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19th C. Politcal Progress Lesson Plan

Website Address:https://www.curriki.org/oer/19th-C-Politcal-Progress-Lesson-Plan-
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Alexandria LauAmbassador School of Global LeadershipLos Angeles, CA, US,
August 3, 2010
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Type:

E-book, Lesson Plan

Description:

Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the 16th Amendment, Theodore Roosevelt, Hiram Johnson).

Subjects:

  • Social Studies > General

Education Levels:

  • Grade 11
  • Grade 12

Keywords:

Progressives 16th Amendment Theodore Roosevelt

Language:

English

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Members

License Deed:

Creative Commons Attribution 3.0

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Political Progress Lesson Plan

 

Unit Title: How do we pursue political progress?

 

California History/Social Science 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. (California Department of Education, CDE)

9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the 16th Amendment, Theodore Roosevelt, Hiram Johnson).          

 

Essential Question: Were the political reforms of the 19th Century successful?

 

Political Progress

  1. Regulate
  2. 16th Amendment
  3. 17th Amendment
  4. 18th Amendment
  5. 19th Amendment
  6. Square Deal
  7. Bull Moose Party
  8. Populist Party
  9. Direct Democracy
  10. Hiram Johnson

 

Assessment: Newspaper Tabloid

 

Day 1

Time: 1.5 hours

Objective:

  • Understand the meaning of political progress
  • Research political goals of the Progressives

Assessment

  • Graphic Organizer
  • Discussion

Activity

Min.

Materials

Groups

Warm Up: What problems do you see in your community?  Why do you think they exist?

10

 

Individual

Vocabulary

Read each word and sentence. 

Draw a picture for each concept. 

15

Vocabulary 

Pairs

Assessment:

Taboo: Split class into groups of four.  Give one student a vocabulary word.  The student has one minute to get their group to say the word by explaining what it means.

 

15

Vocabulary words

 

Timer

Whole Class

Read Hiram Johnson Biography

 

Read Hiram Johnson Biography OR

Visit http://www.u-s-history.com/pages/h1984.html

 

20

Hiram Johnson Biography

Pairs

Character Analysis  

 

Make a character analysis based on the reading.

20

Character Analysis 

Student Sample  

Pairs

3-2-1 Reflection

 

10

Sample

Pairs

HW:

  • Type up reflection to Ning.
  • Read and respond to two other posts on Ning

 

 

 

Ning

 

 

 

Day 2

Time: 1 hour

Objective:

  • Investigate whether political reforms were successful

Assessment

  • Quiz
  • Graphic Organizer
  • Discussion

 

Activity

Min.

Materials

Grouping

Warm Up:

  1. What was the Progressive Movement?  (5W’s, H)
  2. What problems did Progressives see in their community? 

10

 

Individual

Gallery Walk

30

PP

See Mean Matter Graphic Organizer

Pairs

Reflect and Share Out

10

 

Whole Class

Model Assessment

10

Student Samples

Rubric

Individual

HW: Create rough draft, Study for Test

 

Tabloid Template

 

 

Day 3

Time: 1.5 hours

Objective:

  • State opinion about social reforms in the 19th Century

Assessment

  • Graphic Organizer
  • Discussion
  • Essential Question: Were the social reforms of the 19th Century successful?

 

Activity

Min.

Materials

Grouping

Warm Up: Questions?

10

 

Individual

Quiz

10

Quiz

Individual

Production: Students have time to work on newspaper project.

50

Newspaper Template (PP)  

Pairs

Exhibition: Students present their newspaper project to the class.

20

 

 

HW: Blog reflection

 

Ning

 

 

 

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