EDSU 530 SDAIE Lesson Plan Prresentation

The Progressive Era: 

The Progressive Era Stacy O’Melia -Smith SDAIE 10 th Grade World History Lesson Plan

Content Standards: 

Content Standards 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class. Trace the effect of the Americanization movement. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders. Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography. Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody). Examine the effect of political programs and activities of Populists. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

ELD Standards: 

ELD Standards Content objectives: Understand and follow simple written directions for classroom-related activities. Read text and orally identify the main ideas and draw inferences about the text by using detailed sentences. Read and identify basic text features, such as the title, table of con-tents, and chapter headings. Respond to comprehension questions about text by using detailed sentences Language objectives : Identify, using key words or phrases, the basic sequence of events in stories read.

Objectives: 

Objectives At the end of this lesson students will be able to…. Have an understanding of the living and working conditions of the era. Explain the “problems” and “solutions” of the reforms during this period. Explain what a “Muckraker” is. Make connections between reforms and those who contributed to those reforms.

“Into” Strategies: 

“Into” Strategies Graphic Organizers: For each concept that I will be covering in this unit I have created a graphic organizer that lays the information out in a simple and readable way that allows the students to visually see the information in various formats and organize the information in a way that is accessible. Assignments for this Strategy: Internet Scavenger Hunt Before and After Reform

“Through” Strategies: 

“Through” Strategies QAR & Reading Aloud: Students will be asked to read an article aloud and then answer questions in relation to that article. This will help the students to expand their vocabulary and promotes language acquisition. Assignments for this Strategy: The Jungle reading and questions Class discussion

‘Beyond” Strategies: 

‘Beyond” Strategies Posters: Students will create posters as their final project which helps to organize the information that they have learned in this unit and use their creative skills visually shows their comprehension of the information. Assignment for this Strategy: Reformer Magazine Cover Poster

Progressive Era Internet Scavenger Hunt: 

Progressive Era Internet Scavenger Hunt Students will be given the following worksheet and asked to use the internet to “hunt” down who the reform is or what reform they participated in. Students will also be asked to define what a “Muckraker” is.

Before & After Reform: 

Before & After Reform Working in pairs or small groups students will be given a “Before Reform” worksheet with 12 “problems”, they will need to highlight the problems and underline why it was a problem. They will then be given a “After Reform” worksheet and will have to match the “solution” to each of the 12 problems.

The Jungle: 

The Jungle I have typed out an excerpt from the novel, The Jungle, by Upton Sinclair, student’s will read it aloud in class and then we will have a group discussion to answer the questions that follow the excerpt.

Final Project: 

Final Project To check for understanding, I will have the students first choose three reformers they believe had the greatest impact on change in Industrial America. They will then decide which of those three had the longest lasting impact on America and create a Magazine Cover of that person, with the following information. Name of Magazine Accurate Year Picture of Person 3-4 sentences explaining why they were chosen and why they are important. Student’s will present their magazine covers to the class once finished.

Closing : 

Closing This unit will end with a brief overview discussion about what we have learned about the Progressive Era and present a short introduction to the next unit, Imperialism.