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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address the development of the reform movements of the Progressive Era. The Progressive Movement, which advanced between 1900 and the beginning of the First World War, arose to address the problems resulting from industrialization and urbanization. While the movement has roots in the populist movement of the late 1800s, the base of the progressives was in the middle class of America. Progressives, who were influenced by writers, journalists, religious leaders, and college professors, sought to remedy social issues by instituting reforms at the local, state, and national levels. Generally, progressive reforms targeted the exploitation of workers, corruption in government, and promotion of civil rights. While the progressives were successful at introducing reforms to improve working conditions and to expand civic participation, they were not as successful at expanding civil rights for African Americans. The efforts of some reformers, including those of W.E.B. DuBois and Booker T. Washington can be seen as the origins of the modern civil rights movement in America. The last significant reform of the progressives was the passage of the Nineteenth Amendment granting women the right to vote. An examination of the Progressive Era is important for understanding the American ideal that the people can instigate reforms to create a better society for all. Prior to this unit, students learned about the settlement of the West, the rise of big business, industrialization, immigration, and urbanization that occurred at the end of the nineteenth century in the United States. During this unit, students learn about how progressive reformers brought about social and political change at the local, state, and national level; the emergence of the Progressive Party; and how reform legislation changed the relationship between business and government. In the next unit students study about emergence of the United States as a world power.
OVERARCHING UNDERSTANDINGS AND QUESTIONS New leaders, ideas, and institutions emerge to address new social problems. How do we the people create a more perfect union by providing for the general welfare?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Historical Processes US History since 1877 Unit 03 PA 01 Click on the PA title to view related rubric.
Change/Continuity Empathy/Identity
Create a sensory figure of one of the progressive reformers (Ida Tarbell, Upton Sinclair, John Muir, Susan B. Anthony, W.E.B. DuBois, Jane Addams, Francis Willard). The sensory figure should include a simple drawing of the person and descriptions of what he/she might be seeing, hearing, saying, feeling, and doing. Include a paragraph that compares the social issue he/she was associated with and a current related social issue. Standard(s): US.2B , US.2C , US.5A , US.5B , US.14B , US.23A , US.23B , US.25A , US.26A , US.26D , US.29B , US.30A ELPS.c.1C , ELPS.c.5B
Political Patterns Human Rights
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SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS In response to industrialization, government corruption, and social injustice reformers advocated for social and political changes. Who were some of the leading reformers of the Progressive Era? What reform causes were supported by the progressives? How did the Social Gospel Movement impact the progressive reform movment? What tactics were used by progressive reformers to bring about change? Why were reforms needed? What political and social changes resulted from the efforts of the progressive reformers? What changes did not happen?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Civic Engagement US History since 1877 Unit 03 PA 02 Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS The emergence of the Progressive party reflected efforts to expand democratic opportunities and reform government.
Democratic Principles
Create an interview between a reporter and Progressive Party member. The interview should include at least seven questions the reporter would ask and the responses from the interviewee. The interview should include details about Progressive policies, the impact of the Progressives and the political changes brought about during the Progressive Era. Standard(s): US.5A , US.5C , US.9A , US.23C , US.26A , US.29B , US.30A , US.30B ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Political Patterns Ideologies
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SUGGESTED DURATION : 10 days
How did initiatives, referendums, and recall expand the democratic process? Why was the Progressive Party formed? How did the passage of the Seventeenth Amendment expand civic participation? How were municipal governments changed with the end of political machines? How successful were the Progressives in elections or at making policy changes?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Economic Patterns US History since 1877 Unit 03 PA 03 Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS The relationship between government and big business changed with the passage of regulatory legislation.
Competition
Write a letter to a member of Congress from someone living during the Progressive Era. The letter should include an argument in favor of or against the passage of legislation to regulates business and creates the Federal Reserve. Include details to support the argument. Well-written letters should address any counter arguments. Standard(s): US.15B , US.15E , US.29B , US.29G , US.30A ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
What legislation was passed because of the efforts of progressive reformers? Why was the Federal Reserve created? What actions were taken by the government to address the business trusts? Why were the Department of Labor and the Interstate Commerce Commission created? What legislation and policies were introduced by the Progressive Era Presidents?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may have difficulty distinguishing between federal progressive reforms from state progressive reforms. Students may not understand that this era of reform extended through to beginning of the 1920s.
UNIT VOCABULARY muckraker – term used to describe early a twentieth century journalist who worked to expose corruption and abuses in politics and society reform – making changes to address abuses or injustices progressives – refers to those who advocate making reforms to the social and political status quo suffrage – the right to vote Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
recall – political procedure used to remove elected officials from office prior to the end of their term referendum – political procedure in which the elector votes directly on a legislative measure initiative – political procedure where votes can propose a legislative measure directly for a popular vote Related Vocabulary civic
Populism
monetary policy
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: Progressive Era – this era of U.S. history was characterized by a rise in reform movements that grew to prominence in reaction to the social and political conditions of the Gilded Age;
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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muckrakers and minsters of the Social Gospel Movement brought attention to social problems; reformers opposed corruption and waste in the government, advocated for civil service reform, and supported causes such as women’s suffrage and prohibition along with labor reforms, including addressing child labor, reducing hours in the work day, and increasing worker safety; politically the era was characterized by increased government intervention, including passage of the Pure Food and Drug Act and anti-trust acts, along with the creation of the Federal Reserve; the Sixteenth, Seventeenth, Eighteenth, and Nineteenth Amendments were passed during the era US.2C
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
Apply ABSOLUTE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Absolute chronology – exact date RELATIVE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Relative chronology – general time period or era
US.5
History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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US.5A
Evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments. Readiness Standard
Evaluate IMPACT OF PROGRESSIVE ERA REFORMS Including, but not limited to: 16th – income taxes (the purpose was to raise revenue for government programs and reduce reliance on tariffs) 17th– direct election of Senators 18th – prohibition 19th– women’s suffrage Initiative – (a) the power or right of citizens to introduce a new legislative measure and (b) the right and procedure by which citizens can propose a law by petition and ensure its submission to the electorate Referendum – the submission of a proposed public measure or actual statute to a direct popular vote; this allows the people to have more influence on the decision-making process Recall – the procedure by which a public official may be removed from office by popular vote; intent of recall is to hold elected officials accountable to the people Impact of Progressive Era reforms Collectively the Progressive era reforms of initiative, referendum and recall were intended to increase direct participation by the people in government, thereby expanding democracy and improving accountability for elected officials Direct election of Senators and the recognition of voting rights for women also expanded direct participation in the political process
US.5B
Evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B Anthony, Ida B Wells, and W E B DuBois on American society.
Evaluate IMPACT OF MUCKRACKERS AND REFORM LEADERS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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Supporting Standard
Including, but not limited to: Upton Sinclair – author of The Jungle in which he hoped to expose the poor working conditions in the U.S. meat packing industry; while the novel did not result in the worker reforms Sinclair had aimed for it did cause a public uproar about the way meat was processed instigating the passage of the Pure Food and Drug Act and Meat Inspection Act; as a prolific author he created a large body of books focused on the plight of American workers; as a critic of “yellow journalism” his work led the first journalistic code of ethics Susan B. Anthony – reformer and abolitionist, who led the National American Women’s Suffrage Association, was instrumental in organizing the meeting of women at Seneca Falls; as a Quaker she advocated for the education of all children regardless of race or gender; formed the Workingwomen’s Central Association; published The Revolution and used it as a platform to advocate for social causes including anti-lynching, ending racial prejudice, and better working conditions and pay for women; founded the Women’s State Temperance Society of New York with Cady Stanton; her efforts helped to motivate many women to join the women’s suffrage movement eventually resulting in the passage of the Nineteenth Amendment Ida B. Wells – reformer who used her journalistic talents to bring attention to problems in segregated schools for blacks and the injustice of lynching, along with working for women’s rights in the workplace; formed the National Association of Colored Women (1896) and is considered one of the founding members of the NAACP (National Association for the Advancement of Colored People) W.E.B. DuBois – sociologist, historian, author, and was one of the founding members of the NAACP (National Association for the Advancement of Colored People); as a professor he encouraged a liberal arts education for African Americans; was instrumental in the Niagara Movement of African American men; his arguments for full civil rights for African Americans differed from those of Booker T. Washington; published his collection of essays The Souls of Black Folk, which was heralded as a pioneering work in the field of sociology Muckrakers – popular authors and reformers, such as Upton Sinclair and Ida B. Wells who published extensively about social issues Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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US.5C
Evaluate the impact of third parties, including the Populist and Progressive parties.
Evaluate
Supporting Standard
IMPACT OF THIRD PARTIES Including, but not limited to: Third parties often focus on issues the main parties ignore Third-party candidates can split the major party with which they are most similar, leading to the other major party's victory Progressive Party – formed in 1912 as a result of a split in the Republican Party; also known as the “Bull Moose Party;” Theodore Roosevelt most popular candidate; the party advocated for workers’ rights and an end to corrupt business and political alliances; Roosevelt ran as the party’s candidate in the presidential election of 1912, where he garnered more votes than the Republican candidate, but lost to Democratic candidate Woodrow Wilson
US.9
History. The student understands the impact of the American civil rights movement. The student is expected to:
US.9A
Trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments. Readiness Standard
Trace HISTORICAL DEVELOPMENT OF THE CIVIL RIGHTS MOVEMENTS IN THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: Civil rights – legal and political rights enjoyed by the inhabitants of a country. The Constitution and Bill of Rights guarantee civil rights to citizens and resident immigrants of the United States.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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Historically certain groups have denied civil rights, including African Americans, American Indians, and women. Major developments in the civil rights movement during the 20th century include Establishment of the National Association for the Advancement of Colored People (NAACP) (1909) Ratification of the Nineteenth Amendment (1920) granting women the right to vote US
Geography.
US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
US.14B
Identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act.
Identify ROLES OF GOVERNMENTAL ENTITIES AND PRIVATE CITIZENS IN MANAGING THE ENVIRONMENT Including, but not limited to:
Supporting Standard
National Park System (NPS) – John Muir helped persuade Theodore Roosevelt to set aside 148 million acres of forest reserves and over 50 wildlife sanctuaries and several national parks. The National Park Service, created in 1916 as a U.S. federal agency, manages all national monuments and national parks, including places of historical and environmental significance. US
Economics.
US.15
Economics. The student understands domestic and
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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foreign issues related to US economic growth from the 1870s to 1920. The student is expected to: US.15B
Describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act. Readiness Standard
Describe CHANGING RELATIONSHIP BETWEEN THE FEDERAL GOVERNMENT AND PRIVATE BUSINESS Including, but not limited to: The relationship between the federal government and private business has been characterized by a growing role of the government in regulating private business including the passage of antitrust acts, the Interstate Commerce Act, and various legislative acts, including the Pure Food and Drug Act and the Family and Medical Leave Act. The effects of industrialization precipitated a need for regulation aimed at protecting consumers and workers, as well as promoting fair business practices. Cost and benefits of laissez-faire Cost – a lack of government regulations lead some enterprises to resort to corrupt, unethical practices that harm the public good, workers, and consumers, such as monopolies, price collusion, and manufacturing of unsafe products; a lack of patent and other legal protections for intellectual property and innovations limits the ability of entrepreneurs to capitalize on new ideas Benefit – lower barriers for the creation of a business; less government bureaucracy reduces business costs Antitrust acts – Federal laws, such as the Sherman Antitrust Act, were enacted to regulate unfair business practices including monopolies, trusts, and price collusion Interstate Commerce Act (1887) – first federal law which regulated business; resulted in the creation of the Interstate Commerce Commission (ICC) as the first independent federal agency; the agency was initially charged with monitoring railroad pricing; the ICC’s regulatory authority was later expanded to include other businesses, such as oil companies, shipping on inland waterways, and trucking; the agency was abolished in 1995, yet served as a model for other
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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federal level agencies Pure Food and Drug Act – passed in response to Upton Sinclair’s work The Jungle;this legislation was intended to protect consumers from harmful, adulterated, misbranded, or poisonous foods, drugs, medicines and liquors; the manufacture, sale or transportation of such items was regulated US.15E
Describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. Supporting Standard
Describe EMERGENCE OF MONETARY POLICY IN THE UNITED STATES Including, but not limited to: The Federal Reserve Act created the central banking system in the United States and granted legal authority to issue legal tender. The Federal Reserve acts to regulate U.S. monetary policy by regulating interest rates as well as buying and selling bonds Due to an imbalance in balance of payments and a trade deficit, in 1971, the United States moved away from the gold standard to fiat money; this move intended to prevent the devaluation of the dollar, foreign price gouges, and the depletion of U.S. gold reserves to foreign countries.
US
Citizenship.
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
Identify, Analyze METHODS OF EXPANDING THE RIGHT TO PARTICIPATE IN THE DEMOCRATIC PROCESS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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Constitution. Readiness Standard
Including, but not limited to: Lobbying – the act of persuading legislators to vote for legislation; advocacy groups and political action committees frequently pool money to fund activities related to lobbying government officials and influencing public opinion Non-violent protesting – advocated by Martin Luther King and evidenced in such events as the March on Washington (1963) Court decisions – court decisions can declare discriminatory laws as unconstitutional, hence promoting equal access to civil liberties, such as in the case of White v. Regester Litigation – involves the process of taking a case to court; many cases involving participation in the democratic process are eventually adjudicated in the U.S. Supreme Court Amendments to the U.S. Constitution – theFifteenth Amendment, Nineteenth Amendment, Twenty-fourth Amendment, and Twenty-sixth Amendment have expanded the rights of Americans to participate specifically in voting
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.
Evaluate VARIOUS MEANS OF ACHIEVING EQUALITY OF POLITICAL RIGHTS Including, but not limited to:
Supporting Standard
Assembly – forming organizations, holding rallies Nineteenth Amendment – women’s right to vote US.23C
Explain how participation in the democratic process reflects our national ethos, patriotism,
Explain
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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and civic responsibility as well as our progress to build a "more perfect union". Supporting Standard
HOW PARTICIPATION IN THE DEMOCRATIC SOCIETY REFLECTS NATIONAL ETHOS, PATRIOTISM, AND CIVIC RESPONSIBILITY AS WELL AS OUR PROGRESS TO BUILD A "MORE PERFECT UNION." Including, but not limited to: National ethos refers to the guiding beliefs of a community or nation. Patriotism refers to a devotion to one’s country. Civic responsibility refers to the obligations expected of a citizen. The Founding Fathers described in the Preamble to the Constitution the characteristics that contribute to the creation of a more perfect union as well as established the idea that the process was ongoing. Participation in the U.S. democratic society is manifest in a variety of ways; including voting, lobbying, peaceably assembling, advocating the redress of social injustices, seeking and serving in public office, serving in the military, supporting political candidates for office, acting out of civic virtue, and serving for jury duty.
US
Culture.
US.25
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
US.25A
Describe how the characteristics and issues in US history have been reflected in various genres of art, music, film, and literature. Supporting Standard
Describe CHARACTERISTICS AND ISSUES IN U.S. HISTORY HAVE BEEN REFLECTED IN VARIOUS GENRES OF ART, MUSIC, AND LITERATURE Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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Progressive Era- the writings of authors such as Upton Sinclair (The Jungle) reflected the reform efforts of the time, as did those of Ida Tarbell. Realism as a genre popular during the late 19th and early 20th centuries reflected the focus on the social changes brought about by industrialization. Examples include the literary works of Mark Twain as well as in the art of James McNeill Whistler. US.26
Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
US.26A
Explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society. Readiness Standard
Explain ACTIONS TAKEN BY PEOPLE TO EXPAND ECONOMIC OPPORTUNITIES AND POLITICAL RIGHTS Including, but not limited to: Several advocacy groups have expanded economic opportunities and political rights, by supporting political candidates, leading protests, initiating boycotts, using media to change public opinion, lobbying for changes to laws, and taking action in the courts. Examples of groups include: NAACP – National Association for the Advancement of Colored People The Black Panthers LULAC – League of United Latin American Citizens American Indian Movement NAWSA – National American Woman Suffrage Association NOW – National Organization for Women League of Women Voters – encourages informed and active participation in government along with informing the public about political issues United Farm Workers – organized by Chicano migrant workers to improve labor
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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conditions and gain higher wages STAAR Note: The 2014 STAAR assessed the actions and attitude of Booker T. Washington indicating that the focus of the student expectation may include actions of individuals. US.26D
Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society.
Identify POLITICAL, SOCIAL, AND ECONOMIC CONTRIBUTIONS OF WOMEN TO AMERICAN SOCIETY Including, but not limited to:
Supporting Standard
Jane Addams – co-founder of Hull House which helped new immigrant women with job skills, educational, and artistic programs to become successful and productive citizens, facilitated assimilation of immigrants Frances Willard – suffragette and member of the WCTU (Women’s Christian Temperance Union)
US
Social studies skills.
US.29
Social studies skills. The student applies criticalthinking 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.
Analyze INFORMATION Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
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Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
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WRITTEN, ORAL, AND VISUAL PRESENTATIONS US.30B
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Use correct social studies terminology to explain historical concepts.
STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address the development of the reform movements of the Progressive Era. The Progressive Movement, which advanced between 1900 and the beginning of the First World War, arose to address the problems resulting from industrialization and urbanization. While the movement has roots in the populist movement of the late 1800s, the base of the progressives was in the middle class of America. Progressives, who were influenced by writers, journalists, religious leaders, and college professors, sought to remedy social issues by instituting reforms at the local, state, and national levels. Generally, progressive reforms targeted the exploitation of workers, corruption in government, and promotion of civil rights. While the progressives were successful at introducing reforms to improve working conditions and to expand civic participation, they were not as successful at expanding civil rights for African Americans. The efforts of some reformers, including those of W.E.B. DuBois and Booker T. Washington can be seen as the origins of the modern civil rights movement in America. The last significant reform of the progressives was the passage of the Nineteenth Amendment granting women the right to vote. An examination of the Progressive Era is important for understanding the American ideal that the people can instigate reforms to create a better society for all. Prior to this unit, students learned about the settlement of the West, the rise of big business, industrialization, immigration, and urbanization that occurred at the end of the nineteenth century in the United States. During this unit, students learn about how progressive reformers brought about social and political change at the local, state, and national level; the emergence of the Progressive Party; and how reform legislation changed the relationship between business and government. In the next unit students study about emergence of the United States as a world power.
OVERARCHING UNDERSTANDINGS AND QUESTIONS New leaders, ideas, and institutions emerge to address new social problems. How do we the people create a more perfect union by providing for the general welfare?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Historical Processes US History since 1877 Unit 03 PA 01 Click on the PA title to view related rubric.
Change/Continuity Empathy/Identity
Create a sensory figure of one of the progressive reformers (Ida Tarbell, Upton Sinclair, John Muir, Susan B. Anthony, W.E.B. DuBois, Jane Addams, Francis Willard). The sensory figure should include a simple drawing of the person and descriptions of what he/she might be seeing, hearing, saying, feeling, and doing. Include a paragraph that compares the social issue he/she was associated with and a current related social issue. Standard(s): US.2B , US.2C , US.5A , US.5B , US.14B , US.23A , US.23B , US.25A , US.26A , US.26D , US.29B , US.30A ELPS.c.1C , ELPS.c.5B
Political Patterns Human Rights
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SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS In response to industrialization, government corruption, and social injustice reformers advocated for social and political changes. Who were some of the leading reformers of the Progressive Era? What reform causes were supported by the progressives? How did the Social Gospel Movement impact the progressive reform movment? What tactics were used by progressive reformers to bring about change? Why were reforms needed? What political and social changes resulted from the efforts of the progressive reformers? What changes did not happen?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Civic Engagement US History since 1877 Unit 03 PA 02 Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS The emergence of the Progressive party reflected efforts to expand democratic opportunities and reform government.
Democratic Principles
Create an interview between a reporter and Progressive Party member. The interview should include at least seven questions the reporter would ask and the responses from the interviewee. The interview should include details about Progressive policies, the impact of the Progressives and the political changes brought about during the Progressive Era. Standard(s): US.5A , US.5C , US.9A , US.23C , US.26A , US.29B , US.30A , US.30B ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Political Patterns Ideologies
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SUGGESTED DURATION : 10 days
How did initiatives, referendums, and recall expand the democratic process? Why was the Progressive Party formed? How did the passage of the Seventeenth Amendment expand civic participation? How were municipal governments changed with the end of political machines? How successful were the Progressives in elections or at making policy changes?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Economic Patterns US History since 1877 Unit 03 PA 03 Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS The relationship between government and big business changed with the passage of regulatory legislation.
Competition
Write a letter to a member of Congress from someone living during the Progressive Era. The letter should include an argument in favor of or against the passage of legislation to regulates business and creates the Federal Reserve. Include details to support the argument. Well-written letters should address any counter arguments. Standard(s): US.15B , US.15E , US.29B , US.29G , US.30A ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
What legislation was passed because of the efforts of progressive reformers? Why was the Federal Reserve created? What actions were taken by the government to address the business trusts? Why were the Department of Labor and the Interstate Commerce Commission created? What legislation and policies were introduced by the Progressive Era Presidents?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may have difficulty distinguishing between federal progressive reforms from state progressive reforms. Students may not understand that this era of reform extended through to beginning of the 1920s.
UNIT VOCABULARY muckraker – term used to describe early a twentieth century journalist who worked to expose corruption and abuses in politics and society reform – making changes to address abuses or injustices progressives – refers to those who advocate making reforms to the social and political status quo suffrage – the right to vote Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
recall – political procedure used to remove elected officials from office prior to the end of their term referendum – political procedure in which the elector votes directly on a legislative measure initiative – political procedure where votes can propose a legislative measure directly for a popular vote Related Vocabulary civic
Populism
monetary policy
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: Progressive Era – this era of U.S. history was characterized by a rise in reform movements that grew to prominence in reaction to the social and political conditions of the Gilded Age;
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
muckrakers and minsters of the Social Gospel Movement brought attention to social problems; reformers opposed corruption and waste in the government, advocated for civil service reform, and supported causes such as women’s suffrage and prohibition along with labor reforms, including addressing child labor, reducing hours in the work day, and increasing worker safety; politically the era was characterized by increased government intervention, including passage of the Pure Food and Drug Act and anti-trust acts, along with the creation of the Federal Reserve; the Sixteenth, Seventeenth, Eighteenth, and Nineteenth Amendments were passed during the era US.2C
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
Apply ABSOLUTE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Absolute chronology – exact date RELATIVE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Relative chronology – general time period or era
US.5
History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.5A
Evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments. Readiness Standard
Evaluate IMPACT OF PROGRESSIVE ERA REFORMS Including, but not limited to: 16th – income taxes (the purpose was to raise revenue for government programs and reduce reliance on tariffs) 17th– direct election of Senators 18th – prohibition 19th– women’s suffrage Initiative – (a) the power or right of citizens to introduce a new legislative measure and (b) the right and procedure by which citizens can propose a law by petition and ensure its submission to the electorate Referendum – the submission of a proposed public measure or actual statute to a direct popular vote; this allows the people to have more influence on the decision-making process Recall – the procedure by which a public official may be removed from office by popular vote; intent of recall is to hold elected officials accountable to the people Impact of Progressive Era reforms Collectively the Progressive era reforms of initiative, referendum and recall were intended to increase direct participation by the people in government, thereby expanding democracy and improving accountability for elected officials Direct election of Senators and the recognition of voting rights for women also expanded direct participation in the political process
US.5B
Evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B Anthony, Ida B Wells, and W E B DuBois on American society.
Evaluate IMPACT OF MUCKRACKERS AND REFORM LEADERS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Supporting Standard
Including, but not limited to: Upton Sinclair – author of The Jungle in which he hoped to expose the poor working conditions in the U.S. meat packing industry; while the novel did not result in the worker reforms Sinclair had aimed for it did cause a public uproar about the way meat was processed instigating the passage of the Pure Food and Drug Act and Meat Inspection Act; as a prolific author he created a large body of books focused on the plight of American workers; as a critic of “yellow journalism” his work led the first journalistic code of ethics Susan B. Anthony – reformer and abolitionist, who led the National American Women’s Suffrage Association, was instrumental in organizing the meeting of women at Seneca Falls; as a Quaker she advocated for the education of all children regardless of race or gender; formed the Workingwomen’s Central Association; published The Revolution and used it as a platform to advocate for social causes including anti-lynching, ending racial prejudice, and better working conditions and pay for women; founded the Women’s State Temperance Society of New York with Cady Stanton; her efforts helped to motivate many women to join the women’s suffrage movement eventually resulting in the passage of the Nineteenth Amendment Ida B. Wells – reformer who used her journalistic talents to bring attention to problems in segregated schools for blacks and the injustice of lynching, along with working for women’s rights in the workplace; formed the National Association of Colored Women (1896) and is considered one of the founding members of the NAACP (National Association for the Advancement of Colored People) W.E.B. DuBois – sociologist, historian, author, and was one of the founding members of the NAACP (National Association for the Advancement of Colored People); as a professor he encouraged a liberal arts education for African Americans; was instrumental in the Niagara Movement of African American men; his arguments for full civil rights for African Americans differed from those of Booker T. Washington; published his collection of essays The Souls of Black Folk, which was heralded as a pioneering work in the field of sociology Muckrakers – popular authors and reformers, such as Upton Sinclair and Ida B. Wells who published extensively about social issues Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.5C
Evaluate the impact of third parties, including the Populist and Progressive parties.
Evaluate
Supporting Standard
IMPACT OF THIRD PARTIES Including, but not limited to: Third parties often focus on issues the main parties ignore Third-party candidates can split the major party with which they are most similar, leading to the other major party's victory Progressive Party – formed in 1912 as a result of a split in the Republican Party; also known as the “Bull Moose Party;” Theodore Roosevelt most popular candidate; the party advocated for workers’ rights and an end to corrupt business and political alliances; Roosevelt ran as the party’s candidate in the presidential election of 1912, where he garnered more votes than the Republican candidate, but lost to Democratic candidate Woodrow Wilson
US.9
History. The student understands the impact of the American civil rights movement. The student is expected to:
US.9A
Trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments. Readiness Standard
Trace HISTORICAL DEVELOPMENT OF THE CIVIL RIGHTS MOVEMENTS IN THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: Civil rights – legal and political rights enjoyed by the inhabitants of a country. The Constitution and Bill of Rights guarantee civil rights to citizens and resident immigrants of the United States.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Historically certain groups have denied civil rights, including African Americans, American Indians, and women. Major developments in the civil rights movement during the 20th century include Establishment of the National Association for the Advancement of Colored People (NAACP) (1909) Ratification of the Nineteenth Amendment (1920) granting women the right to vote US
Geography.
US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
US.14B
Identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act.
Identify ROLES OF GOVERNMENTAL ENTITIES AND PRIVATE CITIZENS IN MANAGING THE ENVIRONMENT Including, but not limited to:
Supporting Standard
National Park System (NPS) – John Muir helped persuade Theodore Roosevelt to set aside 148 million acres of forest reserves and over 50 wildlife sanctuaries and several national parks. The National Park Service, created in 1916 as a U.S. federal agency, manages all national monuments and national parks, including places of historical and environmental significance. US
Economics.
US.15
Economics. The student understands domestic and
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
foreign issues related to US economic growth from the 1870s to 1920. The student is expected to: US.15B
Describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act. Readiness Standard
Describe CHANGING RELATIONSHIP BETWEEN THE FEDERAL GOVERNMENT AND PRIVATE BUSINESS Including, but not limited to: The relationship between the federal government and private business has been characterized by a growing role of the government in regulating private business including the passage of antitrust acts, the Interstate Commerce Act, and various legislative acts, including the Pure Food and Drug Act and the Family and Medical Leave Act. The effects of industrialization precipitated a need for regulation aimed at protecting consumers and workers, as well as promoting fair business practices. Cost and benefits of laissez-faire Cost – a lack of government regulations lead some enterprises to resort to corrupt, unethical practices that harm the public good, workers, and consumers, such as monopolies, price collusion, and manufacturing of unsafe products; a lack of patent and other legal protections for intellectual property and innovations limits the ability of entrepreneurs to capitalize on new ideas Benefit – lower barriers for the creation of a business; less government bureaucracy reduces business costs Antitrust acts – Federal laws, such as the Sherman Antitrust Act, were enacted to regulate unfair business practices including monopolies, trusts, and price collusion Interstate Commerce Act (1887) – first federal law which regulated business; resulted in the creation of the Interstate Commerce Commission (ICC) as the first independent federal agency; the agency was initially charged with monitoring railroad pricing; the ICC’s regulatory authority was later expanded to include other businesses, such as oil companies, shipping on inland waterways, and trucking; the agency was abolished in 1995, yet served as a model for other
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
federal level agencies Pure Food and Drug Act – passed in response to Upton Sinclair’s work The Jungle;this legislation was intended to protect consumers from harmful, adulterated, misbranded, or poisonous foods, drugs, medicines and liquors; the manufacture, sale or transportation of such items was regulated US.15E
Describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. Supporting Standard
Describe EMERGENCE OF MONETARY POLICY IN THE UNITED STATES Including, but not limited to: The Federal Reserve Act created the central banking system in the United States and granted legal authority to issue legal tender. The Federal Reserve acts to regulate U.S. monetary policy by regulating interest rates as well as buying and selling bonds Due to an imbalance in balance of payments and a trade deficit, in 1971, the United States moved away from the gold standard to fiat money; this move intended to prevent the devaluation of the dollar, foreign price gouges, and the depletion of U.S. gold reserves to foreign countries.
US
Citizenship.
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
Identify, Analyze METHODS OF EXPANDING THE RIGHT TO PARTICIPATE IN THE DEMOCRATIC PROCESS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Constitution. Readiness Standard
Including, but not limited to: Lobbying – the act of persuading legislators to vote for legislation; advocacy groups and political action committees frequently pool money to fund activities related to lobbying government officials and influencing public opinion Non-violent protesting – advocated by Martin Luther King and evidenced in such events as the March on Washington (1963) Court decisions – court decisions can declare discriminatory laws as unconstitutional, hence promoting equal access to civil liberties, such as in the case of White v. Regester Litigation – involves the process of taking a case to court; many cases involving participation in the democratic process are eventually adjudicated in the U.S. Supreme Court Amendments to the U.S. Constitution – theFifteenth Amendment, Nineteenth Amendment, Twenty-fourth Amendment, and Twenty-sixth Amendment have expanded the rights of Americans to participate specifically in voting
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.
Evaluate VARIOUS MEANS OF ACHIEVING EQUALITY OF POLITICAL RIGHTS Including, but not limited to:
Supporting Standard
Assembly – forming organizations, holding rallies Nineteenth Amendment – women’s right to vote US.23C
Explain how participation in the democratic process reflects our national ethos, patriotism,
Explain
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
and civic responsibility as well as our progress to build a "more perfect union". Supporting Standard
HOW PARTICIPATION IN THE DEMOCRATIC SOCIETY REFLECTS NATIONAL ETHOS, PATRIOTISM, AND CIVIC RESPONSIBILITY AS WELL AS OUR PROGRESS TO BUILD A "MORE PERFECT UNION." Including, but not limited to: National ethos refers to the guiding beliefs of a community or nation. Patriotism refers to a devotion to one’s country. Civic responsibility refers to the obligations expected of a citizen. The Founding Fathers described in the Preamble to the Constitution the characteristics that contribute to the creation of a more perfect union as well as established the idea that the process was ongoing. Participation in the U.S. democratic society is manifest in a variety of ways; including voting, lobbying, peaceably assembling, advocating the redress of social injustices, seeking and serving in public office, serving in the military, supporting political candidates for office, acting out of civic virtue, and serving for jury duty.
US
Culture.
US.25
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
US.25A
Describe how the characteristics and issues in US history have been reflected in various genres of art, music, film, and literature. Supporting Standard
Describe CHARACTERISTICS AND ISSUES IN U.S. HISTORY HAVE BEEN REFLECTED IN VARIOUS GENRES OF ART, MUSIC, AND LITERATURE Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Progressive Era- the writings of authors such as Upton Sinclair (The Jungle) reflected the reform efforts of the time, as did those of Ida Tarbell. Realism as a genre popular during the late 19th and early 20th centuries reflected the focus on the social changes brought about by industrialization. Examples include the literary works of Mark Twain as well as in the art of James McNeill Whistler. US.26
Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
US.26A
Explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society. Readiness Standard
Explain ACTIONS TAKEN BY PEOPLE TO EXPAND ECONOMIC OPPORTUNITIES AND POLITICAL RIGHTS Including, but not limited to: Several advocacy groups have expanded economic opportunities and political rights, by supporting political candidates, leading protests, initiating boycotts, using media to change public opinion, lobbying for changes to laws, and taking action in the courts. Examples of groups include: NAACP – National Association for the Advancement of Colored People The Black Panthers LULAC – League of United Latin American Citizens American Indian Movement NAWSA – National American Woman Suffrage Association NOW – National Organization for Women League of Women Voters – encourages informed and active participation in government along with informing the public about political issues United Farm Workers – organized by Chicano migrant workers to improve labor
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
conditions and gain higher wages STAAR Note: The 2014 STAAR assessed the actions and attitude of Booker T. Washington indicating that the focus of the student expectation may include actions of individuals. US.26D
Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society.
Identify POLITICAL, SOCIAL, AND ECONOMIC CONTRIBUTIONS OF WOMEN TO AMERICAN SOCIETY Including, but not limited to:
Supporting Standard
Jane Addams – co-founder of Hull House which helped new immigrant women with job skills, educational, and artistic programs to become successful and productive citizens, facilitated assimilation of immigrants Frances Willard – suffragette and member of the WCTU (Women’s Christian Temperance Union)
US
Social studies skills.
US.29
Social studies skills. The student applies criticalthinking 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.
Analyze INFORMATION Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
WRITTEN, ORAL, AND VISUAL PRESENTATIONS US.30B
ELPS#
Use correct social studies terminology to explain historical concepts.
STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 03: Reforming America – the Progressive Era 1898-1920 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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