S1+Cyr+Geoffrey

=Stage 1 Identify Desired 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.
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results

b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the historyof the United States and world and the implications for the present and future. ||

//What understandings are desired?//
•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. ||
 * //Students will understand that:// **(U)** ||
 * •the Progressive Era took shape in a variety of different forms at a variety of different levels.

//What essential questions will be considered?//
How did the main components of the grassroots movements of the Progressive Era take shape? How were progressive reforms undertaken at the federal level during this era? How did "muckrakers," play a role in the Progressive Era? •What was the Progressive Era a response to? Why did different groups of people take part in the Progressive Era? How did women play a critical role in Progressive movements How did Theodore Roosevelt approach progressive reform? •How was the Progressive Era limited in terms of race, gender, and nationality? How is "American exceptionalism" manifest in American culture? How were women, African Americans, and foreigners (particularly, Asian Americans) affected by the Progressive Era? How did the "progressive" presidents' respond to call for equality for women, African Americans, and Asian Americans? ||
 * **Essential Questions:** **(Q)** ||
 * •What are some of the ways in which the Progressive Era took shape?

//What key knowledge and skills will students acquire as a result of this unit?//
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 || •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 the United States and world and the implications for the present and future. •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 ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •vocabulary and concepts: Settlement House, Social Purity or Social Hygiene,

2004 ASCD and Grant Wiggins and Jay McTighe