Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
T.I.S.D.
59
Roosevelt the Progressive
Textbook:
The Americans: Reconstruction to the Present, McDougall Littell
Ch. 9, sec. 3, pgs 317-325
Texas Essential Knowledge and Skills (TEKS): US1 A-B, US2 A, US3 A, US11 B,
US19 A-B
(1) History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(2) History. The student understands the political, economic, and social changes in the
United States from 1877 to 1898. The student is expected to:
(A) analyze political issues such as Indian policies, the growth of political
machines, and civil service reform;
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(A) explain why significant events and individuals, including the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan,
and Theodore Roosevelt, moved the United States into the position of a world
power;
(11) Geography. The student understands the relationship between population growth
and modernization on the physical environment. The student is expected to:
(B) trace the development of the conservation of natural resources, including the
establishment of the National Park System and efforts of private nonprofit
organizations.
(19) Citizenship. The student understands the importance of effective leadership in a
democratic society. The student is expected to:
(A) describe qualities of effective leadership;
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(B) evaluate the contributions of significant political and social leaders in the
United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D.
Roosevelt; and
TAKS: US1 A-B, US3 A
(1) History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(A) explain why significant events and individuals, including the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan,
and Theodore Roosevelt, moved the United States into the position of a world
power;
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Leadership
Effective leaders are often visionaries. Effective leaders
motivate and inspire those they lead. Americans often look to
their president to be an effective leader.
Differences between people can create conflict. Social,
political and economic oppression often leads to conflict.
Conflict often leads to changes and reforms.
Change/reform often occurs as a result of conflict. Change is
inevitable. Change/reform can be positive or negative.
Conflict
Change/Reform
Sequence of Activities (Instructional Strategies):
1. Focus: Review with students the goals of Progressivism from Lesson 57.
2. Activity: Have students work with a partner to complete a graphic organizer of
the problems Teddy Roosevelt faced during his presidency. This activity
should address the following: 1902 coal strike, trusts, unregulated big
business, dangerous foods and medicines, shrinking wilderness and resources,
and racial discrimination. Under each issue student should be able to answer the
following: What steps did Roosevelt take to solve this problem? Which
legislation, if any, helped to solve this problem? What goal(s) of progressivism
does it address? Explain. When all students are finished, review this activity
as a class. You will also want to review some of the famous political cartoons
that were drawn depicting Roosevelt, including “The Lion Tamer”.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Questions to Consider in Lesson:
1) Was Roosevelt truly a “Progressive”?
2) How did Roosevelt’s way of dealing with the environmental problems impact
your life today?
3) What characteristics and actions made Roosevelt the first modern president?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Graphic Organizer
Prerequisite Skills:
1. Construction of graphic organizers
2. Cartoon interpretation
Key Vocabulary:
Theodore Roosevelt, Square Deal, Meat Inspection Act, Pure Food and Drug Act,
conservation, NAACP
Materials/Resources Needed:
Textbook, other resources, pens, paper, overheads of cartoons, projector
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students write an original eulogy for Teddy
Roosevelt. Students should include his noble characteristics, contributions and
achievements in their eulogy. Students may use the internet to do additional research
on Roosevelt’s life.
Teacher Notes:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Sample Test Questions:
1. The______________ was founded in 1909 to promote civil rights for African
Ameircans.
A.
B.
C.
D.
Universal Negro Improvement Association
Southern Christian Leadership Conference
National Association for the Advancement of Colored People
Student Nonviolent Coordination Committee
2. Muckrakers were
A. politicians
B. conservationists
C. suffragists
D. journalists
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.