Austin Brock

Historiography/11th Grade US History

Unit: Progressivism: Reforming Society
This unit we will be studying the Progressive era of American history. The students will
be examining many different sources of information about the people, the problems, the reforms,
and the events that created progressivism in order for them to be able to identify, explain, and
determine the outcomes of the progressive movement. The students should also be able to
explain how the reforms brought about in this era have shaped the United States into the country
that it is today by the end of the unit. In order to reach these goals, I will have the students
frequently examine primary source documents, conduct their own research and discuss the
material in class.
*** In this unit plan, I am assuming that I have access to everything that the teachers at my
current practicum school have, and that is reflected in my lesson plans. ***
Readiness
1. Goals/Objectives/Standards
a. Goals: By the end of this unit, the students should be able to identify and explain
the various events, people, reforms, and terms that are important aspects of the
Progressive era of United States History. They will also be able to explain how
these reforms impact the United States today.
b. Daily objectives:
i. Lesson 1- The students will be introduced to progressivism, and will be able
to explain what progressivism is, when and why it occurred, and will be
briefly introduced to multiple progressive figures.
ii. Lesson 2- The students will discuss several reforms that were fought for
during this time through examining primary source documents.
iii. Lesson 3- The students will then examine the presidencies of Roosevelt,
Taft, and Wilson. The students will then be asked to identify and explain the
similarities and differences between the presidents. By the end of class the
students will be put into groups and will choose a person or reform to
research.
iv. Lesson 4- The students will spend the next three classes in the library doing
research on their progressive reformer/reform and putting together a
presentation.
v. Lesson 5- The students will present their research to the class. Their
presentations should cover who or what their reformer/reform is, what
they/it tried to do, why they are important, and how does it/their work affect
us today.
vi. Lesson 6- The students will review the material that we have covered in
class in preparation for the test.
vii. Test Day.
c. State Standards/NCSS Standards: USH.3.2 Explain the origins, goals,
achievements, and limitations of the Progressive Movement in addressing political,
economic, and social reform. (Government; Economics; Individuals, Society, and

Culture) USH.3.3 Compare and contrast the Progressive reforms of Theodore

Roosevelt, William Howard Taft, and Woodrow Wilson. (Government; Economics;
Individuals, Society, and Culture) USH.3.5 Identify and give the significance of
contributions to American culture made by individuals and groups--1897-1920 such
as Booker T. Washington, W.E.B. DuBois, NAACP, muckrakers, Upton Sinclair.
(Individuals, Society, and Culture) ISTE Standards: 1-4, 6.
Plan for Instruction
1. Class/School Setting (In this case I will use the school I am doing my practicum at.) The
school is located on the edge of a rural town in the Midwestern United States. The Middle
school, Jr. High, and High School are all in one large building. The average class size is
about 25/26 students. The vast majority of these students are Caucasian, but there are a few
Hispanic, African-American, and Asian students, and one Slovakian exchange student
present. My classroom is set up with desks around the room in the shape of a horse shoe
facing the middle of the room, and my desk is in the front right corner of the classroom. In
the room, I have access to a computer, projector, and enough textbooks for each student to
have their own. Also, the students have access to the computers in the library when they
need them.
2. Adaptations: The students have access to the PowerPoints and reading material via Google
Classroom (I personally do not have Google Classroom because there is a fee to acquire it,
but the teachers at my practicum school have it so I am assuming to use it in this unit). All
the important vocabulary and ideas are highlighted/defined. Students will also be presented
the major themes and big ideas that they are supposed to look out for during the lecture.
The students will have a guide to what they need to find while doing their research. The
students must also complete a work sheet that is based off the in-class lessons. Also, the
class has been assigned a student tutor to help give each student more 1v1 attention.
(Again, this is what I have access to in my practicum.)
3. Materials: The students will need their textbooks, computers/books provided by the library,
paper and pencil to take notes, computer/projector in the classroom for
presentations/lecture.
4. Big Idea for the Unit: Progressivism is about Americans attempting to improve the society
they were living in because the nation grew tired of the widespread criminal,
environmental, working, living condition, and political issues that plagued Americans
during the time.
5. Types of Assessment:
a. Informal- During the students work time, I will circulate around the room to check
on and help the students with their work. The students will also be assessed off of
their participation in small groups and during class discussions. Also, with the last 5
minutes of each class, the students are to write a short 1 paragraph summary of
what they learned each class and turn it in before they leave.
b. Formal- The students will be graded on their work sheets, presentations, and tests.