6.3 Progressivism and Reform --- Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period; analyze the solutions or resolutions developed by Americans, and their consequences (positive/negative – anticipated/unanticipated) including, but not limited to, the following: Social Issues, Causes and Consequences of Progressive Reform, Women's Suffrage.
6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).
6.3.2 Causes and Consequences of Progressive Reform – Analyze the causes, consequences, and limitations of Progressive reform in the following areas:
• major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments
• new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
• the Supreme Court’s role in supporting or slowing reform
• role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell)
• efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of
African Americans and immigrants
6.3.3 Women’s Suffrage – Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (e.g., Susan B. Anthony, Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment.
Can politics fix social problems?
Big Picture - Focus Questions:
What problems were created by industrialization, urbanization and immigration?
Identify and describe the successes and failures of Progressive reform?
Learning Targets You will be able to: (focus targets in Bold below)
Identify the issues and problems addressed by the Progressives.
Identify how Progressives attempted to reform society, the workplace and government—at the national, state and local levels.
Identify areas of reform addressed by women.
Identify the methods used by women to gain the right to vote.
Identify the Progressive reforms of Presidents Theodore Roosevelt, William Howard Taft and Woodrow Wilson.
Compare and contrast the Presidencies of Theodore Roosevelt, William Howard Taft and Woodrow Wilson.
Discuss lessons learned from the Progressive Era that we need to learn and apply today.
The Progressives Unit Reflection Questions:
How did we do as a nation in advancing towards our ideals during this era?
What lessons can we learn from the Women’s Movement of the late nineteenth and early twentieth centuries?
What are some problems within our society today that needs to be addressed?
The Progressives: Key Terms & People:
(You should be able to identify, use and explain the following key terms and people) Amendments, Acts & OrganizationsKey People & TermsKey Terms
Sixteenth Amendment Jacob Riis Progressivism
Seventeenth Amendment Ida Tarbell Muckrakers
Eighteenth Amendment Lincoln Steffens initiative
Nineteenth Amendment Robert La Follette referendum
Reading, Questions & Reviews: Textbook – United States History & Geography – Modern Times – Chapter 6, The Progressive Movement, pages 200-228. Answer keys are available for Chapter 6 Lesson Reviews and Chapter 6 Chapter Review in order to formatively check your knowledge and understanding.
Lecture/Teaching: Educational Portal / History 104 – U.S. History II – There are 8 video teachings in this chapter—all can be found on the class website in the “Online Teachings” tab. ***(Remember you must use my “Online Teachings” tab to be able to access these teachings—you cannot select or advance teachings from the Education Portal site.)
The Progressives PowerPoint: One summary PowerPoint is available on the class website in the “Online Teachings” tab. We will be looking at three within class.
Classroom Study Groups: Students can choose to work with a group of students to complete readings, reviews, etc.
Classroom Discussion Groups: Students can choose to work with a group of students to discuss, evaluate and analyze unit content and concepts.
Online Discussions: There will be a variety of discussions in the McGraw-Hill Online Textbook and Planner website to help you increase your understanding of unit content and concepts.
ME—YOUR TEACHER: Don’t forget to ask me questions, both about the current unit or about strategies for learning; Especially if you need guidance setting up an effective plan to learn the material.