MONDAY
America-What a Mess We Have Made Questions for the day:
1. What are the social, economic and political problems facing America in 1900. 2. What were the causes of these problems.
3. How would the student go about fixing the problem. Objective:
1. In small groups, using previously assigned readings and earlier chapters, the students will classify the social, economic and political problems facing America in 1900.
2. The student will write the various problems on the board and will describe their chosen problems to the class.
3. As a class, the students will determine the various causes of America’s problems; will analyze them to perhaps arrive at a single cause.
4. In a short writing, the students will predict a future solution to the problems facing America in 1900.
Materials:
1. Text, The American Pageant
2. Reader, The American Spirit C-3, or C-5 3. Excerpt from the book, The Jungle
4. Newspaper article, A Workforce of Children. Child labor in Nashville, Tennessee, 1900. 5. Powerpoint pictures, The Shirtwaist Factory Fire.
Method:
1. The students will divide into 3 groups to determine the social, economic and political mess that America has produced by 1900. They will:
discuss the problems within their group
write one topic sentence per group as to the problem they see, socially, economically and politically.
They will provide supporting proof.
They will then write their topic sentence and proof on the board. (20 min.) We will save these sentences on the board for future reference.
2. The students will then discuss with the class their proof that America was in a desperate condition by 1900.
Students will stress particularly the readings due today.
I will add by showing pictures from a powerpoint the results of child labor and the Triangle Shirtwaist Factory Fire. (25 min.)
3. Cause and effect. As a class the students will play the , If Only….. game which leads them to determine the causes of many of the ills of the 1900’s. Ex. The Shirtwaist Factory Fire would not have happened if only there were better working conditions for labor. Then, there would have been better working conditions for labor if only…….etc.Is there a core cause of many of these ills? (25 min.)
5. Short writing- The student will choose an event of 1900 and develop their own solution. What plan would you devise to solve the problem. We will later compare their solution with that of the Progressives. (10 min)
Evaluation: Class participation
I will read their short writing. Homework: Due Tuesday:
Reading Quiz
Goals of the Progressives worksheet.
TUESDAY
Progressivism-The Big Fix Questions for the Day:
1. What was the who, what, when, where and why of the Progressives.
2. What was the who, what, when, where and why of the Muckrakers and how did they contribute to the Progressive Movement.
3. How did the Progressives go about trying to fix the problems of the 1900’s.
4. In what ways was the Progressive Movement an extension of Populism and the precursor to 20th century American reform.
5. How was the Progressive movement a conservative movement meaning “to preserve or reform.”
Objectives:
1. In class discussion the students will define the term Progressive-the who, what, when, where, and why of the movement.
2. The students will speculate as to why Progressivism, despite the title, has been called a conservative movement. The students will continue to test their theory through the next two chapters.
3. As a class, the students will discuss the role of the muckrakers in spreading the Progressive ideals.
4. Cause and effect. To learn of the roots of the Progressive Movement, with a partner, the students will create a cause and effect chain. The chain will link the Populists reform movement of the 1880’s with the Progressive reform movement of the 1900’s and then with the reforms of the 20th century.
5. The student will share findings with the class
Materials: 1. Text
2. Reading Quiz
3. Goal of the Progressives Worksheet
Method:
1. Reading Quiz (10 min.)
Short writing on quiz: What is the big fix-3 examples. 2. Short class discussion: (30 min.)
i. From their writing yesterday, the students will identify a problem of the 1900’s and will predict a solution.
ii. Identify the progressives using the who, what, when, where and why method.
iii. Examples of the progressives big fix using Goals of Progressive Worksheet.
conservative movements.
v. Identify the muckrakers using the who, what, when, where and why method.
vi. Discuss briefly the contributions the muckrakers made to the Progressive reform.
3. With a partner, the students will create a cause and effect chain linking the Populist Movement of the 1880’s, with the Progressives and then 20th century American reform.
(35 min.)
4. As a review, play an oral game of this is to this as……. Ex. Upton Sinclair was to Sausage as Jacob Riis was to_________. (10 min.)
Evaluation: 1. Reading Quiz 2. Class participation.
3. Goals of Progressive Worksheet.
4. I will grade Cause and Effect chain for effort and understanding. Homework: Finish reading the chapter.
WEDNESDAY TR-Who is this TR Questions for the Day:
1. Who is this TR ?
2. Why was TR called a Realist or Pragmatist? 3. What was TR’s approach to the problems of 1900? Objectives:
1. In class discussion, the student will draw a visual picture of what they have previously learned about Teddy Roosevelt.
2. With the use of a short video, the student will learn more of the life of Roosevelt. 3. The student will justify TR’s title of a Progressive.
4. The student will define the term, pragmatism to explain Roosevelt’s method of solving the ills of the early 1900’s. The student will use the reading A-2 in reader to help with the discussion.
Materials:
1. History Channel video series, The Presidents, Theodore Roosevelt. 2. Text
3. Reader, A-2 Methods:
1. The student will turn to his neighbor and tell two facts previously learned about TR. 2. The class will discuss briefly.
3. The students will define pragmatism and compare with the Idealism of Grover Cleveland. (10 min.)
4. Short video of Theodore Roosevelt.
The student will look for examples of Roosevelt, the Pragmatist. Discuss pragmatism of TR. (15 min.)
5. In groups, the students will jigsaw the 3C’s of TR’s Square Deal Plan. (35 min.) 6. Short essay: TR’s Square Deal Plan was a pragmatic solution to the Progressive’s
demands for a better America. Justify this statement using 3 pieces of proof. (30 min.) Evaluation:
1. Class participation.
2. I will read short essay for knowledge gained, understanding and structure of essay. Homework:
1. Reader, p. 213.
Draw the 3rd panel of the illustration as TR would have wanted. Explain how your
Drawing illustrates Roosevelt’s solution to the problems of the 1900’s.
2. Roosevelt Review Questions: #1, 3, 5 plus. Agree or disagree with our presidential evaluation chart in 3 areas. Answer on paper.
THURSDAY Rough Rider Rides Out Questions for the Day
1. What were the major accomplishments of Theodore Roosevelt as a Progressive, world leader and pragmatic president?
2. What were the most outstanding achievements of Roosevelt’s presidency? What should be his legacy?
3. How would you compare Howard Taft with Theodore Roosevelt?
4. How does Taft’s Dollar Diplomacy compare with Roosevelt’s Big Stick?
5. How would you characterize the decade of 1900; socially, economically, politically and militarily.
Objectives:
1. In class discussion, the students will use various sources in order to arrive at their evaluation of Theodore Roosevelt as a Progressive, world leader and pragmatic president.
2. With the use of a short video, the students will learn of the life and presidency of Howard Taft.
3. The students will compare the presidency of Taft with that of his predecessor, Roosevelt as Progressives and world leaders.
4. The students will characterize Taft’s Dollar Diplomacy and compare and contrast with the Big Stick policy of Theodore Roosevelt.
5. The students will characterize the decade of the 1900 in three major areas. Material:
1. Evaluation materials of Theodore Roosevelt:
i. Short essay written yesterday on Roosevelt’s Square Deal. ii. Homework for today: Their Reader p. 213.
Review Sheet Questions: #1,3,5 Their evaluation in three areas.
Previous knowledge from Ch. 27. iii. Short video, History Channel, The Presidents on Howard Taft. Method:
1. The class will discuss together their evaluation of Theodore Roosevelt using all their gained knowledge: short essay, their Reader and drawing assignment, review questions, evaluation of their own and previous knowledge.
The students will evaluation Roosevelt on his accomplishments as a Progressive, world Leader and pragmatic president.
The students will offer their opinion as to his legacy to the world. (30 min.)
2. The students will watch a short video on the life and presidency of Howard Taft. He is known for more than being stuck in the White House bathtub!! (10 min.)
3. In a brief discussion, the students will define the Dollar Diplomacy of Taft and compare with The Big Stick Policy of TR. Then in partners the students will accomplish the following:
ii. They will then write a thesis paragraph as if they were writing a paper comparing the foreign policies of the two presidents.
iii. The students will then share their paragraph with the class. (30 min.)
4. In a short writing, the students will create a lesson title as if they were studying Howard Taft. They will briefly explain their title. (10 min.)
Evaluation
1. I will check their homework from p. 213 of their reader. 2. Class participation.
3. I will check their thesis paragraph for understanding and knowledge. Homework:
1. Reading Quiz on Friday.
FRIDAY
Black is Black, White is White Life According to Wilson Questions of the Day:
1. Define the term idealism and how does it differ from pragmatism.
2. How did Wilson’s early life, affect his political philosophy and his presidency? 3. How was Wilson’s idealism seen in his approach to Progressivism?
4. What was Wilson’s approach to solving the problems of early 20th century America?
5. Which was most effective, the Square Deal of Roosevelt or the attack on the “triple Wall of Privilege” of Wilson?
6. Which political philosophy is most effective in dealing with a nation’s problem-idealism or pragmatism?
Objectives:
1. As a class, the students will define the term Idealism and will recall previous presidents who were Idealists.
2. The students will watch a short video on the early life of Woodrow Wilson to learn of the roots of his idealism.
3. From the movie, the students will evaluate the idealism of Wilson in his early life, political philosophy and his presidency.
4. In small groups, the students will create a comparison/contrast chart comparing Square Deal approach to reform of Roosevelt with that of the “Wall of Privilege”views of Wilson. The students will evaluation which approach was the most effective in solving the
Problems of America.
5. In a short writing, the student will assess which method was most effective as a President; Pragmatism or Idealism.
Materials: 1. Text
2. Video, Woodrow Wilson; Methods:
1. Reading Quiz (8 min.)
2. As a class, the students will define the term, idealism and compare with pragmatism. (5 min.) 3. The class with watch a video of the early life of Wilson to gain a better understanding of how And why the philosophy shaped his early life, philosophy and later his Presidency. (30min.) 4. In groups, the students will create a comparison/contrast chart of Wilson and Roosevelt to
Determine which approach to the problems of America were the most effective. (30min.) 5. As a class, the student will present their conclusions to the class. (10 min.)
6. As a short writing and then for homework, the students will write a short paper addressing Which philosophy they felt was most effective for a President in dealing with a nation’s Problems.
Evaluation:
