[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-409250-105":59,"doc-detail-409250-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","election-of-1912-the-progressive-era-teacher-guide","Election of 1912 - The Progressive Era - Teacher Guide","","Teacher guide for a grade 11 social studies lesson using primary source analysis to examine the election of 1912 as the start of a shift in how the federal government supported Progressive values. The lesson focuses on essential questions about competing visions for solving American society’s problems, developing historical thinking through multimodal activities. Students analyze, organize, and communicate findings from multiple primary sources using writing, speaking, drawing, and guided discussion.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/election-of-1912-the-progressive-era-teacher-guide/409250/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/election-of-1912-the-progressive-era-teacher-guide/409250.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the essential question guiding the lesson on the election of 1912?","Question",{"text":112,"@type":113},"What were the competing visions for how the federal government could resolve the problems of American society?","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the lesson help students use primary sources effectively?",{"text":117,"@type":113},"It uses a simplified version of National Archives Document Analysis strategies, with students practicing close reading, applying historical context, and then answering comprehension checks after analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What activity types are suggested for exploring the primary sources?",{"text":121,"@type":113},"Students can write to answer comprehension questions individually, speak in groups to discuss an author’s perspective, or draw to create a visual representation such as a Venn diagram, flowchart, or identity map.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},409250,1792547035,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Election of 1912: The Progressive Era  \nTEACHER GUIDE  \nLesson Overview  \nThis lesson uses primary source analysis and exploration to examine the election of 1912 as the beginning of a transformation in the role that the federal government played in encouraging progressive values. It is designed for students currently studying U.S. history or government in the classroom and scaled to the 11th grade TEKS. Lessons can also be used with younger students with some modifications.  \nThe lesson is designed to be completed in a single 45-to 60-minute class period.  \nEssential Question  \nWhat were the competing visions for how the federal government could resolve the problems of American society?  \nObjectives  \n● Students will engage with primary sources to understand the beginnings of the movement that ultimately led to Progressive-Era reforms and a new relationship between the government and its citizens.  \n● Students will use multimodal engagement strategies to develop their historical thinking skills.  \n● Students will analyze, organize, and use information from a variety of primary sources and communicate that analysis through writing and discussion.  \nKey Vocabulary  \nStudents will need to have an understanding of the following terms to effectively complete the lesson:  \n● Urbanization  \n● Industrialization  \n● Nationalism  \n● Socialism  \nTEKS  \n113.41.4.A; 113.41.5.A,C  \nLesson Procedure  \nWarm-Up  \nThere are two possible components for the lesson warm-up: an election snapshot and a primary source document for the class to analyze together. Depending on your classroom needs, you may choose to complete one or both components. The content for both the snapshot and the warm-up document analysis are available as PDF documents and a teacher slide deck.  \n1. Using the election snapshot, briefly review the main ideas, issues, and players of the election of 1912.  \na. Be sure to remind students that while the election was important for many reasons, the main thing that you’ll be focusing on today is how the election can be seen as away to understand the beginnings of the impact of the Progressive Era on American society.  \n2. Using the sample primary source, review with your students how to thoroughly analyze and explore primary sources.  \na. This lesson uses a simplified version of the National Archives and Records Administration’s Document Analysis strategies.  \nb. As a group, use the warm-up exercise to review “The Right of the People to Rule.”Remind students that it is important to use close reading skills and apply historical context that they have already learned.  \nc. After analyzing the source as a whole, answer the “Checking for Understanding”questions to ensure student comprehension.  \nExploring Primary Sources  \nThe purpose of this section is to have students explore primary sources that describe the extent to which the election of 1912 represented the increasing political divide over the federal government’s role in regulating social and economic aspects of American life.  \nThere are many ways that you can choose to engage with the primary sources with your students. Depending on interest, student level, and classroom goals, you may choose to engage with any or all of the provided primary sources.  \nThree possible engagement models are suggested here:  \nWrite  \nUsing the worksheets provided, have your students work individually to read and examine the documents and then write their answers to the comprehension questions.  \nThe most important takeaway for this engagement model is determining WHO is writing/speaking and WHAT each primary source is about.  \nSpeak  \nDivide students into groups and provide one primary source to each group. After reading the source on their own, have students discuss the author of the source and their perspective.  \nThe most important takeaway for this engagement model is determining HOW they are communicating and WHY they are saying what they are saying.  \nDraw  \nHave students, working individual","cbCaimhsHPzWX4vR","https://ap.wps.com/l/cbCaimhsHPzWX4vR","pdf",546257,22,"English","# Lesson Overview\n## Essential Question and Objectives\n## Key Vocabulary\n## Lesson Procedure\n### Warm-Up\n### Exploring Primary Sources\n### Discussing Primary Sources\n### Closure","[{\"question\":\"What is the essential question guiding the lesson on the election of 1912?\",\"answer\":\"What were the competing visions for how the federal government could resolve the problems of American society?\"},{\"question\":\"How does the lesson help students use primary sources effectively?\",\"answer\":\"It uses a simplified version of National Archives Document Analysis strategies, with students practicing close reading, applying historical context, and then answering comprehension checks after analysis.\"},{\"question\":\"What activity types are suggested for exploring the primary sources?\",\"answer\":\"Students can write to answer comprehension questions individually, speak in groups to discuss an author’s perspective, or draw to create a visual representation such as a Venn diagram, flowchart, or identity map.\"}]","Election of 1912 - The Progressive Era - Teacher Guide | PDF",1790581777,55]