Title of Unit : APUSH (Advanced Placement US History) The Progressive Era #rade: $$thth grade 25 students

Unit Time Frame: Friday (2nd , th, !th, "th) Teacher: %r& Starling' APUSH teacher (renda Alston S)*S

Stage $ + %esired ,es-lts .ontent Standard(s):

SSUSH/ St-dents 0ill e12lain the 2rocess of economic gro0th, its regional and national im2act in the first half of the $3th cent-ry, and the different res2onses to it& a. Explain the impact of the Industrial Revolution as seen in Eli Whitneys invention of the cotton gin and his development of interchangeable parts for muskets. b. escribe the !est!ard gro!th of the "nited #tates$ include the emerging concept of %anifest estiny. c. escribe reform movements& specifically temperance& abolitionism& and public school. d. Explain !omens efforts to gain suffrage$ include Eli'abeth (ady #tanton and the #eneca )alls (onference. e. Explain *acksonian emocracy& expanding suffrage& the rise of popular political culture& and the development of +merican nationalism SSUSH$4 The st-dent 0ill identify legal, 2olitical, and social dimensions of ,econstr-ction& a. (ompare and contrast ,residential Reconstruction !ith Radical Republican Reconstruction. b. Explain efforts to redistribute land in the #outh among the former slaves and provide advanced education -%orehouse (ollege. and describe the role of the )reedmens /ureau. c. escribe the significance of the 01th& 02th& and 05th amendments. d. Explain /lack (odes& the 3u 3lux 3lan& and other forms of resistance to racial e4uality during Reconstruction. e. Explain the impeachment of +ndre! *ohnson in relationship to Reconstruction. f. +naly'e ho! the presidential election of 0567 and the subse4uent compromise of 0566 marked the end of Reconstruction SSUSH$2 The st-dent 0ill analy5e im2ortant conse6-ences of American ind-strial gro0th& a. escribe Ellis Island& the change in immigrants origins to southern and eastern Europe and the impact of this change on urban +merica. b. Identify the +merican )ederation of 8abor and #amuel 9ompers. (. escribe the gro!th of the !estern population and its impact on :ative +mericans !ith reference to #itting /ull and Wounded 3nee. d. escribe the 05;2 ,ullman strike as an example of industrial unrest. SSUSH$7 The st-dent 0ill identify ma8or efforts to reform American society and 2olitics in the Progressive Era& a. Explain "pton #inclairs <he *ungle and federal oversight of the meatpacking industry. b. Identify *ane +ddams and =ull =ouse and describe the role of !omen in reform movements. c. escribe the rise of *im (ro!& ,lessy v. )erguson& and the emergence of the :++(,. d. Explain Ida <arbells role as a muckraker. e. escribe the significance of progressive reforms such as the initiative& recall& and referendum$ direct election of senators$ reform of labor la!s$ and efforts to improve living conditions for the poor in cities. f. escribe the conservation movement and the development of national parks and forests$ include the role of <heodore Roosevelt

SSUSH$" The st-dent 0ill identify 9ey develo2ments in the aftermath of :: ;& a. Explain ho! rising communism and socialism in the "nited #tates led to the Red #care and immigrant restriction. b. Identify =enry )ord& mass production& and the automobile. c. escribe the impact of radio and the movies. d. escribe modern forms of cultural expression$ include 8ouis +rmstrong and the origins of >a''& 8angston =ughes and the =arlem Renaissance& Irving /erlin& and <in ,an +lley. SSUSH22 The st-dent 0ill identify dimensions of the .ivil ,ights *ovement, $3 !'$3/4& a. Explain the importance of ,resident <rumans order to integrate the ".#. military and the federal government. b. Identify *ackie Robinson and the integration of baseball. c. Explain /ro!n v. /oard of Education and efforts to resist the decision. d. escribe the significance of %artin 8uther 3ing& *r.s 8etter from a /irmingham *ail and his I =ave a ream #peech. e. escribe the causes and conse4uences of the (ivil Rights +ct of 0;72 and the ?oting Rights +ct of 0;75 )i<rary S9ills@ Recogni'e the organi'ational system used for the media collection and reference materials. "se the organi'ational system to locate information in the media center. #elect the most appropriate reference for a given topic and retrieve information from multiple types of sources -e.g. periodicals& ne!spaper& indices& almanacs& dictionaries& general and speciali'ed materials& audio visuals& databases !here available. (ollect main ideas and supporting details from t!o or more sources and create a simple outline "se cross reference in multiple types of sources "se 9alileo as a source of information for research pro>ect 3no! ho! to !rite an entry for a bibliography

Understanding(s)=#oals: St-dents 0ill -nderstand that: There are a variety of research tools other than :i9i2edia and google& A22ro2riate citations are necessary to maintain ethical 0riting Students will know (Nouns): +,+ citations %8+ citations Stage 2 +Assessment Evidence Teacher #enerated Pretest on Progressive Era 3/A of st-dents failed Performance Tas9s: Research a topic using media center resources
(ite sources correctly

Essential >-estion(s): :hat is the significance of ::$ to the economy? Ho0 are the voting rights for 0oman different from African Americans?

St-dents 0ill <e a<le to (@er<s): Use cross reference Analy5e information .ollect main ideas and s-22orting details Bther Evidence:
Reflection 9raphic organi'er

"se of media center resources

Stage 7 + )earning Plan

r. #tarling@ <he teacher %ondayA <he students !ill take notes over the +ge of ReformBthe ,rogressive Era ,residents. ue to the bus evacuationBpep rally 2nd and 2th periods are catching up. <ime permitting the documentary of the *ungleA students !ill explain "pton #inclairs <he *ungle and federal oversight of the meatpacking industry. -Wi'ard of C' parable by college professors and a high school history teacher. T-esdayA <he students examine the ,rogressive ,residents and their reform efforts in politics. <hey !ill identify *ane +ddams and =ull =ouse and describe the role of !omen in reform movements. :ednesdayA <he students !ill describe the significance of progressive reforms such as the initiative& recall& and referendum$ direct election of senators$ reform labor la!s$ and efforts to improve living conditions for the poor in the cities. Th-rsdayA the students take notes on the ,rogressive Era. <hey !ill explore the ,latform and roots in the ,opulist ,arty. <ime ,ermittingAIron *a!ed +ngels. FridayA#8%# #8%# gave a tour of the media centers !ebsite and display the research resources located under this site. #tudents !ere divided in groups. Each group dre! t!o topics from a hat. <he #8%# gave instruction on ho! to use 9alileo. #8%# informed students to select general use and full text !hen keying in information. <he #8%# demonstrated ho! to select the DciteE button to locate the citation. #8%# pointed out that 9alileo gives a variety of citation types. #8%# highlighted& copied and pasted to a !ord document. #8%# repeated the same process using Info <rac. #8%# explained the importance of proper citations and giving credit to appropriate individuals in order to maintain research integrity. #tudents !ere given a graphic organi'er and instructed to find information on their topics. <hey !ere asked not to use Wikipedia or 9oogle. + brief tour of the media centers other resources !ere given. Each group !as instructed to site appropriate resources either by hand!riting on appropriate form& cutting and pasting or using !!!.easybib.com. +ll of the resources are located under the school media centers !ebsite. #tudents are to complete the group graphic organi'er and ,rogressive Era reflection !riting assignment. #tudents are to follo! the appropriate rubric given. #tudents !ill also be given a grade for correct creating a bibliography. uring the last ten minutes of class& students !ill discuss their finding and any concerns !ith locating information and creating a bibliography.

*y Personal ,eflection When meeting !ith r. #tarling and %rs. Clivier they expressed that students are !eak in the areas of making appropriate citations and using other research resources besides Wikipedia and 9oogle. We decided that it !as important for students to be sho!n ho! to use 9alileo and Info <rac. +lso students needed help !ith creating appropriate citations. +fter I taught the lesson& I !as concerned that the activity !asnt challenging enough for this +, class. /ut after the lesson began& the 4uestioning began too. #tudents !ere unfamiliar !ith 9alileo and Info <rac. <hey also needed assistance !ith creating their citations. #ome students !ere resistant to the lesson& but they still

actively participated. ,articipated. r. #tarling stated that she !as pleased !ith the lesson and the skills taught. #he !as also surprised at the amount of students !ho did not kno! the resources in the media center exists 9alileo and Infotrac.