American History II
Curriculum Map 2015-2016
Unit 2: Progressive Movement (7 Days)
Key Concepts: Historical Thinking, Turning Points, Progress, Conflict, Compromise, Equality, Movement, Settlement
Students will Understand
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Governmental policies and actions that promote national growth and
expansion can create sectional tension and political debate.
A leader's response to contemporary issues can result in political conflict
or compromise.
The desire for self-improvement and the common good can influence
people to reform themselves and society.
Governments can be structured in order to address the needs and
desires of the governed.
Leadership can affect societal, economic and political change in order to
promote freedom and equality.
Students will Know (Critical Content)
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How did the development of the railroad and telegraph industry impact
patterns of migration and settlement in the 19th Century?
How did late 19th Century regulatory laws of the national government
impact American industry and politics? (Interstate Commerce Act)
How and why did the United States become more industrial and urban
during the 19th Century?
Why did so many inventions occur within the US during the mid-19th
Century and how did these innovations enable urbanization?
How did the research and inventions of Thomas Edison and George
Westinghouse impact the economic development and cultural progress
of the United States?
How and to what extent did various local and state governments utilize
immigrant votes to run political machines?
How did political machines use patronage and favoritism to win the
support of big business and working class voters?
How did late 19th Century civil service reform and regulatory laws of the
national government impact American politics and industry? (Pendleton
Civil Service Act)
How did 19th Century industrialization lead to urbanization in the United
States?
What were economic, physical, and social hardships of being an
immigrant in the 19th Century?
Why did various national, cultural, and ethnic groups decide to
immigrate to the United States in the 19th Century?
To what extent did the immigration of various Eastern Europeans
influence the industrial, urban, and cultural development of particular
cities and regions at the turn of the 20th Century?
How were new immigrants processed at ports of entry and how did that
process impact their lives?
How did Nativism impact various groups of immigrants and the cultural
development of the United States?
How did immigrants benefit from the services of individuals and public
institutions during the late 19th and early 20th Centuries?
How did federal immigration laws affect various immigrant groups?
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American History II
Curriculum Map 2015-2016
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To what extent did rapid industrial development produce widespread
poverty and poor working conditions in the United States?
How did the immigration process at the beginning of the 20th Century
and the work of various charitable individuals impact opportunity and
mobility for new immigrants? How did late 19th Century regulatory
laws of the national government impact American industry and politics?
(Sherman Antitrust Act)
How did Social Darwinism develop and how did intellectuals use it to
justify the actions of industry and society at the turn of the century?
How did Social Darwinism impact the development of American
industry, government policies, and social customs during late 1800s?
How did industrialists take risks during the late 1800s to develop and
monopolize industries and how did their efforts impact the economic
development and cultural progress of the United States?
How did “Captains of Industry” defend their acquisition of wealth and
power during the Gilded Age?
To what extent did rapid industrial development produce widespread
poverty and poor working conditions in the United States?
How and why did labor unions form during the 19th Century and to what
extent their leadership bred opposition and results?
How and to what extent did various labor groups demonstrate and
benefit from union tactics during the 19th Century?
Essential Questions
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How can urbanization lead to political, economic and social reform?
How can immigration lead to political, economic and social reform?
How can the desire for power lead to corruption and an unbalanced distribution of wealth?
Why do movements for political, economic, and social reform occur?
Priority Standards
Learning Outcomes (DO)
AH2.H.1 Apply the four interconnected
will be able to analyze the
dimensions of historical thinking to the effects of the Social Gospel
American History Essential Standards
movement on urban
in order to understand the creation and communities at the turn of the
development of the United States over
20th Century
time.
 I will be able to analyze the
reasons for and effects of
AH2.H.2 Analyze key political,
the disenfranchisement and
economic, and social turning points in
segregation of AfricanAmerican History using historical
Critical Content &
Vocabulary by Strand
Materials/Resources
Progressive Era
 Students will read the excerpts
of muckrakers, identify the
social problem they are
exposing, and the impact of the
muckraker’s writings.
 Students will compare and
contrast the beliefs of Booker T.
Washington, WEB DuBois, and
History
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Jane Addams
Plessy v. Ferguson (1896)
Wilmington race riot (1898)
Great Migration
Booker T. Washington
Tuskegee Institute
Atlanta Compromise Speech
W.E.B. Du Bois
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American History II
Curriculum Map 2015-2016
thinking.
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AH2.H.3 Understand the factors that
led to exploration, settlement,
movement, and expansion and their
impact on United States development
over time.
AH2.H.4 Analyze how conflict and
compromise have shaped politics,
economics, and culture in the U.S.
AH2.H.5 Understand how tensions
between freedom, equality, and power,
have shaped the political, economic,
and social development of the U.S.
AH2.H.8 Analyze the relationship
between progress, crisis and the
"American Dream" within the U.S.
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American citizens.
I will be able to compare and
contrast the ideas of the civil
rights leaders of the early
20th Century.
I will be able to analyze the
problems that led to, and
effects of the Populist and
Progressive movements at
the turn of the 20th Century.
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Marcus Garvey and assess
which person’s beliefs are more
appropriate in dealing with the
issues of segregation.
Students will look at the actions
of Roosevelt, Taft, and Wilson
and judge which president in
the most “progressive” based
on the accomplishments of
each president.
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Niagara Movement
The NAACP Ida B. Well
Robert LaFollette
Carrie Nation
Ida Tarbell
Lincoln Steffens
Upton Sinclair
Jacob Riis
Urban slums
Triangle Shirtwaist Factory Fire
Omaha Platform
William Jennings Bryan
“Cross of
Gold” Speech
Theodore Roosevelt
Woodrow Wilson
William Howard Taft
Civics and Government
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Progressivism
Democracy
Capitalism
Socialism
Muckraking
Civil rights
Disenfranchisement
Literacy test
Poll taxes
Grandfather clauses
De jure segregation
De facto segregation
Jim Crow Laws
Populism
Greenbacks Munn v. Illinois
(1877)
Wabash v. Illinois (1886)
Interstate Commerce Act
Pendleton Act
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American History II
Curriculum Map 2015-2016
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Sherman Antitrust Act
U.S. v. E.C. Knight & Co. (1895)
Anthracite Coal Strike
Northern Securities v. U.S. (1904)
Elkins Act
Payne-Aldrich Tariff
American Tobacco v. U.S. (1909)
Mann Act (1911)
Election of 1912
Progressive/Bull Moose Party
Federal Reserve Act
The Grange
Economics
Geography
Culture
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Social Gospel
Settlement houses
Segregation
Suffrage
Social Gospel
Gold standard
Bimetallism
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