S+Cyr+Geoffrey


 * Teacher:** Mr. Geoff Cyr
 * Office:** Room 101
 * Office Phone:** (207) 778-7804
 * Office Hours:** 3:00-3:01 p.m., Monday-Friday
 * E-mail:** geoffrey.cyr@maine.edu

=Summary of Unit= This unit discusses the over two decade period from 1890-1914 known as the Progressive Era. This era has many different aspects, coving many different kinds of people, and many different types of reform. In this unit, students will be expected to examine this crucial period of American history from many perspectives. While examining from a historian's perspective, students will also be putting themselves in the shoes of others, creating characters and determining how the Progressive Era would have impacted them. Students will also be linking past and present, creating connections between the Progressive Era's impact, then and now.

=Establish Goals= Maine Learning Results Social Studies, E. History Grade 9-Diploma Progressive Era, 1890-1914 Students understand major eras, major enduring themes, and historic influences in the United States and World history, including the roots of democratic philosophy, ideals and institutions in the world. b. Students will be able to analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.

= = =Students will understand that= •the Progressive Era took shape in a variety of different forms at a variety of different levels. •the Progressive Era was a response to the Industrial Revolution that followed the Civil War, which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business. •the Progressive movement had some serious limitations, however, as it was tainted with sexist, racist, and nationalist overtones.

= = =Essential Questions= •What are some of the ways in which the Progressive Era took shape? •What was the Progressive Era a response to? •How was the Progressive Era limited in terms of race, gender, and nationality?

= = =Students will know= •vocabulary and concepts: Settlement House, Social Purity or Social Hygiene, temperance, Social Gospel, suffrage, segregation, trust, muckraker, American exceptionalism, progressive income tax, "Social Darwinism," Direct election of Senators, prohibition, eugenics •people, places, organizations: Jane Addams, Hull House, WCTU, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Upton Sinclair, Jacob Riis, Walter Rauschenbusch, American Federation of Labor, Samuel Gompers, Industrial Workers of the World, Eugene V. Debs, Social Democratic Party, Progressive Party, Populist Party, Women's Trade Union League, Margaret Sanger, Ellis Island, Angel Island, Tammany Hall, "Boss Tweed," Robert La Follette, Hiram Johnson, •events/publications: Coal strike of 1902, //The Jungle, How the Other Half Lives// Shirtwaist Triangle Fire government acts/establishments: Sherman Antitrust Act, Clayton Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, //Muller v. Oregon,// Chinese Exclusion Act, Interstate Commerce Commission, Federal Reserve Act

= = =Students will be able to= > the United States and world and the implications for the present and future; =Performance Task Overview= It is 1926, and KYW, Chicago's first radio station, has decided to broadcast a special edition of its popular 7 pm newscast about the Progressive Era, titled "The Progressive Era from the People who lived it." The program's producer has asked that the hour-long program be divided into six 8-10 minute segments, each focusing on a particular aspect of political or social change in the Progressive Era. These include: immigrants; local or state politicians; federal politicians; women; grassroots reformers; and "muckrakers." KYW takes pride in having some of the finest journalists in the radio industry, and so they have selected you for this special report. As journalists for the station, your task is to interview one or more people in the group assigned to you from above, and provide a brief overview of the era as they and others experienced. You will be grouped in pairs of 2-3; one person in the group will serve as the reporter, and the others will assume the role of the people being interviewed. =Expectations= Students are expected to come to class prepared every day; this includes turning homework in on time, and remembering to bring all of the class materials, which may include, but are not limited to: the textbook, your folder or binder, and your computer files on your flash drive or other rewritable media, if you use any. If for some reason the student is unable to complete the assignments/reading/task due for class, the student must notify the teacher before the first bell, either by stopping in before school in the morning, by email, or by voicemail (please note that in a latter two instances, the teacher will reply with approval or denial of an extension; do not assume that just by leaving a message, an extension has been permitted). Within reason, I will be flexible with extensions. Please, if there is something in the homework or class that you do not understand, feel free to stop by before or after school, and I will most likely grant an extension, if one is needed, so that more time for practice is given.
 * describe the various movements and reforms of the Progressive Era;
 * b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of
 * decide how the politics and reforms of Theodore Roosevelt compare with modern politics and politicians today;
 * analyze the pros and cons of the Progressive Era for various groups of people;
 * use primary source documents and accounts to relate to the working poor, reformers, and others during the Progressive Era;
 * be aware of the impact that the Progressive Era would have had on them in the early 20th century, as well as how it affects them today

If the student will be missing class for any reason, that student must notify the teacher before the day before the class is to be held. The student must turn in work due the day they are to be absent the day before, unless an extension has been granted. Any work assigned the day they are to be absent will be due the next class, unless an extension has been granted.

The school department and I have adopted a zero tolerance policy for plagiarism and cheating. Plagiarism is the use of the thoughts and ideas of others without crediting them for said use. Learning is the sharing of ideas, and I welcome these ideas into my classroom. However, failure to properly quote or paraphrase and/or give credit (cite) to the creator(s) of these ideas and/or cheating will result in an automatic zero (0) for the entire unit the offense was committed in, and the violation will be reported and referred to the building administration. Plagiarism and cheating are the highest of academic crimes, and neither the school administration nor I take these offensives lightly. I really do not want to have to report anyone for plagiarizing or cheating, so, for your sake and mine, do your work honestly and credit those whose ideas you are using. If you have any questions about what may or may not constitute plagiarism, feel free to ask, and if you have even the slightest doubt, ask.

=Benchmarks (Out of 1000 possible points)= To earn a full 100 points, students must make active contributions to class discussions and class learnings. They may include, but is not limited to: providing positive feedback to other students during discussions, contributing to idea webs and other class brainstorming sessions, and contributing to class discussions. Do not feel as if you have to be providing all of the answers, or constantly raising your hand, but an effort to be part of the class dialogue is needed in order to earn full credit.
 * Class attendance and participation (100 points)**

Students will be responding to prompts and reflecting on their learning experiences and connections to their lives in their class blogs. Students will also be commenting and making suggestions for revisions on others’ blogs.
 * Blogs (150 points)**

We will be creating an Inspiration idea web and outline at the beginning of this unit, and revisiting it at the end of the unit to make revisions and additions.
 * Inspiration organizer (100 points)**


 * Projects/assessments (650 points)**--//we will discuss all of these as they arise://

Progressive Era Debate (150 points): //Students will be doing research and debating whether John McCain is/was a “Teddy Roosevelt Republican.”//

Progressive Era essay, poem, song, picture, or photo slideshow (100 points): //Students will need to put themselves in the shoes of those in the inner city slums of the Progressive Era and express these conditions through one of the mediums listed above//.

Immigration/nationalism Wikispace (100 points): //Students will be creating a page about the impact of nationalism and rising immigration in the late 19th/early 20th centuries.//

Progressive Era interview (300 points): //Students will be creating an interview with someone representing a group of people impacted by the Progressive Era. Students will be creating these personalities.//

=Grading Scale= A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59)