) explain the significance of the following dates |Gospel of Wealth, Social Darwinism |
| |years as turning points: 1898 (Spanish-American War), | |
| |1914-1918 (World War I) | |
| |(3)(2) History. The student understands the political, |Tested items may include: |
| |economic, and social changes in the United States from |16th and 17th amendments |
| |1877 to 1898. The student is expected to: | |
| | |16th –19th amendments |
| |(5)(4) History. The student understands the effects of |Tenements, “new” immigrants from southern and eastern Europe, |
| |reform and third-party movements in the early 20th century|Treatment of minorities, child labor, growth of cities, problems of immigrants, |
| |on American society. The student is expected to: |women's rights, growing class conflict, and reform movements |
| |(A) evaluate the impact of Progressive Era reforms, |Nativism and anti-foreign sentiments, KKK, Chinese Exclusion Act, Immigrant |
| |including initiative, referendum, recall, and the passage |quotas. |
| |of the 16th, and 17th, 18th, and 19th amendments; | |
| |(B) evaluate the impact of muckrakers and reform leaders |Jane Adams and Hull House Urban growth, slums, tenements, unsafe living and |
| |such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, |working conditions, child labor. |
| |and W. E. B. DuBois , and Robert LaFollette on American |Immigrants' problems - isolated, scared, unable to speak language, used by |
| |society; and |politicians |
| |(C) evaluate the impact of third parties, including the | |
| |Populist and Progressive parties |Tested leaders may include (but not limited to): |
| |(6)(5) History. The student understands significant |Susan B. Anthony, and |
| |individuals, events, and social issues, and individuals of|W.E.B. DuBois |
| |the 1920s. The student is expected to: | |
| |(A) analyze causes and effects of significant issues | |
| |events and social issues , including such as immigration, |Elizabeth Cady Stanton, Booker T. Washington, Jane Adams, Teddy Roosevelt, and |
| |Social Darwinism, eugenics, race relations, nativism, the |Muckrakers-Upton Sinclair, Ida Tarbell, Ida B. Wells, Lincoln Steffens, Jacob |
| |Red Scare, Prohibition, and the changing role of women; |Riis. |
| |and | |
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| | |Impact – Third parties often focus on issues the main parties ignore; third |
| | |party |
| | |candidates can split the major party they are most similar to leading to the |
| | |other |
| | |major party's victory; |
| | | |
| | |election of 1912: Bull Moose Party |
| | |Socialist Party, Progressive Party, and Populist Party, |
| |(12)(11)(9) Geography. The student understands the impact |urbanization and pollution (analyze the effects of physical and human geographic|
| |of geographic factors on major events. The student is |patterns and processes on events in the past and describe their effects on |
| |expected to: |present conditions |
| |(B) identify and explain reasons for changes in political | |
| |boundaries such as those resulting from statehood and | |
| |international conflicts. | |
| |(13)(12)(10) Geography. The student understands the causes|Urbanization, Patterns of settlement, Immigration, Environmental Impacts |
| |and effects of migration and immigration on American | |
| |society. The student is expected to: |Growth of urban areas from industrialization; |
| |(14)(13)(11) Geography. The student understands the |Movement of Blacks to Northern cities; |
| |relationship between population growth and modernization |Growth of suburbs; |
| |on the physical environment. The student is expected to: | |
| |(A) identify the effects of population growth and | |
| |distribution and predict future effects on the physical | |
| |environment; and | |
| |(B) trace the development of the conservation of natural | |
| |resources, including identify the roles of governmental | |
| |entities and private citizens in managing the environment | |
| |such as the establishment of the National Park System |Including the establishment of the National Park System and efforts of private |
| |(C) understand the effects of governmental actions on |nonprofit organizations. |
| |individuals, industries, and communities , including the |John Muir, Gifford Pinchot, and Yosemite |
| |impact on Fifth Amendment property rights. |George Catlin suggested national policy to preserve lands – 1st national park, |
| |(15)(14)(12) Economics. The student understands domestic |Yellowstone, came from his efforts; |
| |and foreign issues related to U.S. economic growth from |Teddy Roosevelt’s conservation policies; |
| |the 1870s to 1920. The student is expected to: | |
| |(B) describe compare the purpose of the changing | |
| |relationship between the federal government and private | |
| |business, including the costs and benefits of | |
| |laissez-faire, anti-trust acts, the Interstate Commerce | |
| |Commission Act, with its performance over time and the | |
| |Pure Food and Drug Act; | |
| |(C) describe the impact of the Sherman Antitrust Act on | |
| |businesses; | |
| |(E) 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.| |
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| | |ICC was government’s first large-scale attempt to regulate business in the |
| | |interest of society at large. Effects - Spawned a series of regulatory |
| | |commissions in the 1900s. |
| |Vocabulary |
| |Agency candidate characteristic civil communism compromise conflict |
| |demographic patterns free enterprise system graft grievances immigrant issue |
| |judicial branch legislation legislature literature |
|Recommended Lessons |Recommended Lessons Progressive Era DBQ Politics of the Gilded Age Lessons |
| |PowerPoint: Politics of the Gilded Age Civil Service Reform DBQ Teachers Copy |
|Differentiation | Special Education – all differentiation per SPED modifications and requirements |
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| |TAG - differentiation according to TAG mandates. To include: |
| |independent study, |
| |alternative projects in lieu of test |
| |in depth reading |
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| |504 – All differentiation according to student needs as specified per 504 committee. |
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| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include: |
| |small group instruction, |
| |sentence stem activities, |
| |HIS, |
| |T-Chart-Pair and Defend. |
|Instructional Resources|Books or Readings – How the Other Half Lives |
| |Videos - The Life of a City: Early Films of New York 1898-1906, United Streaming: The Progressive Era (20:00) |
| |Websites |
|College and Career |I |
|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B |
| |1-AB 2-B 3-B |
| |1-AD 2-ABCEF 3-ABC |
| |1-A 2-AB |
| |1-A 2-AB 3-C |
| |1-A 2-A |
| | |
| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |IV |
| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-AC 3-ABC 4-ABC |
| |1-ABC |
| |1-AB 2-AB |
| |V |
| |1AB 2-AB |
| |1-ABCDEF |
|Essential Questions |Unit III |
| |Chapter12,13,14 |
| |To justify their policies, the new American expansionists of the late 1800’s offered all of the following reasons except: |
| |Strong nations were destined by natural law to dominate weak ones |
| |The US had a duty to spread its superior institutions to less civilized people |
| |The US should try to create a community of nations to guarantee world peace |
| |A strong navy was the key to becoming a great nation and colonies would serve as bases for the navy |
| |During the fighting of the Spanish American War, |
| |American troops had experience commanders |
| |More American fighting men died of disease than were killed in action |
| |The US army conducted a competent and efficient mobilization |
| |Spain won many battles to prolong the war |
| |The Platt Amendment, incorporated into the Cuban constitution, gave Cuba: |
| |Full independence |
| |Economic independence |
| |Partial independence |
| |An American run government |
| |The United States suggested the Open Door Policy for China to: |
| |Keep the great powers from completely destroying China by dividing it up |
| |Allow US merchants to trade in China without the interference of foreign government |
| |Achieve a foreign policy victory without using military force |
| |Promote the economic ideal of free markets |
| |Jacob Riis’s 1890 book “How the Other Half Lives” shocked middleclass Americans with its sensational description of: |
| |All of the answers below |
| |Lower class slums |
| |Middle class bigotry |
| |Upper class decadence |
| |The “Gospel of Wealth” promoted by Andrew Carnegie, said that people with wealth should: |
| |Use their resources to help society |
| |Give aid directly to the poor |
| |Donate the bulk of their wealth to religious institutions |
| |Subsidize the construction of Protestant churches |
| |The Roosevelt Corollary to the Monroe Doctrine stated that: |
| |European nations could use force to collect debts in Latin America |
| |The US would not allow any new European investments in Latin America |
| |European ships would have to pay for the privilege of using the Panama Canal |
| |The US could intervene in the internal affairs of Latin American nations to preserve stability |
| |President Teddy Roosevelt secured the Canal Zone in Panama by: |
| |Engineering a revolt against Colombia |
| |Threatening Panama with force |
| |Negotiating a treaty with Colombia |
| |Invading the capital of Colombia |
| |Many Americans became outraged at Germany after it began to: |
| |shell major cities like Paris |
| |imprison European Jews |
| |invade neutral countries like the Netherlands |
| |Engage in submarine warfare |
| |The Fourteen Points included: |
| |Self determination for all people |
| |A world bank to help rebuild Europe |
| |Economic aid for former German colonies |
| |The creation of the United Nations |
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