UNIT AUTHOR: Sean Schindler

UNIT TOPIC: Progressive Era Unit

1. UNIT CONTEXT
Subject/Content Area: Social Studies
Course: U.S. History
Grade Level: 11
th
Grade
Length of Unit: One Week Unit. Two 2-hour block periods and 3 regular 1-hour class periods.
The second to last unit in the first semester.

2. FACTS ABOUT THE LEARNERS

Class Profile:
Name: Sean Schindler______ School: Rancho Buena Vista
Semester: Fall ___________

CLASS PROFILE

Based on the profiles above what trends do you need to keep in mind for instruction?


Individual Student Information and Differentiation Strategies
Consult the Lesson Rational Reflection and the http://www.secondarydifferentiation.weebly.com

. Unit Rationale: Enduring Understandings & Essential Questions

Enduring Understandings (EU)
Students will understand that the Progressive Era is a time period in which there were many
reforms that shaped life in America. These reforms included business regulations, workplace
safety, and the USDA


Essential Questions
What questions will frame the unit?
Essential Question: Is change necessary? This question applies to all of the reforms that came
from the Progressive Era. There were many issues in the Progressive Era that were changed and
reformed. Were these changes necessary? It is an over-arching essential question that relates to
the entire unit. It fits into the class because the Progressive Era reforms have a huge effect on the
politics, economic, and social system and how they will be shaped in the future.



3. STANDARDS
Content & Common Core Standards
Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-scale
rural-to-urban migration, and massive immigration from Southern and Eastern Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal
regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment, Theodore
Roosevelt, Hiram Johnson).
ELD Standards
(Bridging) Interacting via written English

Collaborate with peers to engage in a variety of extended written exchanges and complex
gradeappropriate writing projects, using technology as appropriate.
4. UNIT OBJECTIVES
a.) Cognitive: After reading the section about urbanization in their textbook students will
be able to create a pros & cons poster that demonstrates their understanding of the
changes that were taking place in
America.
b.) Cognitive: After reading the section assigned to their group, students will choose three
issues that were in need of reform. Students will write a paragraph on each issue they
choose.
c.) After students read sections 17.1-17.4 in their textbook they will be able to write an
argument paragraph on whether the reforms that came from the progressives adequately
solved the problems they had written about the day before.
d.) After a short review, students will be able complete a test that covers chapters 16&1

5. ASSESSMENT PLAN
Name of Assessment: Pros & Cons Poster. Standard: 11.2.9
Formality: Formal
Purpose: Formative, Group work making a poster that will be presented to class using a
gallery walk. The poster will be turned in to the teacher for grading.
Communication of Expectations: Modeling an example of an effective pros & cons poster
will be how I communicate my expectations. I will also give the students a rubric to help guide
their work.
Pros & Cons Rubric
Name of Assessment: Three paragraph group assessment. Standard: 11.2.9
Formality: Formal
Purpose: Formative, Group work, writing 3 paragraphs on 3 separate issues that were in
need of reform during the Progressive Era
Communication of Expectations: I will provide a rubric for this portion of the assignment.
Rubric for Formal Assessment and Self Assessment




CALENDAR
Unit: Progressive Era
Date: ~November

DAY 1
Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-
scale rural-to-urban migration, and massive immigration from Southern and Eastern
Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g.,
federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).
Objective: Cognitive: After reading the section about urbanization in their textbook
students will be able to create a pros & cons poster that demonstrates their understanding
of the changes that were taking place in
America.
Language Development: Students will be in groups of four and will discuss with each
other about the positive and negatives of urbanization and the expansion of cities across
America.
Student Activity: Students will read section 16.2 in the textbook and study the effects of
urbanization on America.
Assessment: Summative for the day: After reading and analyzing the effects of
urbanization on America the students will be placed into groups of four and create a pros
and cons poster about urbanization.

DAY 2
Standard: Standard: 11.2 Students analyze the relationship among the rise of
industrialization, large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g.,
federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).

Objective: Cognitive: After reading the section assigned to their group, students will
choose three issues that were in need of reform. Students will write a paragraph on each
issue they choose
Language Development: Students will help each other compose paragraphs on the issues
in need of reform that were taking shape during this time period.
Student Activity: Students will be placed into groups of 6 and given a section in the
textbook (16.3,16.4,16.5) Each group will then choose 3 societal issues that were in need
of reform during the progressive period i.e. working conditions or food quality. As a group
they will then write a paragraph about the three issues they choose and explain why these
issues were important to change and improve. After they write the paragraphs about their
issues, one student from each group will read/teach their paragraphs to the rest of the
class. By orally presenting their paragraphs it will make sure all of the issues in this
chapter are discussed by the students.
Assessment: Summative for the day: Students will write three paragraphs about three
separate issues relating to the progressive era. After they write the three paragraphs they
will orally present the information they researched to the rest of the class.

DAY 3
Standard: Standard: 11.2 Students analyze the relationship among the rise of
industrialization, large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g.,
federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).

Objective: After students read sections 17.1-17.4 in their textbook they will be able to write
an argument paragraph on whether the reforms that came from the progressives
adequately solved the problems they had written about the day before.
Language Development: Students will have to make a claim on whether the reforms made
by the progressives did or did not solve the issues that were facing society during the
time period.
Student Activity: Students will read sections 17.1-17.4 in their textbook and take Cornell
style notes about what they are reading. After they are done reading the section they will
do a short think-pair-share with a partner to discuss if they both came up with similar
notes. As a class we will reflect and make sure the students have made the proper
connections between the issues & the reforms that came in response to those issues.
Once we as a class properly make the connections and reflect on the material the students
will write a 2-3 paragraph paper on whether or not the reforms adequately solved the
issues facing the country
Assessment: Formative for 2 chapters in the unit: The students will write a short essay
that proves they understand how chapters 16 & 17 connect. They will need to make a claim
and back it up with facts from the readings.

DAY 4
Standard: Standard: 11.2 Students analyze the relationship among the rise of
industrialization, large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g.,
federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).

Objective: After a short review students will be able complete a test that covers chapters
16 & 17
Student Activity: Students take a test that covers the material we had learned from chapter
16 & 17
Assessment: Formative for Chapters 16 & 17: A formal test that is comprised of: multiple
choice, fill in the blank, matching, and short-answer responses.

DAY 5
Standard: Standard: 11.2 Students analyze the relationship among the rise of
industrialization, large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g.,
federal regulation of railroad transport, Childrens Bureau, the Sixteenth Amendment,
Theodore Roosevelt, Hiram Johnson).

Objective: After students review the information covered on the Chapter test they will be
able to understand the connections to the next unit
Student Activity: Students will get feedback on their test and they will review and make
connections that will help them understand the next unit we are going to begin studying.
Assessment: Informal assessment, progress monitoring informal class discussion.


ANTICIPATORY SET
To get the students focused on the unit, I will ask them if they think school is difficult. I will also
ask them if they have a job do they think the job they have or the hours they work are difficult. I
will give them time to think about this and write it down. Once they have written down their
opinion I will have them share with a partner. I will then ask them to share some of their opinions
and feelings. I will then compare their answers to the lives of people before the progressive era
reforms to connect the material we are going to learn about to modern society.

CLOSURE
The essay along with the final unit test will allow me to gauge the level of understanding of the
students. The essay will challenge them to take information learned about the past and connect it
to our current society, this involves their critical thinking skills. At the end of the unit I will give the
students a preview of what comes after the progressives and ask them to remain focused on the
progressive era reforms on society and try to analyze a trend going forward. Will these reforms
continue to be successful? Will some of the fail? Will there be other issues that are a bi-product of
these reforms that were meant to have a positive impact on society? I will get these questions in
their head as we begin to look into other historical issues and make sure they have an enduring
understanding of the material we discussed.

WEEK OF LESSON PLANS
AUTHORS NAME ____________________________________ DATE
________________

SINGLE SUBJECT LESSON TEMPLATE
For info on how to complete this form, see http://lessoninstructions.weebly.com

1. TITLE OF LESSON: Pros & Cons Poster

2. CURRICULUM AREA & GRADE LEVEL: U.S. History 11
th
grade/ Day 1 in a 5 day Unit on Progressive
Era

3. DATE OF LESSON/TIME NEEDED: 11/10/14 120 minute

4. RESOURCES:

http://www.china360online.org/wp-content/gallery/geography/bund_before_and_after_0.jpg

Urbanization Graphic Organizer

Pros:
Cons:



5. CA CONTENT STANDARD(S): Standard: 11.2 Students analyze the relationship among the rise of
industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern
Europe
11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation
of railroad transport, Childrens Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).



6. CA ELD STANDARD(S): Collaboration: : Students will be in groups of four and will discuss with
each other about the positive and negatives of urbanization and the expansion of cities across
America



7. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Students will understand that the
Progressive Era is a time period in which there were many reforms that shaped life in America.
These reforms included business regulations, workplace safety, and the USDA


8. ESSENTIAL QUESTIONS: Is change necessary?

9. OBJECTIVE(S) OR LEARNING GOAL(S): Cognitive: After reading the section about urbanization
in their textbook students will be able to create a pros & cons poster that demonstrates their
understanding of the changes that were taking place in
America.



10. ASSESSMENT(S): Summative for the day After reading and analyzing the effects of urbanization
on America the students will be placed into groups of four and create a pros and cons poster
about urbanization.
11.
12. INSTRUCTIONAL STRATEGIES: What the
teacher does
13. STUDENT ACTIVITIES: What the students do
1. Anticipatory Set
I will show the students a before and after
photo of China. The before will be a picture of
China before it began to become an urban
nation. The after will be China today. I will have
the students write down what they see and
think-pair-share with a partner. I will not tell
them any information about the picture I will
have them come up with their own answers
and ideas.


2. State Objective: : After reading the
section about urbanization in their
textbook students will be able to create
a pros & cons poster that demonstrates
their understanding of the changes that
were taking place in America.




3. Input Modeling: I will tell the students one pro
and one con of the Civil War. I will do this
because I want to model what a pro & con is so
they have an idea of what I am looking for on
this assignment.



4. Check for Understanding: I will place the
students in groups and let them begin working.
As they are working I will walk around the class
and make sure they are completing the project
how I want it. I will encourage them to ask
questions if they have them.



5. Guided Practice: Students will fill out a graphic
organizer to get the information they need to
complete their poster.


6. Independent Practice: Once Students are in
their groups I will explain to them I want three
pros and three cons on each poster. The
poster will need to be neat and well thought
out. There needs to be an illustration of at least
one pro and one con on each poster. The pros
and cons need to address urbanization and
how it affected daily life in America

1. Anticipatory Set: Students will analyze the
picture on the projector and have time to think
about and write down their thoughts. After they
have had time to do this they will share with a
partner. A few groups will share their thoughts
with the teacher and the whole class.



2. State Objective: : After reading the
section about urbanization in their
textbook students will be able to
create a pros & cons poster that
demonstrates their understanding of
the changes that were taking place in
America.




3. Input Modeling: Students listen to the example
of a pro & con from the Civil War so they
understand what kind of information the teacher
is looking for.



4. Check for Understanding: Students will be
placed into their groups and begin working
asking questions as necessary to make sure
they understand the assignment.



5. Guided Practice: Fill out the graphic organizer so
they have the information they need before they
begin working on their poster.




6. Independent Practice: Students in each group
will use the information they filled out in their
graphic organizer and transfer it to their chart.
There must be at least 3 pros and 3 cons on
each poster. The poster needs to have an
illustration of at least one positive and one
negative outcome from urbanization.



7. Closure: Students will listen to the teacher and
prepare for the next part of the unit.


7. Closure: I will explain to the student that
urbanization is one of the main causes of the
progressive era reforms. There were so many
rapid changes in America at this time the
government needed to make some adjustment
to make sure the country was operating in the
correct manner.



7. MATERIALS/RESOURCES
Graphic Organizer used in above lesson plan
Rubrics listen in the Assessment Plan Section
Before and After image link in the above lesson plan
Textbook

8. REFLECTION
In what ways have you differentiated instruction to meet the varying needs of your students?
I have used mixed ability pairs, I have used a differentiated product for an ELL and I have
created a rubric that I can scale the assignments to for certain students.
What strengths and possible limitations do you see in your plan?
Strengths are the use of different DOK levels. The weakness is that there is a lot of reading
the students need to do from the text book and not enough outside resources.
What forms of data/evidence might you collect from this unit to measure its effectiveness?
The essay that ensures the students are making the proper connections about the
progressive era, and the unit test.
What have you learned about yourself, students, your unit plan topic, and/or planning in
general as a result of designing this unit plan? What do you know now that you didnt know at
the start of this unit or program?
There is a lot of different types of students that need many various forms of teaching. The
average level student is often forgot about but they are just as important as your high level
students and your low level students, special needs students, and ELLs
For my next unit plan I would try to incorporate different more varied forms of media. In social
studies it is easier to use video as you get closer to modern times. The next unit after this
would be WWI there is more media available so I would try to incorporate as many forms of
media as possible.
9. RUBRIC WITH SELF-ASSESSMENT
Highlight or circle the criteria on the unit plan rubric that describes your unit plan.
Turn in your self-assessed (highlighted/circled) rubric as an attachment to your unit plan.
If you did this unit plan with a partner, you should each score yourselves individually. You
should also include at the bottom of the scoring guide an evaluation of how you and your
partner worked together.




UNIT RUBRIC Name
Design Component
& Criteria
Approaching Meets
(Include criteria for
Approaching &
Meets)
Exceeds
(Include
criteria for
Approaching,
Meets &
Exceeds)
Unit Context
1 point
Describes the subject/content area,
curse, grade level &
& describes the
length of unit,
number of class
periods and lengths
of periods.
& describe
where it fits
within the year
plan.
Student Facts
2 points
Provide a complete Class Profile & describe 5
individual students
(ELL, Special Ed,
Low Level, Average
Level, High Level).
Include the students
name, label, grade
level, culture,
language, SES,
family, affect,
individual education
goals, readiness
(reading, writing and
subject area level),
interests, & learning
profile
& include
information
about students
affects and
needs for their
learning
environment.
Different-iation
3 points
Describe the differentiation
strategy(ies) for the 5 individual
students
& label the strategy
(lesson content,
process or product)
and the way it
addresses the
students identity and
developmental needs
(readiness, interest
or learning profile)
& provide how
the strategy
will be
assessed for
effectiveness
and altered if
needed.
Unit Rationale
1 point
Explain the importance of unit in the
students big picture of learning &
describes the enduring
understandings - what students will
know and be able to do at the end of
the unit
& articulate what
essential questions
you will use to frame
the unit
& label the
questions
based on the
Six Facets of
Understanding.
Standards
and
Objectives
1 point
Both CA Content,
Common Core and
ELD Standards are
identified and each
is addressed in an
objective that
contains a condition,
verb, and criteria
& each objective is labeled by the
type (cognitive, affective,
psychomotor or language) and
number of the standard it
addresses
& identify which of
the six facets of
understanding it is
designed to address.
Assessment
2 points
Provide an
assessment for each
objective and
articulates
& identify the formality, purpose,
implementation method and
evaluation criteria.
& provide description
of how you will
communicate
expectations (rubric),
self-assessment
process and provide
a sample of student
work.
Anticipatory
Set
1 point
Provide an
anticipatory set
activity for unit
& describe in detail the steps the
teacher will take to implement the
anticipatory set for the unit and any
needed materials (i.e. graphic
organizer, ppt, model, rubric)
& provide script for
teacher and times for
each activity.
Calendar
2 points
Provide a unit
calendar outlining
what is addressed
each day
(objectives,
& each activity is student centered
with multiple opportunities for the
instructor to check for
understanding
& provide unit
calendar online for
students.
standards, student
activity and
assessment)
Closure
1 point
Provide a closure
activity for unit
& describe in detail the steps the
teacher will take to implement the
closure activities and any needed
materials (i.e. graphic organizer, ppt,
model, rubric)
& provide script for
teacher and times for
each activity.
Lesson
Plans
4 points
3-5 lesson plans are
provided for one
week of the unit
& each lesson meets all the
requirements specified in their
perspective rubrics including all the
instructional materials
& A full scripted
Lesson is provided
for each day of the
week.
Materials &
Resources
1 point
Describe all the
materials needed to
implement the
lesson/unit
& the materials address a range of
student needs and variety of interests
and learning profiles
& provide students
multiple choices for
the content, process
and products of the
unit.
Reflection
1 point
Address all the
reflection prompts
about differentiation,
strengths and limits
of the unit, &
effectiveness of unit

& describe what you learned about
yourself and your students
& identify what you
would keep in mind
for the next lesson.

Self-
Evaluation
5 points will
be deducted
if not
included
Provide a copy of
the rubric with the
unit plan
& highlight or circle the criteria for
each component
& provide hand
written evidence for
each criteria marked
and identify what
page the component
is addressed in the
unit.