Unit Title: The Progressives

[Pages:23]Unit Title: The Progressives

Author: Josh Pretlow

School: Clarke County High School Clarke County, VA

Grade Level: high school

Time Estimated: 3.5 days (90 minute classes)

Overview: This mini unit will have the students explore the Progressives in US History. Who were the Progressives? Why did they gain power at this particular period in history? What were their goals and were they successful in achieving their goals? Students will come into this with the knowledge of US History that we have discussed so far this year. Furthermore, they will have read The Jungle by Upton Sinclair before we begin the unit. We will use their reading of this novel as a basis for discussion and reference throughout this unit. As a result of this mini unit, students will be able to analyze primary sources ? a novel, census data, and political cartoons ? and interpret those sources to evaluate the Progressive movement. This mini unit is intended for my International Baccalaureate History of the Americas class. It is an advanced level class in which we focus not only on historical content but on analyzing documents to prepare students for the IB test.

Historical Background: Although we speak of a Progressive movement, there was never one person, party, or issue that united all of the Progressives at a single moment in history. Instead, the Progressives should be seen as an umbrella organization under which many different reforms were carried out by many different people. That being said, the Progressive movement is a broadly defined era in American history that sought reforms in economics, politics, and society. The historical Progressive movement lasted from the mid 1890s to the mid 1910s.

In the area of politics, the Progressives sought to make our nation more democratic by putting more power in the hands of the people. This is evidenced by the passing of the 17th amendment to the US Constitution. This amendment called for the direct election of senators. On the state level, many states such as California codified the idea of a referendum, initiative, and recall. Both of these allowed the will of the people to supersede the often times corrupt legislatures that existed around the turn of the century. On the national level, the Progressives reached their height when Teddy Roosevelt was elected president. Roosevelt brought with him to Washington a desire and the energy needed to bring about many reforms that other Progressives were pushing.

Social issues were another priority for the Progressives. Industrialization had changed America greatly over the last few generations. As a direct result of industrialization, many more people were moving from the country to the cities. This created many problems such as child labor, poor working conditions for many, and a gap between the rich and poor. The injustices of this time period were exposed by muckraking journalists who printed exposes of true, but almost unbelievable, horror stories of life for the poor. A classic example of this is Sinclair's The Jungle. In terms of social reforms, many women and women's' groups became active. Jane Addams

established Hull House to help the transition of immigrants. Groups such as the Women's Christian Temperance Union (WCTU) grew in both and size and effectiveness during this time period. Another powerful form of media that conveyed the harsh conditions that workers faced was photography. The photos of Lewis Hine focused primarily on the horrors of child labor. Many of the social reforms that were achieved were done so through legislation. The Progressives believed that government should help to protect and even legislate morality.

Another important aspect in terms of social change was immigration. America, which has always been a land of immigrants, was changing. Before 1880, most of the immigrants coming to America were skilled workers from Western Europe. They were mainly Protestant and had some experience in representative government. These characteristics allowed them to easily assimilate into American culture. On the other hand, after 1880 most of the immigrants were from Southern and Eastern Europe, were unskilled, practiced the Eastern Orthodox religion, and were not educated. The number of Jews emigrating from Eastern Europe also increased. This culture gap led to the "new immigrants" not assimilating into the new American society. In turn, this produced resentment towards many foreigners.

The Progressives were also concerned with the increasing gap of wealth and poverty in the US. As more immigrants made their way to America, more Americans began to migrate toward the cities due to increased industrialization and economic opportunities. However, the reality of the situation was much different than the dreams they brought with them. The economic reforms of Progressivism manifested themselves in laws such as the Sherman and Clayton Anti-trust Laws. Although they were of varying degrees of effectiveness, these laws laid the groundwork for the destruction of both trusts and monopolies. Teddy Roosevelt is perhaps best known as being the trustbuster in American history. However, as with most of history, there is evidence to support the fact that he had little real affect in this area. Labor was an important aspect of economics also. Again, Roosevelt played an important role in this. The nascent, but ever increasing labor movement received a boost when Roosevelt supported striking miners in their labor negotiations of 1902. The coal mine owners were forced to negotiate when Roosevelt threatened to operate the mines with federal troops to keep the supply of coal coming.

Although the Progressive Movement accomplished many gains in terms of economics, politics, and society, they were not able to solve all of the nation's problems. During this time, more and more African Americans were becoming disenfranchised in the south. Jim Crow laws were on the rise also. Ultimately, Progressivism shaped the path that America was to follow in the 20th century, be it good or bad.

Major Understanding: The Progressives were reacting to a changing world around them. They attempted to deal with problems that America faced as it moved from an agricultural to an industrialized society. Although their methods and ideas varied, the diverse group of people labeled Progressives changed America, and their impact is still felt today.

Objectives: Students will:

1. Analyze and interpret primary sources ? a novel, political cartoons, and census data ? to aid in their understanding of this time period.

2. Evaluate the success (or lack thereof) of the Progressives.

3. Compare and contrast "old" immigrants (pre 1880) and "new" immigrants (post 1880).

4. Appreciate literature as a way to study history.

5. Create their own political cartoon dealing with the Progressive movement.

Standards of Learning: Skills

VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to a) identify, analyze, and interpret primary and secondary source documents,

records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States; b) evaluate the authenticity, authority, and credibility of sources; h) interpret the significance of excerpts from famous speeches and other documents.

Content

VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by a) explaining the relationship among territorial expansion, westward

movement of the population, new immigration, growth of cities, and the admission of new states to the Union; b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States; c) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the rise of labor unions, and the success of the women's suffrage movement.

Culminating Assessment: In addition to being tested on the material, students will create a political cartoon about this time period. A rubric is be included in Lesson 3.

References:

Books & Media

Bailey, Thomas and Kennedy, David. The American Pageant, 10th Ed. Toronto:

D.C. Heath and Company, 1994. College level textbook that my class uses. It provides a good basis from which to start a study of the Progressives.

Foner, Eric and John A Garraty, eds. The Reader's Companion to American History. Boston: Houghton Mifflin, 1991. Provides a good snapshot of the Progressives and many individuals involved in the movement.

Time: The Making of America. "Teddy: How Roosevelt Invented Modern America," July 3, 2006. This special issue of a time magazine focuses on Theodore Roosevelt. However, there is a lot of relevant information that ties directly into the political aspect of the Progressives.

Websites

This is the website for the Virginia History SOLS and framework that I am responsible for teaching.

This is a page that has the entire book, The Jungle, by Upton Sinclair. It is electronic so you can read the entire book or use it for certain key passages that the students can access.

This is a site that has many photos taken by Lewis Hine that deal with issues such as child labor, industrialization, urbanization, and working conditions around the turn of the century.

Page to find copy of the Pure Food and Drug Act. There are also many other government documents from US history there.

This is a site to find Joseph Keppler's political cartoon "Looking Backward."

Good site that has links to many other sites on the Progressives. Includes sites to find both primary and secondary sources. It was helpful when I was writing my historical background for the mini unit.

Used this site to find census data relating to the urbanization of America at this

point in history. In particular will use information about percent of rural v. urban. See chart included in lessons.

sp?Counter=21 Use this site to find "Bosses of the Senate" and other political cartoons that have to do with the Senate.

This website offers many resources for teachers and historians. There are many primary sources of all kinds (text, pictures, speeches, etc) and resources to help guide students through the process of deciphering these sources.

Lesson 1: Discussion of The Jungle and its Effects

Time Estimated: 1 day, 90 minutes

Objectives: Students will:

1. Identify and discuss themes contained in The Jungle

2. Empathize with characters, and their plight, found in The Jungle

3. Explain how The Jungle led to the passage of The Pure Food and Drug Act

4. Summarize the Pure Food and Drug Act.

Materials:

? Every student should have a copy, and read The Jungle for chapter 9

? The Jungle Reading Quiz ? Guided Questions for discussion of The Jungle ? Essays on The Jungle ? Excerpted version of Pure Food and Drug Act for students



Strategies:

1. Hand out the short reading quiz for The Jungle to make sure that all students have read the book. Collect after they have finished.

2. Arrange desks so that students are sitting in a circular pattern around the room and the teacher should sit in the circle also. Cut the questions into strips and ask for volunteers to read a question. Then open up the floor to discussion about the questions. (Note: I use a ball or something to pass around. The person that has that is the ONLY person who can talk, including the teacher.) Hopefully the discussion will stay focused and in the direction you want; however, if that is not the case, ask follow up questions that guide the students in the correct direction.

3. Near the end of the discussion it is especially important to make sure that the discussion is headed in the right direction. It might require more active participation by the teacher. If you haven't touched the specifics of chapter 9, now is a good time. (A copy of this selection can be found at the History Matters website listed above).

4. After connecting The Jungle to the passage of the Pure Food and Drug Act, pass out a copy of the law to students (see the Excerpted Version). Have the students examine the law as a primary source. Go through the steps of Notice/Questions/Historical Background with them as a class. Focus on the language of the law and try to decipher what the law is saying in plain English. This can be difficult for students depending on their vocabulary and reading comprehension skills ? remember it is written by lawyers.

5. I like to list the questions that the kids have on the board and use dictionaries to help us since most questions are concerning language. For help with the historical background, see the History Matters website listed above also. After we have deciphered what the law is saying, I give the students the following assignment: For each of the sections of the law that I have given them, they must find an example of a product that Sinclair has described that violates that law. For example, Section 7 of the law describes adulterated foods and there are six ways that food can be considered adulterated. The potted chicken description fits at least three of the categories. Refer them specifically to chapter 9 of The Jungle to help them with this.

6. Homework: Finish finding the products if they have not. Have each student answer the following Essay Questions on The Jungle. (I normally give them out now and have them due in about 1 week.)

Differentiation:

This lesson, though very concentrated with text, allows for all students to participate. The questions that are being discussed in the book group are very broad and call for an individual's opinion. It also incorporates group discussion, individualized work, and higher level thinking skills.

Lesson 2: Changing Demographics of US

Time Estimated: 1 day, 90 minutes

Objectives: Students will:

1. Analyze a photograph as a primary source

2. Compare and contrast "old" v. "new" immigration to US

3. Explain how the US's demographics were changing by interpreting a chart

4. Describe problems that city dwellers faced during this time period

5. Acquire some background information on the Progressives by reading the textbook.

Materials:

? Photographs by Lewis Hine at

? Population Information Slide (see attached) ? Immigration Chart Notes (see attached) ? Photo Analysis Guide (see attached)

Strategies:

1. Check for completion of homework assignment and then spend a few minutes going over how students interpreted the Pure Food and Drug Act.

2. Explain that our country was changing a lot during this time period. It is changing in two main ways: internally and externally. Put up the overhead of the Population Information Slide that shows the changing demographics of the US. Discuss this and then ask what problems and conditions this leads to in American cities. (Students should be taking notes during this.)

3. The US is also changing due to external factors. Pass out the Immigration Table and explain the changing nature of immigration. Using the Historical Background go through the chart and explain as the students fill it in.

4. All of this had an effect on our changing country. To illustrate this effect, first select and show one of Hine's photos. Ask students to describe what they see. Using the

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