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; |

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| | |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 |

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| |II |

| |1AB 2-AB |

| |1-ABC 2-A 4-AC 5-ABC 6-ABC |

| |III |

| |1-B 2-AB 3-AB |

| |1-B |

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| |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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