Week 4 Edtpa Class Lessons

Lesson Plan # 1 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)

American History II Progressive Legislation / Progressivism Zoey Hanson 02/08/2021
Lesson Essential Question (LEQ) or LEQ: What made the progressive era progressive?
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.4: Analyze how conflict and compromise have shaped politics, economics and culture in the United States.
● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Begin the class, review what was discussed in The review at the beginning of class shows that 20 Minutes
How do you prepare students for content & skills class on friday by asking questions such as "What students have met the learning objectives from 2:20
acquisition, or use students’ prior knowledge? How does it mean to be progressive?" "What were the previous lesson(s). These questions also
do you open this new lesson? some of the problems that encourage prompt students to begin thinking about the
progressivism?" "What is a muckraker?" "Who progressive era and how the ideas of the era
were some muckrakers?" may apply to certain reforms in ways that align
or counteract progressivism.
Play the Story of US video clip on the triangle
shirtwaist fire. This can be via DVD from Mr This video gives a detailed explanation of how
Everhart or on Amazon video. Play Episode 7 the tragedy of the Triangle Shirtwaist Fire
from 37:10-43:53 encouraged workplace safety reforms that still
When the video is over pose the following exist today. This emphasizes the big idea of the
questions to students lesson: how pre-progressive era problems led
to new advocacy and reforms that still exist
"What kind of reforms do you think are going to
today. This will require students to understand
come from this tragedy."
cause and effect and apply those ideas to the
"That is an example of some of the reforms that time period.
are going to come from those poor working and
living conditions. What other reforms do you
think will be passed during the progressive era? The questions following the video, once again,
Think about those issues that were happening get students thinking about what exactly
like political machines, monopolies, poverty, ect" progressivism is, and the type of reforms that
may have resulted. Again, these questions also
ASU Dept. of History· History Education Program· 2020-2021

require students to recall information that has
been previously discussed.
Acquisition Instructor will give a lecture on reforms from The acquisition of content is teacher-centered. 30 Minutes
How will students acquire new content or skills? Is the progressive era using Mr. Everhart's The instructors lecture however, should 2:50
acquisition teacher or student-centered? pre-made PowerPoint.This PowerPoint will cover include prompting questions throughout in
[Explain lesson goals by emphasizing LEQ/LLO] the following information… order to keep students engaged. This
● Political Reforms information will give students the content they
● Workplace Reforms need to understand how pre-progressive
● The Jungle conflict and its causation to progressive
● Triangle Shirtwaist reforms permanently changed American
● Business Reform politics, economics, and culture.
● Consumer Reform
● Economic Reform
● Social Reform
● Conservation
Students should fill in the "Progressivism
Reforms PPT" chart found on their canvas. This
chart lists key people, places, and things (PPT)
covered in the lesson and asks students to define
each one and describe why the thing is
considered progressive. This will act as their
notes.
Extending & Refining I (group) As a large group, have various students read a This activity gives students the opportunity to 15 Minutes
How will students practice new content and skills paragraph from Roosevelt's "Leave it as it is" analyze the last progressive reform discussed 3:05
by working with classmates? How does this activity speech. If students do not wish to participate in acquisition, the antiquities act and
promote historical thinking skills and using because of the small class size, they can read it conservation. This activity requires students to
primary/secondary sources?
individually, or the instructor can read it and apply what they have learned about cause and
they can follow along. effect between pre-progressive problems and
When the reading is complete ask students the the progressive era to understand why reforms
following questions and facilitate a large group such as the antiquities act were passed. The
discussion about progressive reforms. questions associated require students to
reflect on all of the reforms discussed. It also
"Why does Roosevelt argue the Great Canyon
asks students to consider the LEQ by asking
and other places like it should be protected?"
what it was exactly that made the progressive
"What legislation will this lead to that we era progressive.
discussed in the acquisition?"
"What makes this legislation progressive?"

"What other legislation passed by Roosevelt
could be considered progressive? Why?"
Adjustments If students struggle with the material…. ---
What adjustments will you make if students The most difficult aspect of the progressive This activity gives students a visual aid to some
struggle or progress too quickly (before advancing
reforms is the government reforms that cover of the most difficult content in the acquisition.
further)?
direct primaries, initiatives, referendums, recall, Hopefully this can help students understand
city government reform, etc. Go over this how the government reforms of the
information again, but this time use the progressive era changed American politics and
ballotpedia websites. Go over each kind of how they apply in modern society.
political reform using examples of states and
legislation from the maps on ballotpedia. This
visual aid should help students better understand
the concept. Be sure to ask students questions
such as "what do you notice about this map?" or
"Can you think of any examples of legislation
passed using this system?"
If students progress too quickly….

This video provides students with more detail
Play the crash course video on government about concepts they learned in the acquisition.
regulation starting at the 6 minute mark. This The video also does a great job of explaining
shows students how the reforms of the how the concepts of the progressive era
progressive era would carry through American continued throughout American history. By
history into the 1970s and 80s. When the video going through the reforms again students can
is over, the instructor can go through the various be provided with more detail, and through
reforms from the progressive era (be sure to questions and discussion can develop their
include one from each aspect: own conclusion about how the reforms of the
business/economic, workplace, government, and time period affected America both then and
social) and ask students how these reforms are now.
seen today
Individual Adjustments
-EC students: No adjustments needed
-ELL student: Ensure student has access to
Spanish version PPT and amendment handout,,
as well as a Spanish version of instructor content
notes. If possible, turn on Spanish captions for
all videos

-Virtual Students:Virtual students should be
present for the acquisition, and the extending
and refining II activity. students can choose to
stay through the extending and refining II and
closing activities, or they can do this themselves
at home.
Extending & Refining II (individual) Students should open the progressive Once again, this assignment gives students the 15 Minutes
How do students (and teacher) know if they are amendment assignment on Canvas. Students opportunity to directly interact with legislation 3:20
mastering the content and/or skills for this lesson? should read the transcripts from the progressive that permanently changed America's society
[Formal, informal assessments to measure learning] amendments (15, 16, 17, 18) through economic and social reforms. The
When students are finished, they should questions attached to the handout accomplish
individually answer the questions attached to the a variety of learning objectives for students.
document. Once again, the questions directly asks
students if the amendments are progressive.
When students have finished answering the
This requires students to recall what being
questions, pose the same questions to the large
progressive means and asks them to apply that
group.
information to today's lesson. One of the
questions asks if the amendments are in effect
today. This allows students to make the
connection between progressive reforms and
how those same reforms affect modern day
American society, an aspect of their skill
objectives.
Closure Close the lesson by asking students "What kind This activity allows students to summarize 10 Minutes
How do students put it all together for today’s of reforms do you think make the early 1900s what they have learned throughout the lesson. 3:30
lesson? The closure activity helps tie this lesson to progressive? Are there any reforms that don't This closing activity also asks students to
the overall unit. Re-emphasize LEQ/LLO, seem progressive? Why?" "How do progressive directly answer the LEQ. Lastly, it asks
UEQ/ULO, and “big picture” understanding
amendments affect us now?" students to apply progressive reforms to
-Have students give a 3-5 sentence answer modern society.
directly in canvas
Formative - Informal Summative - Formal
Assessments -Through discussions, the instructor can gauge, in an There is no summative assessment in this lesson
informal way, if students are understanding primary
concepts. Low participation or incorrect answers likely
means the concept needs to be readdressed.
-Through students' primary resource analysis answers
in the amendment activity and the "Leave It As It Is"
speech, the instructor can measure if students

understand why the document is important and how it
relates to the time period.
-The closing activity shows that students have
understood the content and are able to apply that
content in a more abstract way.
Materials & Supplies ● ● ●
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● “18th Amendment.” Legal Information Institute. ●
Where did you find helpful information, primary &
Legal Information Institute. Accessed February 7,
secondary sources, and lesson plan ideas?
2021.
https://www.law.cornell.edu/constitution/amendme
ntxviii.
● Beavan, Clare. "Cities." America: The Story of US.

episode 7. (New York, NY: A&E Television
Network, 2010).
● Everhart, Jeff. "The Progressive Movement."

PowerPoint. Davidson County, NC.
● Government Regulation: Crash Course

Government and Politics #47. Youtube. PBS Digital
Studios . Accessed February 7, 2021.
https://www.youtube.com/watch?v=sDqGzMdhL1M
.
● “Recall (Political).” Ballotpedia. Accessed February

7, 2021. https://ballotpedia.org/Recall_(political).
● Roosevelt , Theodore. Edited by Bob Ribokas. "I

have come here to see the Grand Canyon . . .".
Grand Canyon Explorer, 2001.
https://www.kaibab.org/kaibab.org/gcps/teddy.htm.
● “States with Initiative or Referendum.” Ballotpedia.

Accessed February 7, 2021.
https://ballotpedia.org/States_with_initiative_or_re
ferendum.
● “Transcript of 16th Amendment to the U.S.

Constitution: Federal Income Tax (1913).” Our

Documents - Transcript of 16th Amendment to
the U.S. Constitution: Federal Income Tax (1913).
Accessed February 7, 2021.
https://www.ourdocuments.gov/doc.php?flash=false
&doc=57&page=transcript#.

Constitution: Direct Election of U.S. Senators
(1913).” Our Documents - Transcript of 17th
Amendment to the U.S. Constitution: Direct
Election of U.S. Senators (1913). Accessed
February 7, 2021.
&doc=58&page=transcript.

Constitution: Women's Right to Vote (1920).” Our
Documents - Transcript of 19th Amendment to
the U.S. Constitution: Women's Right to Vote
(1920). Accessed February 7, 2021.
&doc=63&page=transcript.

Instructional Materials
● Progressive Reforms PPT - Student notes assignment
● Leave It As It Is Speech by Teddy - Speech and questions
● Recall Map - Ballotpedia
● States with Initiative or Referendum Map- Ballotpedia
● Government Regulation: Crash Course Government and Politics #47 - Youtube Video
● Progressive Amendment Activity -16/17/18/19th Amendments and questions
● THE PROGRESSIVE MOVEMENT.ppt -PowerPoint
● America: The Story of US- Episode 7 "Cities"- on Amazon Prime video and physical DVD
Lecture Content Notes

● Political Reforms
○ What was politics like in the 1890s?- think about the political machines and bosses who controlled bosses.- How do you
think progressive reforms will fix this issue? Will they continue to favor the political machines or will they move toward
favoring the common voter
○ Reforms were carried out to lessen the power of the political machines and to find and end corruption- what president
became known for having a government full of corruption- Grant- the idea was to keep the corruption like the whiskey ring
and credit moblier from happening again
○ We are going to see reforms such as initiatives, referendums, direct primaries, recalls, direct election of senators, city
government reform, and commission governments. - do any of you know what any of these could be?
● Direct Primary
○ What does a direct primary allow citizens to do? Think about how in the 2016 election there were a lot of Republican
candidates like Marco Rubio or Jeb Bush, but were all of those guys in the presidential election? No. That's because of the
primaries where voters like you and me can go in and vote for who we think should be the presidential candidate in the final
election.
○ These direct primaries were a major reform passed by progressives in a variety of states
○ Before direct primaries, candidates were chosen by party leaders or political bosses in closed door meetings. Meaning a
small number of influential people could choose who became local and national government leaders.
○ During the progressive era congress also passed the 17th amendment which allowed for direct election of US senators.
Before, the state legislature had been the primary voters for state senators
● Initiative
○ What does an initiative allow citizens to do? An initiative means that people can propose legislation or laws.

○ Initiatives were started during the progressive movement and now exist in 21 states and countless local governments.
● Referendum
○ How is a referendum different from an initiative? What does Congress have to do to get a law passed? -they vote on it- so if
an initiative is the proposal of a law, what might a referendum be?
○ A referendum allows people the opportunity to vote on initiatives or other law proposals.
○ This started during the progressive era when Nevada amended their constitution to include referendums in 1904
● Recall
○ What does a recall allow citizens to do? What does it mean when food or cars or toys get recalled? What happens? How
might that apply to politics.
○ A recall means that if citizens want to remove an elected official, they can force that oficial into an election before their term
is over. What does this mean?
○ This allows people to remove an official from office and replace them with someone else. This is how arnold
Schwarzenegger became the governor of California
○ Why might this have been proposed during the progressive era? - political machines were often put into power and could
neglect the people- how does this change this idea?- now they can essentially be fired for doing a bad job
● Galveston Hurricane
○ In 1900, a city in Texas called Galveston was completely destroyed after a hurricane. Most of the city was flattened and at
least 6000 people lost their lives. The sad thing is that the number of deaths was completely avoidable if the local and
national government had used better communication.
○ How did this affect government reform? - it was kind of a wake up call for city and local governments to reform their structure
to limit miscommunication issues.
○ In 1901, The Galveston Plan was created for fear that the current local government could not help the city recover from the
hurricane. Under this plan, voters elect a small commission that governs locally. This commission oversees pretty much
everything- taxes, policing, finances, etc- the commission combines Legislative and executive duty to limit
miscommunications. Many other cities (about 500) followed this plan after Galveston's success.
● Workplace Reform
○ What were working conditions like in the 1890s?- they were pretty bad with long hours, low wages, dangerous conditions,
child labor, etc
○ How are progressives going to change this? - pass laws to fix these things
○ The National Consumers league was passed in 1899- it exposed child labor and other poor working conditions.
○ Progressives passed laws ensuring that workers were safe in their workplace and are compensated (what does
compensated mean?) if they are injured (workers comp)
○ Minimum wage laws also began to be passed to ensure workers were payed reasonably for their work

○ Laws that prevented children of a certain age from working and kept women from working excessively long hours were
passed
○ Womens work hours were regulated after Muller v Oregon in which the SCOTUS decided that women were provided less
work hours than men- the decision was based in some misogynistic ideas such as women are dependent on men or that
women could not compete with male workers, but overall, it was the first step in limiting how long someone could work at a
time
● The Jungle
○ Upton Sinclair wrote nearly 100 books during his career, but possibly the most influential was called the Jungle. The Jungle
exposed the unfair treatment of immigrant laborers and the poor conditions they often faced both at work and at home. The
book also exposed the unsanitary and just gross conditions in the meatpacking district of Chicago
○ Published in 1906, the Jungle follows the story of an immigrant family from Lithuania, who originally believe in the American
dream but have no other choice but to become workers in Chicago's meatpacking district. The family slowly falls apart and
has to fight to survive. Through their story, Sinclair exposes the horrors of the meat killing floor, the caning of meat, and
every step in between
○ There are some truly horrible stories about horrible festering wounds in direct contact with meats and meat mixtures,
workers being dissolved in boiling chemicals, and canned meats that contained typhoid.
○ How might the Jungle lead to Progressive Era reform? - The Jungle was an immediate hit and led directly to the passing of
the Meat Inspection Act and the Pure Food and Drug Act of 1906 by President Theodore Roosevelt. Both of which helped to
ensure that the practices in the Jungle were monitored and repaired to be more sanitary.
● Triangle Shirtwaist Fire
○ The Triangle Shirtwaist factory produced shirtwaists (a button down blouse) in NYC. Many of the workers were young,
immigrant women, who worked in those poor working conditions we have talked about.
○ The story goes that a fire broke out in a bin filled with old rags on the 8th floor. The women on that floor and the manager
attempted to put out the fire but the water hose did not work. The women tried to warn the 9th floor, but the message never
got there. The women tried to escape but many of the entrances were too narrow (to check if women were stealing as they
left) and some of the doors were locked (to prevent the women from taking breaks). Some tried to escape down the fire
escape but it collapsed under them.
○ When the fire finally ended, 145 of the workers died, most of them those young immigrant women. The tragedy shocked
everyone. Bodies were put on the street for family members to come and identify and collect remains.
○ How did this event affect Progressive reform?- Through the tragedy however, more fire safety regulations began to put into
place. Labor organizations organized to ensure their workplace protected them from the tragic fate of the triangle shirtwaist
women. In fact, about a week after the fire, 80,000 people marched through the streets of new york, demanding safer
workplaces

● Business Reform
○ Besides political and workplace reform the progressive era also began to reform business practices.
○ It became known as an era of trust busting- especially Teddy Roosevelt who became known as a trust-buster- What is a
trust- essentially another word for monopoly- who were leading these trusts?
○ Passing of the sherman antitrust act made it illegal to create a monopoly and encouraged competition. This was extended
further by the Clayton antitrust act which defined "corrupt business practices" and protected the rights of laborers
○ The Progressive era also saw the creation of the Federal Trade Commission who was responsible for investigating business
and ensuring they followed all of the government's rules
○ The Hepburn Act and Elkins Act gave the Interstate Commerce Commission increased rights to control railroad rates- What
does this mean?- Railroads can no longer charge super high prices for no reason and to fine railroad companies that used
corrupt business practices
○ This was extended even further when the Mann-Elkins Act was passed, giving the Interstate commerce commission the
right to do these same regulations on the communications industry.
○ What do all of these regulations have in common?- they protect consumers and common people rather than big businesses
● Consumer Reform
○ Some other consumer reforms were results of the jungle (what is the jungle again?)
○ Passed by Theodore Roosevelt, the Pure Food and Drug Act and Meat Inspection Act ensure that food, including meat, is
processed in sanitary places and is safe for people to eat.
● Economic Reform
○ What was money like in the 1890s?- what is bi-metalism?- The Federal Reserve System, passed by Woodrow Wilson,
created a banking system that established the federal reserves as the US bank. This meant that US banking had better
supervision, and it brought economic stability to the US
○ The 16th Amendment to the constitution established an income tax- what is an income tax?- Who is being taxed more?- the
wealthy now had to pay more taxes that went toward different progressive reforms and public works projects
○ The Underwood Tariff Act- what is a Tariff (tax on imports/exports)- in 1913, Wilson- lowered tariffs on hundreds of goods-
what does this mean- it meant that the US and American companies could import more goods more cheaply, but it caused a
giant loss in revenue (what is revenue?) which led to an increased income tax
● Social Reform
○ The 18th amendment led to an age of prohibition in America- what is prohibition?- prohibits the sale, manufacturing, and
transportation of alcohol- what movement did this come from? (the Temperance movement)- Why is this considered
progressive?- alcohol was seen as causing moral and economic issues in America
○ 19th Amendment led to white women's suffrage (what is suffrage?)
● Conservation

○ Last, but certainly not least, is the rise of conservation during the progressive Era. A lot of these were passed by Teddy
Roosevelt who had a passion for th wilderness
○ A variety of laws were passed that ensured that America's natural beauty was preserved for future generations.
○ The National Reclamation Act "reclaimed" arid (what does arid mean?) western land for the use of agriculture by using
irrigation systems
○ The Antiquities act gives the president the right to declare national historic landmarks or monuments on government land to
protect historic, cultural, and scientific heritage. This will lead to the creation of the national parks system as we know it
today
○ Roosevelt also created the US Forest Service and the National Park Service to sustain national forests and parks and to try
and keep them as natural and protected as possible
○ Gifford Pinchot and John Muir were two essential men to these conservation efforts. They were both in Roosevelt's ear
trying to advocate for protection of national land. Pinchot was the primary advocate for national forests. He was a forrester
and knew his way around the woods. He would become the first leader of the Forest service. Muir on the other hand is seen
as the father of the national parks. He lived in the middle of Yosemite valley in a cabin and spent most his time exploring and
documenting the park. He and Teddy went on a camping trip one night in Yosemite which convinced Teddy where he
convinced him to protect national lands by creating parks and monuments.
○ Muir and Pinchot, as similar as they seem because of their desire to protect the outdoors, saw each other as enemies of
sorts. Pinchot wanted to protect lands so that its resources could be conserved, or used in the future. Muir on the other hand
advocated for complete preservation, meaning that the protected land would remain untouched forever.- Which one won?-
for the most part Muir, the national parks remained largely untouched today.
○ But these acts and laws show how the progressive era was really the start of the conservation movement which grew into
the environmental movements of 1970s and today

American History II Teddy Roosevelt / Progressivism Zoey Hanson 02/09/2021
Lesson Essential Question (LEQ) or LLO: Students will be able to understand and analyze the policies and contributions of Theodore Roosevelt during
Learning Objective (LLO) his presidency.
NC Essential Standard(s) ● AH2.H4: Analyze how conflict and compromise have shaped politics, economics and culture in the United States.
● AH2.H.1.1: Use Chronological thinking to:

1. Identify the structure of a historical narrative or story: (its beginning, middle and end)
2. Interpret data presented in timelines and create timelines.

Pre-Lesson Begin the lesson by playing the Theodore The video acts as a broad overview for 15 Minutes
How do you prepare students for content & skills Roosevelt portion of the 2005 video series "The students. The video will allow them to 2:15
acquisition, or use students’ prior knowledge? How Presidents," provided via DVD by Mr. Everhart. understand at a basic level why Roosevelt was
do you open this new lesson? and what he stood for.
When the video is over, ask students:
"Is there anything you know about Teddy
Roosevelt, either from a formal history class or
from a movie or television show or any other
source of media?" - allow students an
opportunity to share their responses.
These questions require students to recall
Share the following white house quote with
previous information about Progressives and
students by reading it to them: "With the
the type of reform they advocated for. The
assassination of President William McKinley,
activity also assists directly in connecting Teddy
Theodore Roosevelt, not quite 43, became the
to the Progressive movement, assisting with
26th and youngest President in the Nation's
chronological organization of information.
history (1901-1909). He brought new
Lastly, the question "what do you know about
excitement and power to the office, vigorously
Teddy" gives the instructor the opportunity to
leading Congress and the American public
hear what students already know, what they
toward progressive reforms and a strong foreign
need to learn, and gives the opportunity to
policy." (this quote will be inserted into the
address any mis-information learned in the
beginning of Everhart's PowerPoint and posted
past.
below individually in the sources section)
Follow up by asking students:
"What does this quote tell you about Teddy?"-
allow students to share anything they notice in
this quote (ie. youngest president,VP,
progressive, etc)

"We discussed what it means to be a Progressive
earlier this week. based on that knowledge, what
kind of reforms do you think Teddy is going to
implement?" - If students struggle, help walk
them though it by asking questions such as
"What are some progressive reforms we have
discussed" "What were some issues from urban
life during the time period? What about the
robber barons/captains of industry?" etc.
Acquisition -Instructor will give a lecture on Teddy This acquisition is largely instructor centered 20 Minutes
How will students acquire new content or skills? Is Roosevelt using Mr. Everhart's pre-made however, it does require students to use their 2:35
acquisition teacher or student-centered? PowerPoint.This PowerPoint will cover the visual literacy skills to understand each topic
[Explain lesson goals by emphasizing LEQ/LLO] following information… discussed during the lecture. The information
● Teddy's Conservation and the National given to students before each political cartoon
Parks cartoon for the Extending and Refining I
● Political Background of Teddy activity assists students with contextualizing
● Roosevelt's Square Deal the information that they need to analyze the
● 1902 Coal Strike cartoons.
● Trust-busting
● Antiquities Act
Students should fill in the "Teddy Roosevelt
Profile" found on their canvas. This will act as
their notes.
Extending & Refining I (group) Show students a variety of Teddy Roosevelt The political cartoons within the lecture 15 Minutes
How will students practice new content and skills political cartoons. For each cartoon, ask the require students to directly analyze the 2:50
by working with classmates? How does this activity class, motivations behind Teddy's foreign and
promote historical thinking skills and using domestic policies. Students are given basic
primary/secondary sources? "What do you see in this image?"
information before each cartoon which will
"What do you think this could mean?"
help them contextualize the information. This
"What does this image tell you about Teddy?" lesson will also strengthen students' visual
"What policy/reforms does this image literacy and primary analysis skills, essential
represent?" aspects of understanding history.
"Is what this image represents progressive?"
-Use these questions to facilitate a discussion
about Teddy Roosevelt and the policies he
encouraged. Students should begin to recall
information from acquisition and connect it to
the images.

Adjustments If students struggle with the material…. -This activity gives students who struggle the
What adjustments will you make if students Have them look at the National Parks timeline of opportunity to chronologically organize the
Roosevelt's life. As the students move through information they have learned in a creative and
further)? hands-on way. This will help students to not
the timeline, have them create their own
timeline from events that we have discussed in only understand when Teddy accomplished
the acquisition. The students can do this certain reforms, but it also helps them
individually virtually on a landscape style google understand why it is important.
doc or as a google slides. Students should pull
images from google to represent each event and
a short description of the event and why it is
important.
This can also be done as a large group with the
instructor creating the timelines and students
picking out the events and creating the
description as a team.
If this activity is used, may have to adjust
Extending and Refining II to be a homework
activity.
-This activity gives students the opportunity to

hear, directly from audio of Teddy, what he
Play for students Roosevelt's "The Liberty of the believes and what he stands for. This activity
People" speech. Students may read along if they requires students to think in a broader sense
would like. about Teddy and his influence on
Once the speech is over, ask students the Progressivism.
following questions…
"What does this speech tell you about Teddy's
domestic policy?"
"Based on this information is Teddy a
progressive? Why? What is progressive about
these ideas?"
-EC students: No adjustments needed
-ELL student: Ensure EL student has access to
Spanish version of the Roosevelt Handout, and a
Spanish version of instructor content notes.

-Virtual Students:Virtual students will
participate in the acquisition and the extending
and refining I activity. They should then complete
the extending and refining II and the closing
activities on their own and turn in their
responses to canvas.
Extending & Refining II (individual) Ask students to read Teddy's speech on New This activity gives students the opportunity to 30 Minutes
How do students (and teacher) know if they are Nationalism. Explain to students that this directly interact with primary sources, all of 3:20
mastering the content and/or skills for this lesson? document shows Teddy's opinion on domestic which are speech given by Teddy. This means
[Formal, informal assessments to measure learning] policy (be sure to clarify the difference between that students are directly analyzing the
domestic and foreign policy.) Students should milestones of Roosevelt's presidency and how
answer the questions at the end of the those milestones affected American politics
document. and economics.
Closure Briefly go over the answers to the Roosevelt This activity allows students to share their 10 Minutes
How do students put it all together for today’s handout with students. Pose each question to answers with their peers and to see that, 3:30
lesson? The closure activity helps tie this lesson to the entire group. Hear the opinion of a variety of though they read the same document, they
the overall unit. Re-emphasize LEQ/LLO, students, especially the question about the may have found different answers. All answers
speech's relation to progressivism. however, should relate to the same ideas
regarding Teddy and Progressivism. Similarly,
the last question requires students to connect
the entire lesson to itself, as well as previous
lessons about Progressivism.
Assessments -Students analysis of Roosevelt political cartoons shows There is no summative assessment in this lesson.
the instructor that students have understood the
content from acquisition and can apply what they have
learned to interpreting visual media.
-Students' answers to the New Nationalism activity will
also show that students are understanding Teddy's
contributions to progressivism.
Where did you research content for today’s lesson? ● Everhart, Jeff. "The Progressive Movement." ●
● Friedel, Frank, and Hugh Sidey. “Theodore

Roosevelt.” The White House. The United States
Government, January 15, 2021.

https://www.whitehouse.gov/about-the-white-hous
e/presidents/theodore-roosevelt/.
● The Presidents: The Lives and Legacies of the 43

Leaders of the United States. DVD. USA: The
History Channel, 2005.
● Roosevelt, Theodore. “Hear TR's Speech ‘The

Liberty of the People.’” HISTORY MATTERS - The
U.S. Survey Course on the Web. Michigan State
University Voice Library . Accessed January 30,
2021. http://historymatters.gmu.edu/d/5722/.
● Roosevelt, Theodore. “Theodore Roosevelt on

‘The New Nationalism’ (1910).” The American
Yawp Reader. The American YAWP. Accessed
January 30, 2021.
https://www.americanyawp.com/reader/20-the-prog
ressive-era/theodore-roosevelt-on-the-new-nationa
lism-1910/.
● “Theodore Roosevelt Timeline.” National Parks
Service. U.S. Department of the Interior,
December 10, 2018.
https://www.nps.gov/thro/learn/historyculture/theo
dore-roosevelt-timeline.htm.
● Teddy New Nationalism -Speech and questions
● THE PROGRESSIVE MOVEMENT.ppt -PowerPoint
● Presidents - Theodore Roosevelt - White House.gov quotes
● Teddy Political Cartoons- Google Slide
● Hear TR's Speech "The Liberty of the People"
● Theodore Roosevelt Timeline - Theodore Roosevelt National Park (US National Park Service
● Progressive President Profiles- Google Doc
● History Channel's "The Presidents" Video Series- Theodore Roosevelt- physical DVD

Lecture Content Notes
● Review
○ We talked yesterday about some progressive reforms. What were some of these reforms? (direct primary, initiative,
referendum, recall, workplace reforms, the jungle, triangle shirtwaist, trustbusting, economic reforms, suffrage, prohibition,
conservation)
○ Who was the president that led a lot of these reforms, especially conservation?-Teddy
○ Today we will be discussing Theodore Roosevelt, one of the first progressive presidents. What do you know, if anything
about Teddy? It can be from past history classes or something you saw on tv or movies, or some other type of media.
● Whitehouse.gov quote
○ What does this quote from the White House archives website tell you about Teddy
○ "Assassination of President William McKinley….": What does that mean for Teddy? Why did he become president after
McKinley's death?
○ "Leading… toward progressive reforms": What does it mean to be progressive? With that in mind, what kind of reforms do
you think Teddy will lead?
○ "...and a strong foreign policy.": What approach do you think Teddy will take with foreign nations?
○ Youngest president ever at 43
● Theodore Roosevelt
○ Teddy had a history in politics, but it had not been a long history. He had even retired from politics once to be a cowboy out
West. After he returned to politics he quickly became governor of NY and McKinley then asked him to be Assistant
Secretary of the Navy, and then finally VP
○ 6 months after Teddy was made VP what happened?- McKinley was assassinated by an anarchist and Teddy was made
president.
○ Essentially, Teddy got to serve a full term as president without being elected to the office. However, in 1904 he ran again and
was voted into office and won his own term.
● The Bully Pulpit

○ Teddy used the presidency to promote his agenda on how to correct societal/economic problems-(Bully used as a synonym
for superb or wonderful" )- this opportunity meant Teddy could essentially push for as much reform as he wanted, and he
was able to get a lot of it turned into law.
○ Teddy saw the president as a person who should represent all people, including the common man. This meant ignoring the
political bosses and the monopolies that had run the country before
● The Square Deal
○ Teddy's domestic policy was known as his "square deal". It had three major goals (also known as the 3 Cs), conservation of
natural resources, control of corporations, and consumer protection. I short, this meant that Teddy intended to protect the
poor and small businesses from the abuses of the rich and big business for the common good of all citizens- this meant
everyone was on a level playing field.
○ "When I say that I am for the square deal, I mean not merely that I stand for fair play under the present rules of the game,
but that I stand for having those rules changed so as to work for a more substantial equality of opportunity and of reward for
equally good service."
● Anthracite Coal Strike-1902
○ A coal strike in Pennsylvania threatened a shortage of coal when workers went on strike for better wages and shorter hours.
Teddy worried that the strike would develop into a war of sorts. Teddy had no legal obligation or right to intervene, but he
began sending telegrams to both sides to meet in Washington
○ Teddy essentially forced the mine owners and workers to peacefully negotiate and bargain
○ Eventually they came to an agreement through the help of a commission. Both sides got something they wanted but the
agreement heavily favored the laborers with a 10% wage increase and a workday shortened to 9 hours.
○ This is not only the first time a president had negotiations with the strikers over violence, but it is the first time a president
favored the workers over business
● Northern Securities V US -1904 / Views on Trusts
○ Teddy brought a lawsuit against the Great Northern and Northern Pacific RR companies who had formed a monopoly and
had been using unfair business practices. The court ruled that the merging of the two companies was illegal under the
Sherman Antitrust act (what is it?)
○ Teddy used the Sherman Antitrust act (rule of free competition that prevents monopolies) more aggressively than previous
presidents to the point he became known as a "trustbuster" (what is a trust?)
○ Later, the Sherman anti-trust would be strengthened by the Clayton Antitrust act through the act of defining a monopoly and
providing a specific list of violations
○ Teddy saw business as a necessary part of the economy so he was really more of a "trust-regulator" who wanted to only go
after the "bad trusts" who restrained trade and charged unfair prices, but Teddy brough 44 antitrust suits, the most of any
president, including one against Standard Oil (who was over standard oil? Rockefeller)

● Antiquities Act
○ Teddy always had a passion for the outdoors- he inherited it from his father. Teddy was often sick as a child and his father
believed that some fresh air and the outdoors would fix him right up. His father also helped Teddy set up an "Roosevelt
Museum of Natural History" in their house that consisted of a bunch of plants and animal specimens, including skeletons
that he found and taxidermied animals that he did himself. It all started when Teddy was seven and brought home a seal
head from the local market
○ Teddy followed his fathers idea of a healing wilderness when his mother and first wife passed away on the same day
(Valentines day and the day of his anniversary), his first instinct was to retreat into the Dakota wilderness where he built a
cabin and stayed for a while.
○ This idea carried with Teddy into his presidency, he became an important advocate for nature. He worked closely with the
Audubon society which advocated against shooting birds for plume feathers for fancy hats.
○ In 1903 Teddy went on a three week "wilderness trip" and stopped in Yosemite. The story goes that he tricked his large
entourage into going one way down the trail while he, John Muir (the father of Yosemite), 2 advisors, and Teddy's private
chef snuck off in another direction for a few days of touring and camping out in Yosemite. One of the most eye-opening
moments for Teddy was the second night when he woke up, laying only under a blanket to a snowstorm.
○ After leaving Yosemite, on that same wilderness trip, Teddy stopped at the Grand Canyon. He wanted to stay longer but his
wilderness tour was coming to an end. However, it was at grand canyon that Teddy gave a speech that summarized his
opinion on these American wonders: "leave it as it is, you can not improve on it"
○ Three years later, Teddy would sign the Antiquities Act, the first US law to provide legal protection for cultural and national
resources. Teddy, during his presidency, doubled the number of sites in the National Park System
○ I just think its fun to point out that though Teddy loved the wilderness, part of this meant he loved hunting. When Teddy was
in Yellowstone, one of his first questions was "what is the practice of killing mountain lions?" This photo here shows an
inventory from a safari Teddy took with his son the year after his presidency- look at numbers and animals killed
○ Also, fun fact, regarding Teddy's hunting. In 1902 Teddy was bear hunting and had not found one. Some of his colleagues
cornered a black bear and tied it to a tree. Teddy refused to kill the pre-captured bear.The story spread quickly and a
toy-maker decided to make a toy in Teddy's honor, he called it the "Teddy" bear
● Teddy's Foreign Policy
○ I just want to touch on this and we will go into more detail in the next unit, but Teddy, much like his domestic policy, had a
very aggressive foreign policy.
○ He always said "speak softly and carry a big stick" (What does that mean): this was illustrated through his use of sending a
fleet of American navy ships around the world basically to show off America's power. He will use pretty intimidating tactics to
expand American influence in Central America, the Caribbean, and Asia

American History II Progressivism Zoey Hanson 02/10/2021
Asynchronous Virtual Assignments, Asynchronous Virtual Day These assignments, if not complete, will help
Activities, or Assessments Students should complete progressive students understand the lessons that have
What will students do on Wednesdays when all reformer/reform PPTs and/or begin President been completed and will prepare them for the
students are remote?
profiles lessons to come. The topic 11 quiz acts as an
assessment for the unit so far. It informs the
Students can also complete the Topic 11 Quiz on
instructor what students have and have not
the progressive era either today, or tomorrow.
learned.
All of these assignments can be found on
students' canvases.

American History II William Howard Taft and Woodrow Wilson / Zoey Hanson 02/11/2021
Progressivism
Lesson Essential Question (LEQ) or LLO: Students will be able to analyze the similarities and differences between the three progressive presidents.
NC Essential Standard(s) ● AH2.H4: Analyze how conflict and compromise have shaped politics, economics and culture in the United States.
● AH2.H.1.1: Use Chronological thinking to:

3. Identify the structure of a historical narrative or story: (its beginning, middle and end)
4. Interpret data presented in timelines and create timelines.

Pre-Lesson Begin the lesson by playing the Howard Taft "The Presidents" video series gives students a 20 Minutes
How do you prepare students for content & skills portion of the 2005 video series "The broad overview of Taft and what he 2:20
acquisition, or use students’ prior knowledge? How Presidents," provided by Mr. Everhart. accomplished during his presidency.
do you open this new lesson?
They can then apply the broad content of the
Show students the "But going the wrong way" video to the political cartoons of Taft. Each of
political cartoon and the "come on hand it back" these cartoons shows Taft's relationship to
political cartoon. Roosevelt, assisting students with making the
connection between this lesson and the last.
Asks students what they see in the image and
what that means. Ask them what these images These cartoons and the accompanying
tell them about president Taft and his relation to question begin to prompt students to consider
Teddy. Do they think Taft is going to uphold the the differences and similarities between Teddy
progressive reform of Teddy or will he move in a and Taft.
different direction?
Acquisition Instructor will give a lecture onTaft and Wilson This acquisition is largely instructor centered. 20 Minutes
How will students acquire new content or skills? Is using Mr. Everhart's pre-made PowerPoint.This The content delivered to students should 2:40
acquisition teacher or student-centered? PowerPoint will cover the following provide them the information they need to
[Explain lesson goals by emphasizing LEQ/LLO] information… understand what makes the presidents
● Ballinger-Pinchot Affair progressive, how those progressive ideas
● Payne-Aldrich Tariff changed American society, and how the
● 1912 Election: Bull Moose Party, Wilson progressive presidents are similar/different.
vs roosevelt vs Taft, etc
● Wilson's Progressive Reforms
Students should fill in the "William Howard Taft
Profile" and "Woodrow Wilson Profile" found on
their canvas. This should be done during both

the opening activity and the acquisition. This will
act as their notes.
Extending & Refining I (group) Begin a large group discussion by asking students This discussion requires students to articulate 20 Minutes
How will students practice new content and skills to describe the similarities and differences their own findings about the similarities and 3:00
by working with classmates? How does this activity between the three progressive presidents (Teddy, differences between progressive presidents.
promote historical thinking skills and using Teft, Wilson)
primary/secondary sources? The two recordings of Taft and Wilson's
Ask students if they think all of these presidents' speeches allow students to hear how similar
policies are progressive. Are there some that the presidents are in ideals while also
were more progressive than others? highlighting different issues. Each of the
Play the "Labor and its Rights" recording of presidents are discussing labor but touch on
President Taft from the Library of Congress. different concepts. Students should be able to
pick up on this fact and apply that to the
When the recording is over ask students "How
overall comparison.
does this speech by taft show progressive ideas
and reform?" "Is there anything he says that
connects him to Teddy, anything that makes him
different from Teddy?"
Play the recording "On Labor" speech by Wilson.
When the recording is complete, ask students
"How does this speech by wilson show
progressive ideas?" "Does Wilson show similar
views to Taft and Teddy? In what way?"
Adjustments If students struggle with the material…. This review is essential, especially in this class
What adjustments will you make if students Lead a short review for students. They have where students struggle to remember
covered all of progressivism in 4 days and may between lessons. The review will help students
further)? understand the important "big ideas" of
need to review the content. Go through the
acquisition powerpoint and ask students progressivism. Students can not understand
prompting questions as you move through such what makes a president progressive if they do
as "what is a referendum" or "why did Wilson not understand what a progressive is and the
win the election" type of reforms they implement.
If students progress too quickly…. The video does a great job of articulating what
makes the three presidential candidates of
Play for students the video "Progressivism in the
1912 progressives while also providing details
US Presidential election of 1912" from
that were not found in the other activities.
Britannica.
This will help students further contextualize
and understand the differences between the
Individual Adjustments three as well
-EC students: no adjustments needed

-ELL student: Ensure student has access to
spanish version of oral recordings, instructor
content notes. If possible, ensure Spanish
captions are on for all videos.
-Virtual Students:Virtual students should
participate in the acquisition and extending and
refining II activity. They can then choose to log
off and complete the extending and refining II
and closing activities on their own.
Extending & Refining II (individual) Play the Woodrow Wilson portion of the 2005 Again, the Wilson president video will provide 20 Minutes
How do students (and teacher) know if they are video series "The Presidents," provided by Mr. students with an overall view of his presidency. 3:20
mastering the content and/or skills for this lesson? Everhart. This should help students contextualize the
[Formal, informal assessments to measure learning] content they have just learned.
Students should complete the Wilson portion of
the presidents profiles Students, by this point should understand why
When the video is over once again ask students Wilson is considered a progressive and be able
"So, what makes Wilson similar or different to to compare him to Teddy and Taft, however,
Teddy and Taft?" "Why makes Wilson a this video will provide students with more
progressive president?" detail to do this.
Closure On canvas, have students write two things they This allows the instructor to see if students 10 Minutes
How do students put it all together for today’s have learned about progressivism so far and one have grasped the primary concepts of 3:30
lesson? The closure activity helps tie this lesson to thing they still do not understand. progressivism, and also inquires what they still
the overall unit. Re-emphasize LEQ/LLO, do not know. If students, as a group, show a
struggle with specific concepts, these things
should be addressed in the following lesson.
Assessments -The large group discussion will inform the instructor if For homework either in this lesson or on Wednesday's
students have remembered the acquisition content and virtual day, students will take a quiz on the progressive era.
if they can apply this information to come up with their This acts as a formal assessment for what students have
own conclusion about the similarities between the learned.
progressive presidents.
-The closing activity gives students the direct
opportunity to share with the instructor what they do
and do not know.
Where did you research content for today’s lesson? ●
Where did you find helpful information, primary & ● “But Going the Wrong Way.” The Greatest Good.
secondary sources, and lesson plan ideas? La Follete's Weekly Magazine, 1910.

https://www.fs.fed.us/greatestgood/images/gallery/c
artoons/Cartoons/photos/photo9.shtml.
● Catlin, Josiah. “William Howard Taft.” The

Progressive Era. Accessed February 7, 2021.
http://theprogressive.weebly.com/william-howard-ta
ft.html.
● “Compare the Progressive Politics of Teddy

Roosevelt, William Howard Taft, and Woodrow
Wilson.” Encyclopædia Britannica. Encyclopædia
Britannica, inc. Accessed February 7, 2021.
https://www.britannica.com/video/81667/election-1
912.


● Taft, William Howard. “Labor and Its Rights.” The

Library of Congress.Victor Records, 1908.
https://www.loc.gov/item/jukebox-126598/.
● Wilson, Woodrow. “Hear Wilson's Speech ‘On

Labor.’” HISTORY MATTERS - The U.S. Survey
Course on the Web. Michigan State University
Voice Library. Accessed February 7, 2021.
http://historymatters.gmu.edu/d/5723.
● Progressive President Profiles - Google Doc
● Hear Wilson's Speech "On Labor" - Woodrow Wilson Speech
● Labor and Its Rights -Taft Speech
● Taft Political Cartoon 2
● Taft Political Cartoon 1

● Progressivism in the US presidential election of 1912- Video
● History Channel's "The Presidents" Video Series- Woodrow Wilson- physical DVD
● History Channel's "The Presidents" Video Series- William Howard Taft- physical DVD
Content Notes
● Review
● Teddy: What is the bully pulpit? What kind of reforms will Teddy pass?
● What is the square deal?- coal strike
● What is a trust? What was Teddy's view on trusts?
● What was the antiquities Act?
● TR to Taft
○ Teddy believed that he had served two terms and promised the American people that he would not run again. He did
however, encourage and push forward his protege and friend William Howard Taft. Taft had been Teddy's minister of war
and a trusted advisor
○ Taft was reluctant to run for president, he really wanted to work in the court system, which he will do after his presidency
when he joins the Supreme Court, but he felt that he had no choice. Even after his nomination he was not very excited about
campaigning, but with Teddy's constant encouragement, he eventually got more involved
○ Why does Teddy want Taft to be president?- He believes that Taft will follow his lead and continue to pass progressive
reforms and be aggressive in his policy
● William Howard Taft

○ Here is Taft's profile. Like Teddy he identified as Republican
○ As you can see from his photo, he is a pretty big guy. He weighed about 350 pounds. My favorite historical rumor about Taft
is that he was so large he got stuck in the White House Bathtub, which they then had to replace to fit Taft's size.
○ What do you notice about the years he served (1909-1913)? - It is only four years or one term. - We will talk about this in a
bit but Taft is going to run again and fail to be re-elected

● Ballinger-Pinchot Affair
○ The Ballinger-Pinchot affair began when a magazine accused secretary Richard Ballinger of shady practices in Alaskan coal
lands and began targeted forests for commercial use
○ It was basically a conflict over different opinions on conserving land and the use of natural resources. Taft did conserve a lot
of land but he didn't go as far as Teddy
○ Gifford Pinchot, the chief forester of the time, feared that Taft and Ballinger were purposefully undoing Teddy's
accomplishments with conservation by reopening lands that had previously been protected in order to exploit its natural
resources- Pinchot began to openly criticize Taft and Ballinger
○ Taft immediately fired Pinchot and Ballinger would resign
○ This conflict began to split the republican party- some stood by Taft but others were angry he was undoing Teddys
conservation efforts
● Payne-Aldrich Tariff
○ While running for election, Taft called for tariffs to be (do progressives want high or low tariffs) lowered and it was a big
reason why he had won the election.
○ A bill was proposed by Sereno Payne to congress to lower rates but congress members such as Nelson Aldrich, went in and
altered the bill to fit the interests of businesses they supported. Aldrich, who was head of the financial committee, raised
hundreds of tariff rates.
○ Taft signed the new bill into law and went so far as to call it "the best tariff bill the Republican party had ever passed"
○ Did Taft keep his promise? - lots of progressives were upset because the tariff was not low enough and it only slightly
lowered rates
○ This caused a lot of Republicans to break away from supporting Taft and they would try to keep him from being nominated
for the upcoming election in 1912
○ Teddy sees these two issues and begins to wonder if he should have run again.
● Republican Turmoil
○ Why were progressives and Teddy upset with Taft? - They believed he would match Teddys policies and continue to pass
progressive laws- instead he began to reverse conservation efforts and had not lowered tariffs like he promised
● Bull Moose Party

○ After the republicans who broke away from Taft they rallied around Teddy.
○ When Teddy failed to get the republican nomination, they broke away and formed the Bull Moose Party and ran on a
progressive platform.
○ Teddy ran on a platform for "New Nationalism" which called for increased progressive reforms to lessen unfair business
practices, political corruption, to protect labor, and to lower tariffs
○ Teddy promised that people had seen nothing yet- more conservation, more union rights, more trust busting etc.
○ Wisconsin: Teddy was giving a speech- someone upset with Teddy- shoots at Teddy- hits Teddy in the chest- in his pocket
he had a metal glasses case and his speech- bullet just grazed his skin- Teddy goes out to give his speech and he has
blood from where he was hit- "This bullet won't stop me I'm as fit as a bull moose"
● Democrats
○ While the Republicans dueled over Taft and Teddy, the Democrats nominated a man named Woodrow Wilson
○ Wilson ran on a platform he called "New Freedom"- this meant he planned to control trusts (what is a trust?), lower tariffs,
and to regulate big business (How is this the same from Teddy?)
○ Teddy and Wilson really have the same plans- but Teddy is sure he will win
● Election of 1912
○ In the election of 1812 all three candidates ran. Roosevelt as a progressive Bull Moose, Wilson as a democrat, and Taft as a
Republican
○ What do you think is going to be the outcome of this?
● 1912 Election
○ What does this map tell you about who won? - Wilson wins 82 % of the electoral vote
○ But notice he won 42% of the popular vote- How much did Teddy win? (27.5%) How much did Taft win? (23%)
○ 28+23=51% : So what happened? Think of it in terms of sports: you have 2 teams that are really good at about the same
skill level. If you split one of these teams in half and keep the other together and have the now 3 teams complete- who
would win?
● 1912 Election Results

○ When Teddy ran as a progressive in the Bull Moose party- where did his voters come from?- He took votes from the
Republicans

○ This means that when Taft and Teddy both ran, they divided the Republican vote in half. Meanwhile the Democrats stayed
unified meaning that the Republicans and Bull Moose only got half of their potential voters while the Democrats had all of
their voters, giving the Democrats the opportunity to gain the majority and win the White House
● Woodrow Wilson
○ Here is Wilson's profile. As we can see he served from 1913-1921 (2 terms) and like we talked about before he was a
progressive Democrat
○ Wilson is going to promote some progressive reforms but what else is he going to do (what happens during his years as
president?- WWI)
○ Wilson's election is a way of the American people saying they want to continue progressive reforms- remember Teddy and
Wilson had the same platforms
● Progressive Reforms
○ Wilson passed the Underwood Tariff which cut and eliminated most tariff rates. To compensate for the loss of revenue (what
is revenue?) Wilson will pass through the 16th Amendment which created an income tax (what is an income tax?)- now, not
only are tariff rates lower, but now the rich are paying more for progressive reforms and public works rather than all the
burden being on the poor.
○ He will also pass the Clayton Antitrust Act (what was the Sherman Antitrust Act?). The Clayton Antitrust act will expand on
the Sherman Antitrust act by defining a monopoly and unfair business practices that violate the Sherman antitrust act. It also
protects the rights of laborers
○ Wilson also passed the Fair Trade Commission which created a small commission to investigate large businesses and put
an end to any unfair practices on consumers or workers. Wilson saw this as necessary to combat monopolies
○ Lastly, Wilson created the Federal Reserve System (What are the federal reserves?) which established the federal reserves
as the central bank of the US. (bank of the banks) This provided financial stability to the US and was an effort against
banking panics- the federal reserve issues all money
● What were the effects of Progressivism?

○ So what were some of the effects of progressivism? What kind of reforms were passed? How did those reforms change
American society?
■ Increased business regulations and end to laissez-faire capitalism (what is laissez-faire): trust busting/ regulations/
support Unions and workers
■ Conservation/ preservation of the environment: Antiquities Act

■ Increased voting rights: 19th Amendment
■ Improved living and working conditions: unions supported/ poverty exposed/ fire safety from triangle
■ Government claims responsibility for the welfare of its citizens
■ Increased political participation for citizens: end of political bosses/ referendum/ direct primary/ recall/ initiative.
● Limits of Progressivism
○ What are some limits of progressivism? What kind of people did not benefit from all these reforms?
○ Reforms largely focused on urban areas- Farmers and people that worked in farming did not always benefit from reform
○ Nothing was done to help minorities or to lessen racial discrimination: in fact, during this period we see the development of
Plessy v Ferguson (what was the decision in Plessy v Ferguson?)and Jim Crow laws (what are Jim Crow laws?) - lynching
○ Presence of nativism (what is nativism?) - mistreatment of immigrants and people in other countries (especially those that
are non-white)
● Progressivism Today
○ Medicare, medicaid, food stamps, school lunch programs
○ What kind of progressive reform efforts do we see today?
■ Legalization or decriminalization of drugs
■ Term limits from members of Congress
■ Ban on donations to candidates for office
■ Medicare for all citizens
■ Free or reduced tuition to public colleges and universities
■ Raising the minimum wage
■ Abolishing the death penalty
■ Legalization of doctor-assissted suicide
■ Abolishing the Electoral College
● What makes these progressive? Do you see any of these happening in the near future?

American History II The Legacy of the Progressive Era / Zoey Hanson 02/12/2021
Progressivism
Lesson Essential Question (LEQ) or LEQ: Do we see the effects of the progressive era today? How
NC Essential Standard(s) ● AH2.H.2: Analyze key political, economic and social turning points in American History using historical thinking.
● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Pre-Lesson Since these are B Day students who have not These videos will provide context to what 20 Minutes
How do you prepare students for content & skills seen the videos from A Day, play the two videos students learned during their virtual days. It 2:20
acquisition, or use students’ prior knowledge? How from those days. This means playing the Triangle also allows an opportunity for the instructor
do you open this new lesson? Shirtwaist Fire clip from Story of Us and the to review or re-teach information for students
Theodore Roosevelt video from the Presidents that did not participate in the live zoom
Series. sessions
The instructor should also ask the accompanying Understanding the triangle shirtwaist fire and
questions for each video to act as review for Teddy's presidency are essential to
students. understanding the progressive era and how we
Triangle: "What kind of reforms came from this see its reforms in effect today. This way,
tragedy." students are not missing any information on
the days they are asynchronous.
"That is an example of some of the reforms that
are going to come from those poor working and
living conditions. What other reforms will be
passed during the progressive era? Think about
those issues that were happening like political
machines, monopolies, poverty, ect"
Teddy: "We discussed what it means to be a
Progressive last week. Based on that knowledge,
what kind of reforms did Teddy implement?

Acquisition Instructor will give a lecture on the legacy of This acquisition is instructor based and will 15 Minutes
How will students acquire new content or skills? Is progressivism using Mr. Everhart's pre-made provide students with the basic information 2:35
acquisition teacher or student-centered? PowerPoint.This PowerPoint will cover the they need to answer the LEQ.
[Explain lesson goals by emphasizing LEQ/LLO] following information…
● The Effects of Progressivism
● Limits of Progressivism
● Progressivism in the 21st Century
Extending & Refining I (group) Ask students, "so, what are some progressive This discussion should encourage students to 15 Minutes
How will students practice new content and skills reforms that we see in American politics and think about progressive reforms, how they 2:50
by working with classmates? How does this activity society today?" affect today, and how those ideas may affect
promote historical thinking skills and using the future. This discussion will also have
primary/secondary sources? As a group, have students read the article "Is
another Progressive Era coming?". This can be students directly debating the LEQ and
done by having students reading sections out encourages students to think critically about
loud or having them read it individually. When how the past can affect the future (encouraging
students are finished ask the following questions the analysis of historical cause and effect).
"What do you think? Is another progressive era
coming?"
"What are some progressive reforms people
advocate for now? Do you think these things can
ever get accomplished?"
Adjustments If students struggle with the material….
What adjustments will you make if students Show students photos from the primary events This activity will clarify the main idea of this
that triggered various reforms side by side with lesson for students. It requires students to
further)?
those reforms in practice today. Ask students to recall what they already know and attempt to
identify the reform and how we see it in practice apply that to modern society, an important
today. part of being a historian and the students' skill
After working through the google slides as a objective.
group, ask students
"What are some other progressive reforms? Do
we still see those today? how?"

Give students more time in the extending and This allows students extra opportunities to
refining II activity but add the following things to practice historical research and also allows
student research them to go more in depth on progressive
reforms they are interested in.

4. How did the reform impact the life of people
in the 1900s? How does it impact the lives of
people today?
5.Were there any drawbacks to the reform
either in the past or today?
-EC students: no adjustments needed
-ELL student: Ensure ELL student has access to
Spanish version of instructor content notes. If
possible, add Spanish subtitles to videos.
-Virtual Students:Virtual students should
participate in the acquisition and extending and
refining activity. They can then choose to stay to
participate in the final activities, or they can
complete this at home on their own.
Extending & Refining II (individual) Ask students to pick 1 reform that was passed This activity gives students the opportunity to 30 Minutes
How do students (and teacher) know if they are during the progressive era. Students should practice their historical research skills. The 3:20
mastering the content and/or skills for this lesson? either recall from previous lessons or use their activity also requires students to directly
[Formal, informal assessments to measure learning] chromebooks to research identify issues of the past, connect those issues
1. Why the progressive reform was passed to modern day, and directly answer the LEQ
2. How it impacted America in the 1900s
3. How we see this reform in effect today
Students can type this information directly into
Canvas
Ask a few students to share their findings. Ask if
any other students have anything to add after
each.
Closure Ask students to come up with a definition for This gives students the opportunity to 10 Minutes
How do students put it all together for today’s the Progressive Era. Ask a variety of students summarize what they have learned. It also 3:30
lesson? The closure activity helps tie this lesson to what they would add or take away from the class shows that students have understood the
the overall unit. Re-emphasize LEQ/LLO, definition. primary concepts of the unit.
Assessments -The large group discussion in extending and refining I There is no summative assessment in this lesson.
gives the instructor the opportunity to see if students
have grasped not only concepts from this lesson, but
from the entire unit. Students should show tremendous

growth from the previous week and should be able to
apply their new knowledge in a more abstract way to
modern day.
-The closing activity, again, allows the instructor to
measure what students have learned about
progressivism. The definition students come up with
should contain information from the past week's
lessons, showing that students have retained that
information and can articulate it in their own words.
Where did you research content for today’s lesson? ● Beavan, Clare. "Cities." America: The Story of US. ●
episode 7. (New York, NY: A&E Television
Network, 2010).

● Holzer, Harry J. “Is Another Progressive Era

Coming?” Brookings. Brookings, November 10,
2020.
https://www.brookings.edu/opinions/is-another-pro
gressive-era-coming/.

● Is another Progressive Era coming? - Article
● Progressivism Today -Google Slides
● History Channel's "The Presidents" Video Series- Theodore Roosevelt- physical DVD
● America: The Story of US- Episode 7 "Cities"- on Amazon Prime video and physical DVD

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Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

If students progress too quickly….

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● Beavan, Clare. "Cities." America: The Story of US.

● Everhart, Jeff. "The Progressive Movement."

● Government Regulation: Crash Course

● “Recall (Political).” Ballotpedia. Accessed February

● Roosevelt , Theodore. Edited by Bob Ribokas. "I

● “States with Initiative or Referendum.” Ballotpedia.

● “Transcript of 16th Amendment to the U.S.

ASU Dept. of History· History Education Program· 2020-2021

● “Transcript of 17th Amendment to the U.S.

● “Transcript of 19th Amendment to the U.S.

ASU Dept. of History· History Education Program· 2020-2021

Lecture Content Notes

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● AH2.H.1.1: Use Chronological thinking to:

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

-This activity gives students the opportunity to

ASU Dept. of History· History Education Program· 2020-2021

● Friedel, Frank, and Hugh Sidey. “Theodore

ASU Dept. of History· History Education Program· 2020-2021

● The Presidents: The Lives and Legacies of the 43

● Roosevelt, Theodore. “Hear TR's Speech ‘The

● Roosevelt, Theodore. “Theodore Roosevelt on

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● AH2.H.1.1: Use Chronological thinking to:

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● Catlin, Josiah. “William Howard Taft.” The

● “Compare the Progressive Politics of Teddy

● Everhart, Jeff. "The Progressive Movement."

● The Presidents: The Lives and Legacies of the 43

● Taft, William Howard. “Labor and Its Rights.” The

● Wilson, Woodrow. “Hear Wilson's Speech ‘On

ASU Dept. of History· History Education Program· 2020-2021

● William Howard Taft

ASU Dept. of History· History Education Program· 2020-2021

● Bull Moose Party

ASU Dept. of History· History Education Program· 2020-2021

● 1912 Election Results

ASU Dept. of History· History Education Program· 2020-2021

● What were the effects of Progressivism?

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021