United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days High School U.S. History Unit 03 Exemplar Lesson 01: Reforms Expand Rights This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students examine the major elements of reform that helped to increase the participation of citizens in the democratic process. Students will be able to explain and evaluate multiple methods of participation that were used in the Progressive Era to expand rights, reform politics, and achieve equality of participation. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx? id=6148. US.2 US.2A History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to: Identify the major characteristics that define an historical era. Supporting Standard US.2B Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard US.5 US.5A History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to: Evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments. Readiness Standard US.23 Citizenship. The student understands efforts to expand the democratic process. The student is expected to: US.23A Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the US Constitution. Readiness Standard US.23B Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924. Supporting Standard US.23C Explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union". Skills TEKS Supporting Standard US.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: US.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions. Eligible for Dual-coding on STAAR Last Updated 04/18/13 page 1 of 14
US.30 United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: US.30B Use correct social studies terminology to explain historical concepts. Eligible for Dual-coding on STAAR GETTING READY FOR INSTRUCTION Performance Indicators High School U.S. History Unit 03 PI 01 Evaluate progressive reforms by ranking them based on greatest to least impact. Use the ranking to create a continuum. Include the 16th, 17th, 18th, and 19thamendments, as well as initiative, referendum, and recall. In one to two paragraphs, justify the ranking for each. Standard(s): US.5A, US.29B, US.30B ELPS ELPS.c.1E, ELPS.c.5B Key Understandings Individuals in a democracy can change the power structure of a society by initiating reform. What has been the impact of Progressive Era reforms? What methods have been used to expand the right to participate in the democratic process? How successful have the various means of achieving equality of political rights been? How does participation in the democratic process reflect our national ethos, patriotism, and civic responsibility as well as our progress to build a more perfect union? Vocabulary of Instruction social injustice conservation suffrage reform national ethos civic responsibility electorate Materials social studies journal Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Progressive Era Word Study Handout: Defining the Progressive Era Handout: Research the Reforms Teacher Resource: Research the Reforms KEY Handout: Participating in the Democratic Process Teacher Resource: Participating in the Democratic Process KEY Handout: Speech Evaluation Resources None identified Advance Preparation 1. Become familiar with content and procedures for the lesson, including the basic reform elements of the Progressive Era, including the causes of each reform era from the Gilded Age lesson. Last Updated 04/18/13 page 2 of 14
2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. Background Information The Progressive Era served as a response to perceived corruptions of the Gilded Age. In the years 1870-1900, the United States struggled with many social issues including poor working conditions, poor housing, tensions over immigration, crime, poor sanitation, and other concerns. Cities were overcrowded, labor conditions were difficult for many of the working class, and many levels of government were clouded with corruption in politics. These major issues grew out of the Industrial Revolution, a growing population, urbanization, and other factors which propelled the United States into a new era of growth and concern for social problems. During the Progressive Era, 1890-1920, activitists attempted to address the ills of the Gilded Age. The Progressive movement grew with the advent of the Populist Party that incorporated the desires of farmers, reformers and small businesses. The Populist Party became a third party that elected several state and local officials. As is the experience of many third parties, the populists were unable to elect many national offices. However, many of the planks of the Populist platform became a part of the national discussions of the major parties. By 1917, several of the reforms proposed by the Populists had been realized. Progressive reforms continued through the works of Robert La Follette, the presidencies of Theodore Roosevelt and Woodrow Wilson, and the actions of others. In 1896, William McKinley became president, authorizing one of the highest tariffs in history. The nation faced recession in 1893. The Spanish-American War was fought in 1898 adding territory to the United States. By 1900, Republicans controlled Congress and the White House. The United States began to develop international policy, such as the Open Door policy with China, which promised new economic opportunities for America. By the time Franklin Delano Roosevelt was elected in 1933, many reform ideas became the structure of the New Deal programs. United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Building Vocabulary 1. Divide the class into small groups. 2. Distribute 5-7 cards from the Handout: Progressive Era Word Study to each group. 3. Students work as a group to define each word, as it applies to the Progressive Era. Students can write the definitions on the back of the word cards, if necessary. 4. Students write a well-crafted sentence that uses all of their word cards, being sure to incorporate the meaning of each word. 5. One student from each group will write the sentence on the board while another student reads the sentence. 6. Facilitate a conversation with students. What themes are evident from these sentences? (Answers will vary and should include connections to change, progress, dealing with corruption, etc.) Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 5-10 minutes Attachments: Handout: Progressive Era Word Study Purpose: The purpose of this part of the lesson is to support students with understanding the vocabulary and major concepts associated with the Progressive Era. TEKS: 2A, 2B, 30B Instructional Note: It is important to monitor group discussions as they craft a meaningful sentence. Monitoring the groups, offering feedback on sentences, and encouraging students to make connections will support students in using the vocabulary in a meaningful way. It may be helpful to model an example before asking each group to write their sentence. EXPLORE Defining the Progressive Era 1. Distribute the Handout: Defining the Progressive Era. 2. Working individually, while still in groups, students categorize the characteristics of the Progressive Era from the bottom of Handout: Defining the Progressive Era into the three categories at the top of the page: political, social and economic. 3. Students will discuss their categories with group members, making sure to justify why they chose each category. 4. Project Handout: Defining the Progressive Era for the whole class to view. 5. Choose a few students to share some of the categories, as well as the justification for those categories. 6. Ask students to show a thumbs up if they have the characteristics categorized in the same way. Invite students who have categorized differently to share their justifications. (Categories and justifications may vary. Encourage Suggested Day 1 (cont d) 35 45 minutes Attachments: Purpose: Handout: Defining the Progressive Era Handout: Research the Reforms Teacher Resource: Research the Reforms KEY The purpose of this part of the lesson is to support students in understanding the larger global ideas related to the Progressive Era such as reform and change. TEKS: 2A, 2B, 29B, 30B Instructional Note: In this part of the lesson, students will understand a larger overview of the major concepts and themes in the Progressive Era such as reform. In addition, students will use available Last Updated 04/18/13 page 3 of 14
students to use evidence from prior knowledge or from the word study to justify their answers.) United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days resources to research major reforms from the Progressive Era. 7. Distribute the Handout: Researching the Reforms. 8. Students continue working in groups using available resources to complete the Handout: Researching the Reforms. 9. Project the Teacher Resource: Researching the Reforms KEY. 10. Facilitate a conversation with students about the goals and impact of each reform. EXPLAIN Impact of Progressive Era Reforms 1. Students work individually to reflect on their group exploration of the reforms. 2. Students summarize the exploration by answering the following question: What has been the impact of Progressive Era reforms? 3. Students share their responses with a partner. 4. Homework: Students use Handout: Research the Reforms to rank each reform based on impact greatest to least impact. EXPLORE Participating in the Democratic Process 1. Divide the class into pairs. 2. Distribute the Handout: Participating in the Democratic Process. 3. Students use available resources to identify several methods of participation in the democratic process. 4. Students analyze how some of the methods are intended to expand rights while others are intended to achieve equality of participation. 5. Once students are finished categorizing and justifying each method, ask several students to share their examples and justifications. 6. In pairs, students write a 1 to 2 minute speech answering the question: How does participation in the democratic process reflect our national ethos, patriotism, civic responsibility, or our progress toward building a more perfect union? EXPLAIN Speech Both partners must share in the writing and speaking duties for this speech. 1. Pairs Squared Two sets of pairs will join together as a group of four. Each partnership will share their speech. 2. While Pair 1 is performing their speech, Pair 2 will be evaluating the speech using the Handout: Speech Evaluation. Suggested Day 1 (cont d) 10 minutes Materials: Attachments: Purpose: social studies journal Handout: Defining the Progressive Era Handout: Research the Reforms The purpose of this part of the lesson is to summarize the exploration of Progressive Era reforms. TEKS: 5A, 29B Instructional Note: The homework assignment is short, but allows students to do the higher order thinking before they return to justify their higher order thinking in the Performance Indicator. They may also decide to adjust their initial rankings based on the second day lesson activities, which will deepen their understanding of the participation in a democracy. Homework: Students use Handout: Researching the Reforms to rank each reform based on impact greatest to least impact. Suggested Day 2 20 minutes Attachments: Purpose: Handout: Participating in the Democratic Process Teacher Resource: Participating in the Democratic Process KEY The purpose of this part of the lesson is to examine the elements of participation in a democracy and how those methods expand rights for citizens, offer equal participation for citizens, and reflect tje national ethos, patriotism, civic responsibility, and progress to build a more perfect union. TEKS: 23A, 23B, 23C Instructional Note: Use the Instructional Focus Document to consider real world examples to discuss. It is important to support students in understanding each method fully as they will consider these questions at several different points in different eras of history. Suggested Day 2 (cont d) 10 minutes Attachments: Purpose: Handout: Speech Evaluation Last Updated 04/18/13 page 4 of 14
3. While Pair 2 is performing their speech, Pair 1 will be evaluating the speech using the Handout: Speech Evaluation. 4. Students will discuss similarities and differences between the two speeches. 5. Choose students to share their connection of the methods of participation to the national ethos, patriotism, civic responsibility, and progress toward building a more perfect union. ELABORATE How do Progressive Era reforms impact my life today? 1. Distribute a current event news article about any reform mentioned in this lesson or method of political participation. 2. Students will write a paragraph in their social studies journal about how different methods of political participation impact their life today. United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days The purpose of this part of the lesson is to allow students an opportunity to explain their understanding of how the methods of political participation reflect the spirit of the American democratic society. TEKS: 23A, 23B, 23C; 29B Suggested Day 2 (cont d) 15min Materials: Purpose: social studies journal Students understanding how different methods of political participation offer more opportunities to interact in a direct democracy. TEKS: 5A EVALUATE Ranking Progressive Era reforms Suggested Day 2 High School U.S. History Unit 03 PI 01 Evaluate progressive reforms by ranking them based on greatest to least impact. Use the ranking to create a continuum. Include the 16th, 17th, 18th, and 19thamendments, as well as initiative, referendum, and recall. In one to two paragraphs, justify the ranking for each. Standard(s): US.5A, US.29B, US.30B ELPS ELPS.c.1E, ELPS.c.5B Last Updated 04/18/13 page 5 of 14
Progressive Era Word Sort US History 16 th Amendment Foreign policy patent 17 th Amendment Monetary policy Populism 1890-1920 Gold standard Prohibition 18 th Amendment Initiative quota 19 th Amendment laissez-faire recall social injustice Muckrakers referendum Antitrust third party suffrage conservation reform Teapot Dome 2012, TESCCC 05/18/12 page 1 of 1
Defining the Progressive Era US History Categorize the characteristics from the box at the bottom of the page according to the category headings in the box below. Be prepared to justify your categories. Write each word in the appropriate category. Some characteristics may be used in more than one category. Political Characteristics Social Characteristics Economic Characteristics Characteristics: 16 th Amendment 17 th Amendment 1890-1920 18 th Amendment 19 th Amendment addresses social injustice Antitrust acts assembly line Chinese Exclusion Act Civil Service reform conservation Dollar Diplomacy Federal Reserve Act gold standard initiative Interstate Commerce Commission laissez-faire local reform Muckrakers national reform Open Door Policy opposes corruption/waste patent Populism Prohibition Pure Food and Drug Act quota recall referendum state reform suffrage Teapot Dome third party 2012, TESCCC 05/18/12 page 1 of 1
Research the Reforms US History Reform Measure 16 th Amendment Purpose for the Reform What is the reason for the reform? Date Enacted Evaluate the Impact of the Reform Did the measure achieve its intended goal? How do you know? 17 th Amendment 18 th Amendment 19 th Amendment initiative referendum recall 2012, TESCCC 05/18/12 page 1 of 2
Research the Reforms US History Reform Measure Direct primary Purpose for the Reform What is the reason for the reform? Date Enacted Evaluate the Impact of the Reform Did the measure achieve its intended goal? How do you know? 2012, TESCCC 05/18/12 page 2 of 2
Research the Reforms KEY US History Reform Measure 16 th Amendment Income Tax 17 th Amendment Direct Election of Senators 18 th Amendment Prohibition Purpose for the Reform What is the reason for the reform? Congress created an income tax to raise revenue for government programs and reduce reliance on tariffs. (Idea was introduced by the Populist party.) Congress enacted the direct election of senators. Each state would elect 2 senators that would serve for a sixyear term. Each senator would have one vote. (Idea was introduced by the Populist party.) Congress prohibits the manufacture, sale, or transportation of intoxicating liquors. Date Enacted February 25, 1913 May 31, 1913 January 16, 1920 Evaluate the Impact of the Reform Did the measure achieve its intended goal? How do you know? Measure achieved the goal of generating revenue and still exists today. Measure achieved the goal of more direct participation in democracy and still exists today. Prohibition intended to outlaw intoxicating liquors, but failed to do so since Congress did not provide for adequate enforcement. Later, in the 1920s, prohibition is the cause for an increase in organized crime, gambling, speakeasies, etc. 19 th Amendment Women s Suffrage Congress can t deny U.S. citizens the right to vote based on sex. August 26, 1920 Measure achieved the goal of offering suffrage to women and still exists today. initiative designated number of voters petition to have a measure put on the ballot to be voted on by the electorate referendum electorate votes on an initiative More direct democracy More direct democracy Many states adopted by 1920 Many states adopted by 1920 Measure achieved the goal of offering citizens a more direct participation in democracy and still exists today. Measure achieved the goal of offering citizens a more direct participation in democracy and still exists today. 2012, TESCCC 05/18/12 page 1 of 2
Research the Reforms KEY US History Reform Measure recall public officials can be removed by petition and vote Direct primary Nomination of candidates by the vote of party members Purpose for the Reform What is the reason for the reform? More direct democracy Under the existing convention system, only a small portion of voters attended the local caucuses or precinct meetings which sent delegates to county, state, and national conventions. This system seemed to lend itself to allowing only political professionals to attend conventions. Direct primaries allowed for more direct democracy. Date Enacted Many states adopted by 1920 Several states had adopted at the local level since the 1870s South Carolina by 1896 then every state by 1916 Evaluate the Impact of the Reform Did the measure achieve its intended goal? How do you know? Measure achieved the goal of offering citizens a more direct participation in democracy and still exists today. Measure achieved the goal of offering citizens a more direct participation in democracy and still exists today. 2012, TESCCC 05/18/12 page 2 of 2
US History Participating in the Democratic Process Categorize each method of participation in the appropriate section. Be sure to explain why each method was placed in the specific category. Some methods may be categorized in more than one trapezoid. PARTICIPATING IN THE DEMOCRATIC PROCESS Which methods expand rights to participate in the democratic process? In what way? Which methods focus on achieving equality? How do you know? How does each method reflect our national ethos, patriotism, civic responsibilty or our progress to build a "more perfect union?" Methods of Participation lobbying non-violent protest court decisions litigation 15th Amendment 19th Amendment right to assemble voting initiative recall referendum writing to Congressional representatives others: 2012, TESCCC 05/18/12 page 1 of 1
US History Participating in the Democratic Process Place the methods on the right in the appropriate shape on the left. Be sure to explain why each method was placed. Some methods may go in more than one bubble. PARTICIPATING IN THE DEMOCRATIC PROCESS Which methods expand rights to participate in the democratic process? In what way? lobbying - act of persuading legislators to vote for legislation that favors an advocacy group non-violent protest- MLK's march to Montgomery allowed citizens to stand with others to persuade the country to pay attention to the issues court decisions/litigation - Court rulings could result in voters having more opportunities to vote 15th/19th Amendments - extended the opportunity for African-Americans and women to have the right to vote voting - voicing an opinion recall/referendum/initiat ive - direct participation in government writing to Congressional representatives - direct communication of political preferences Which methods focus on achieving equality? How do you know? right to assemble - any person or group can work together to hold rallies or voice their opinion 15th/19th Amendment - offering more equal opportunit to vote How does each method reflect our national ethos, patriotism, civic responsibilty or our progress to build a "more perfect union?" Answers will vary, but should include an explanation of the direct connection to the method reflecting our national ethos, patriotism, civic responsibility or progress to building a "more perfect union?" national ethos - spirit of American society - "all mean are created equal" - ex. 15th & 19th Amendments civic responsibility - lobbying, non-violent protest, litigation, assembly, voting "more perfect union" - initiative, referendum, recall, writing to Congress, litigation, Methods of Participation lobbying non-violent protest court decisions litigation 15th Amendment 17th Amendment 19 Amendment right to assemble voting initiative recall referendum writing to Congressional representatives others: 2012, TESCCC 05/18/12 page 1 of 1
Speech Evaluation US History National Ethos Patriotism Civic Responsibility more perfect union Method of Participation Explanation of the Method of Participation Speech Evaluation National Ethos Patriotism Civic Responsibility more perfect union Method of Participation Explanation of the Method of Participation 2012, TESCCC 05/18/12 page 1 of 1