1 | First Name | Last Name | Subject | Description | Project Link |
|---|---|---|---|---|---|
2 | Jenna | Anderson | High School | Overview of progressivism for AP students that focuses on the effectiveness of the Progressive Movement. | https://drive.google.com/open?id=0BwKFnDs75RpteEhaTldJMjEzMjA |
3 | Nikki | Bardoulas | High School | How the Progressive era contributes to the creation of Sociology in America and illustrates the value of studying social issues in a scientific way. | https://drive.google.com/open?id=0BwKFnDs75RptUUhOLXJSdVVjbWs |
4 | Tracey | Barrett | High School | Intro to the organized labor issues of the GAPE period with student presentations on 5 major strikes and their effects. | https://drive.google.com/open?id=0BwKFnDs75RptaEliUmNYeEZnRzQ |
5 | Jeanne | Blair | High School | Examine GAPE as it spans the U.S. with an emphasis on Seattle and Chicago. Primary sources. | https://drive.google.com/open?id=0BwKFnDs75RptZi1qZEE3ZDlDdTA |
6 | Samuel | Chapin | High School | Students examine urban "order" through oratory. | https://drive.google.com/open?id=0BwKFnDs75RpteC1IcnplOHVoSkE |
7 | Meredith | Cotter | High School | COMPELLING QUESTION: Is true progress characterized by order or disorder? (Case Studies: Pullman, Buffalo Pan American Exposition 1901, 1919 Chicago Race Riots, Women's Suffrage) | https://drive.google.com/open?id=0BwKFnDs75RptaFhwN2I1Y29GTUE |
8 | Rebecca | DiBrienza | High School | Students will explore the lives of Black Americans in Northern cities before, during, and after the Great Migration, and draw conclusions as to the positive and negative aspects of change. The inquiry will also ask students to look at African-American contributions to popular culture to trace how the entertainment of the period reflected the group's shift in status. | https://drive.google.com/open?id=0BwKFnDs75RptbTFVYk42blV4Qnc |
9 | Jordan | Dietrich | High School | How progressive was the Long Progressive Era? | https://drive.google.com/open?id=0BwKFnDs75RptUjVQMEdDc1FqT2M |
10 | Beret | Fisher | Middle School | Examining the impact of immigration and industrialization on children in the United States in the late 19th and early 20th centuries. | |
11 | Jessica | Friedlander | High School | Over the course of the unit students will evaluate the questions: What does it mean to be an American at this time? Who gets access to being an American and to what degree? | https://drive.google.com/open?id=0BwKFnDs75RptcmFpR3Z5ZU5tY2M |
12 | Mark | Gorman | Middle School | Students will be able to answer the essential question- How does the Electoral College determine who wins the Presidential Election? | https://drive.google.com/open?id=0BwKFnDs75RptSTRldW5ZMFFneGs |
13 | David | Haas | Middle School | Should National Parks be protected by preservation or conservation? | https://drive.google.com/open?id=0BwKFnDs75RptZDFNVTVjSUV2dE0 |
14 | Karen | Hammoud | High School | My inquiry arc objective was to get my students to analyze the differences between progressivism and socialism and to evaluate the conservative response. | https://drive.google.com/open?id=0BwKFnDs75RptLXQ2U0xuOHBZajQ |
15 | Denise | Hill | Elementary School | ||
16 | Rachel | Lau | Middle School | An investigation into American citizenship where students use primary source documents across history to discover how citizenship has evolved. | https://drive.google.com/open?id=0BwKFnDs75RptTm90WGdqTGZSZGc |
17 | Peta | Lindsay | High School | This inquiry arc looks at the struggle against lynching. Students examine the life and written works of anti-lynching activists, as well as the role of the media and speeches promoting and opposing lynching. Students will make connections between the language and tactics used then and social movements today. | https://drive.google.com/open?id=0BwKFnDs75RptTDVIcGVpRXVMUnM |
18 | Kevin | McCaffrey | High School | Comparing one aspect of GAPE efforts to some aspect of American "reform" or policy in 2016/2017 | https://drive.google.com/open?id=0BwKFnDs75RptaHZUMGFpY0xMTU0 |
19 | Mary Margaret | Mills | High School | This inquiry arc focuses on how women and African Americans were involved with the labor movements. | https://drive.google.com/open?id=0BwKFnDs75RptdGhaU1VWUFNpLWM |
20 | Andrew | Morgan | High School | Examines the fight for woman suffrage and the extent to which it was a unified movement. | https://drive.google.com/open?id=0BwKFnDs75RptTzF1TFBXdWdkcE0 |
21 | Sondra | Morris | High School | Evanston Township High School is place of “Crossroads and Intersections,” as it is the only high school to serve the entire city of Evanston. Just as ETHS, the “Gilded Age & Progressive Era” embodies the continued and nuanced struggle of various ethnic, racial, gender and class groups to survive at a myriad of intersections and crossroads in history. | https://drive.google.com/open?id=0BwKFnDs75RptdEZPOHpXcFdvQmc |
22 | Brian | Mullin | Middle School | The title is "Miami's Gilded Age" and it is a unit that deals with Miami's transformation from being a small community to a large city. Within the unit, there are lessons that deal with the ecosystems of South Florida, Seminole Indian history, race relations, Henry Flagler's railroad, Reconstruction and Jim Crow, and issues facing Miami today. | https://drive.google.com/open?id=0BwKFnDs75RptVFYtYldjSEt4a0k |
23 | Rachel | Payne | Middle School | Students analyze the struggles and rebellions of the Gilded Age and Progressive Era. | https://drive.google.com/open?id=0BwKFnDs75RptWDkyTkpORE9GcjQ |
24 | Emmet | Quinn | High School | What happened the Harkmarket Affair, why did these things happen, what were their effects, and how should we memorialize them? | https://drive.google.com/open?id=0BwKFnDs75Rptb0tObTlfRUNnOEE |
25 | Uriel | Rodriguez | High School | Students will navigate what it means to be an American in the GAPE by examining the policy of Americanization and the consequences of the Melting Pot. | https://drive.google.com/open?id=0BwKFnDs75RptVUl5UGNBcENVY2s |
26 | Richard | Sasso | High School | This inquiry arc explores five African American responses to the nadir of race relations in GAPE: Booker T Washington, WEB DuBois, Marcus Garvey, Ida Wells, and The Chicago Defender | https://drive.google.com/open?id=0BwKFnDs75RptZXl3Z2xveFpzUm8 |
27 | Roman | Shtrakhman | High School | The parallels between the Gilded Age and Progressive Era and the socioeconomic challenges of the 21st century. | https://drive.google.com/open?id=0BwKFnDs75RptY2l4ZVNaUEQ2Zlk |
28 | Jocelyn | Thomas | High School | At the end of this mini-research project students should have produced a visual project that incorporates at 2-3 primary resources from archival sources that explains how 1-2 major social, political, and or economic shifts in the late 19th century (1860-1900) impacted the city (or how the city impacted the larger United States.) | https://drive.google.com/open?id=0BwKFnDs75RptUE0wRjJoTy00aGs |
29 | William | Tolley | High School | A curated playlist project focusing on establishing varying sets of chronological parameters for a "long" civil rights movement. | https://drive.google.com/open?id=0BwKFnDs75RptMXpqTjdSRGlXcUk |
30 | Terra | Vetter | High School | Integration of a wider demographic of narratives into a formerly "top down" Gilded Age unit. | https://drive.google.com/open?id=0BwKFnDs75RpteU16a0I4dUVtQnM |
31 | Jean | Young | High School |