"Progressive Era", Regents US History Short Essays,
- Grades
- Grades 10–12, High School
- File type
- Preparation
- Print ready
- Subject
- Social Studies, ELA, History, History: USA, Writing, Formal Writing
- Topic
- us history, regents
- Resource types
- Assessments, DBQ's, Rubrics
- Preparation
- Print ready
- Standards
- CCSS.W.11.9 CCSS.RI.10.6 +1
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In the classroom
Teaching tips & learning objectives
Learning objectives
Analyze primary-source documents from the Progressive Era to describe their historical context.
Explain the relationship between paired documents using cause-and-effect, similarity/difference, or turning-point reasoning.
Evaluate a document's reliability by considering its audience, purpose, or bias.
Teaching tips
Review the task-verb glossary (describe, identify, explain, analyze) with students before assigning either set, since the essay prompts assume familiarity with these terms.
Use Set 1 for practice with cause-and-effect or similarity/difference reasoning, then use Set 2's added reliability-analysis requirement as a more advanced follow-up task.
Share the scoring rubric with students before they write, so they can see how depth of analysis and use of document evidence affect the score levels.
Skills covered
Primary-source analysis - students read excerpts from a 1904 Supreme Court opinion, an 1889 Farmers' Alliance broadside, and 1899-1911 newspaper reports to identify historical context.
Document-based essay writing - students compose a two- to three-paragraph Regents-style essay explaining cause-and-effect or similarity/difference relationships between paired documents.
Source reliability evaluation - students analyze how a document's audience, purpose, or point of view affects its reliability as evidence.
Good to know
Questions teachers ask about this resource
What additional analytical skill does Set 2 require beyond Set 1?
Set 2 adds a reliability-analysis requirement, asking students to explain how audience, purpose, bias, or point of view affects a document's usefulness as evidence, which Set 1 does not require.
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Curriculum
Standards, concepts & topics
Standards
Standards
- CCSS.W.11.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
- CCSS.RI.10.6 — Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- CCSS.W.11.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Core concepts
Core concepts
Progressive Era
document-based question
primary source analysis
historical reasoning
Topics
Topics
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