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Overview of Unit

     For this unit, we chose to focus in on the social movements of the Progressive Era. Specifically Women’s Suffrage, Prohibition, and Child Labor. Our guiding question is “What should current social movements learn from the past?” Our lessons are designed to be interactive and teach students about the social issues during the Progressive Era and what methods were successful for those movements. Essentially we designed the unit so that at the end, students will identify and discuss current social movements happening in their community/world today and identify methods from the past that would benefit the current movements.

    Our unit includes (in no particular order) simulations, use of maps and timelines, scavenger hunts, class deliberation, music and video technology, station work, primary and secondary sources, student inquiry, and concludes in a final summative assessment. The summative assessment has students identify a current social movement and use evidence from the unit and successful social movement methods to create an Op-Ed piece on “what current social movements should learn from the past.”

Resources cited throughout unit

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Link to Unit Plan: 

https://docs.google.com/document/d/1hbNuRcLtUxr588I0X5lEuhNyczpqUCUOa6hqF1wBsGI/edit 

Unit Information

Guiding Question: 

  • What should current social movements learn from the past?

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Supporting Questions: ​

  • What is a social movement?

    • How did social movements work? How were they operated?

    • Why were social movements started/necessary? 

  • What was the Progressive Era? ​

    • When did the Progressive Era take place?​

    • Where did the Progressive Era take place? 

  • What were the key social movements of the Progressive Era? 

    • Who was involved? ​

    • Was it successful?

    • What strategies were used?

    • What are key terms of this social movement? 

  • What social movements are happening today?​

Standards Addressed

  • SS.4.1. Use supporting questions to help answer the compelling question in an inquiry.

  • SS.4.2. Cite evidence that supports a response to supporting or compelling questions.

  • SS.4.3. Construct responses to compelling questions using reasoning, examples, and relevant details.

  • SS.4.6. Evaluate how core civic virtues (including but not limited to honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (including but not limited to equality, freedom, liberty, respect for individual rights, and deliberation) have guided or do guide governments, societies, and/or communities.             

  • SS.4.7. Explain how the enforcement of a specific ruling or law changed society.           

  • SS.4.8. Describe how societies have changed in the past and continue to change in order to promote the common good.

  • SS.4.9. Describe how scarcity requires a person to make a choice and identify costs associated with that choice.

  • SS.4.24. Explain causes of conflict or collaboration among different social groups.

  • CCSS.L.4.4: Determine or clarify the meaning of unknown and multiple–meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

  • CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print or digital sources; take notes and categorize information, and provide a list of sources.

To explore the lessons and materials, click on the provided buttons on each page. 

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