The
Progressive Ear
1900-1917
I.
Class Subject/
Grade Level- This U.S. History Unit, covers the time period known as the Progressive
Era (1900-1917) and can be applied to 8th and 11th grade
classes.
II.
Content
Knowledge- Students will complete this information-teaching unit with a
basic understanding of historical and current events relating to the
Progressive Era such as: Labor movements, Immigration, Popular culture and
Political movements.
III.
Teaching
Strategies-Several different teaching approaches will be implemented while
examining the Progressive Era. These teaching approaches will take the form of
lecture, individual reading, student group work, applicable video and audio
materials as well as relative guest speakers. Students will occasionally be
asked to put themselves in the place of those who have experienced events
relevant to the different parts to the Progressive Era, to encourage critical
thinking and reasoning skills.
IV.
Levels of
Thinking- Students will participate in various activities as well as
assignments, utilizing multiple levels of thinking skills. Students will become
familiar with names, places, events, and issues pertaining to the Progressive
Era, both past and present. Emphasis will be placed on utilizing critical thinking
and reasoning skills during each phase of the teaching unit.
V.
Assessment and
Evaluation of Students- While
instigating this teaching unit, students will be required to select and complete
assignments from each section: I-Search Independent Project, Academic Knowledge
Project, Moral/Ethical/Spiritual Reasoning and Dilemmas Project and Productive
Thinking Project. Students are also required to complete the Document Based Question
which accompanies this unit. In addition, short in-class quizzes, and
participation activities will be implemented to ensure cognitive understanding
of the materials presented.
VI.
Unit Goals- (1)Students
will gain an understanding of events, causes, and outcomes relating to the
Progressive Era such as: the assassination of President McKinley, the
presidency of Theodore Roosevelt, and the supplicant succession of presidents
down to Wilson; the labor strikes and unionization in the early Progressive
Era; immigration and the changing views of the people; as well as popular
culture and changing technology such as Ford’s Model T. (2)Students will relate
the experiences of the Progressive Era as they are applied to the present time.
(3) Students will relate the experiences of individuals, representing all parts
of the Progressive Era as they relate to present day events.
I-Search and Independent
Research Projects
I. Paradox-
You are a poor immigrant factory worker that can barely put food on the
table for your small family. You work long hours and get paid very little. The workers
at your factory go on strike demanding that the owners give them better pay and
safer working conditions. You desire these changes but can not afford to be out
of work while the strike goes on. Explain why you would or why you would not
join the strike in a two minute speech to your fellow workers.
II. Attributes-
There were three presidents that were in office during the Progressive Era
(Theodore Roosevelt, William Taft, and Woodrow Wilson). Each of them were very
different. Using a collage describe these individuals.
III.
Discrepancies-
The pros and cons of unionizing factories continue to still exist as
controversial issues in the United
States today. Prepare a 12-15 minute class
presentation, with an accompanying outline, in which you present evidence
supporting either side of this argument. Be prepared to defend you position.
IV.
Proactive
Question- During the Progressive Era people fought for change, whether it
dealt with labor, race, politics, or immigration. Discuss in a 12- 15 minute
class presentation why you think people continue to want change and what rights
do they have as citizens of the United States to do that. You can also write a
five page paper. Be sure to utilize visual and primary sources.
V.
Examples of
Change- How have factory work and labor in general changed since the labor issues
of the Progressive Era? Make a chart showing these changes in regards to: child
labor, the number of unions, minimum wage, and class changes.
VI.
Organized Random
Search- Research the typical conditions of a factory in 1900 (Steel, Textile,
Auto, paper etc.), and come up with 10 conditions that factory workers had to
face.
VII.
Tolerance for Ambiguity - Why were the immigrants
from Eastern Europe relatively passive regarding the conditions that they found
when they came to the United
States? Write a one-act play which
emphasizes what provided them with their strength to endure prejudice against
them by U.S.
Citizens.
VIII. Intuitive
Expression – Write a poem from a new immigrant’s point of view as you
land at Ellis Island and begin a new life in the United States.
IX.
Creative Listening Skill - Listen to the
musical “Ragtime” and rewrite the lyrics concerning prejudices against
African-Americans and immigrants during the Progressive Era.
X.
Creative Writing Skill – Write a newspaper dated
between 1900-1917. Choose your specific date and base it in a large city.
Include the front page, editorials, obituaries, advertisements, and political
cartoons.
XI.
Visualization Skill – Show your rage towards injustices
of the early part of the Progressive Era by the creation of a
sculpture. Be prepared to explain the meaning of the sculpture to
the class.
XII.
Examples of Habit- Many European immigrants left
everything they had to immigrate to the United States. Research and write a
creative story based on following new immigrants in their life in America. Story
must be at least 3 pages in length.
Academic Knowledge
Economics
Knowledge: The
economy of the United States
changed dramatically at the turn of the twentieth century and became more and
more an industrial society. List five ways in which the American economy
changed to become more industrialized.
Comprehension: In
a three page essay explain how and why the United States’ resources were important
to industrialization. Include at least three resources that were key in this process.
Application: Create a graph of imports and exports to
and from the United States
from 1890 until 1917. Explain what the graph shows and how it benefited the United States.
Higher Level Thinking
Skills: In the Progressive Era, industrial factory work was becoming the
primary source of work within the major cities of the United States.
Come up with at least three reasons why industrial factory work became such an important
part of city life.
Transportation
Knowledge: Means
of transportation changed drastically over the course of the Progressive Era. Name
five advancements in transportation technology.
Comprehension: With
the advancements in automobiles, and more explicitly Ford’s Model T, the road
system could not keep up. Most of the roads were made of gravel and built for
horse drawn buggies. Imagine that today these roads were the same way. What
would we have to do in order to adapt?
Application: Make a chart with the amount of Model Ts sold
throughout the Progressive Era.
Higher Level Thinking
Skills: What were the main forms of transportation during the Progressive Era?
Research each and create a poster demonstrating each form of transportation and
what the key factors were so that each ran successfully.
Communication
Knowledge:
Communication changed a lot during the Progressive Era from the telegram to the
telephone. Research how this new form of communication changed the way the
people in the USA
communicated.
Comprehension: Political
cartoons were a popular way for people in the Progressive Era to convey their
views on social issues of the day. Draw a political cartoon related to a issue
during the Progressive Era.
Application: In
groups consider the ways in which people communicated over the past 200 years, how
has it changed? And how has the chain of communication been connected?
Higher Level Thinking
Skills: Research the usage of telephones during the Progressive Era, and
then compare your findings with telephone use today. Right a two page essay on
how phones have revolutionized communication.
Aesthetic Needs
Knowledge: Think
of life in inner-cities during the Progressive Era. Think of their homes, schools,
and the city itself. Brainstorm all the aesthetic elements in this environment.
E.g. Statue.
Comprehension: After
viewing pictures of the conditions immigrants lived in during the Progressive
Era, give examples of attempts to maintain an aesthetic environment.
Application: If
you were in a factory or tenement hall what would you do to maintain an
aesthetic environment? Show this in a mobile: e.g. drawing or on a wall.
Higher Level Thinking
Skills: After viewing examples of the ways different communities provide
aesthetic environment, devise a plan to decorate a city square that would be
offensive to no one: e.g. manger scene.
Organizing and
Governing
Knowledge: Emma
Goldman was a radical anarchist that helped to organize strikes and fight. As
she said, "I want freedom, the right to self-expression, everybody's right
to beautiful radiant things." After browsing through some of Emma
Goldman’s papers (found online at http://sunsite.berkeley.edu/Goldman/
) name the freedoms you think Emma discusses in her papers, and then reproduce
these freedoms on a project cube.
Comprehension:
Imagine that you are being persecuted and give examples of how your life would
change if you were forced to work in unsafe conditions for less than minimal
wage, and act this out in a play.
Application:
Create a slogan that factory workers would use during a strike that would raise
their spirits and remind them of their cause.
Higher Level Thinking
Skills: Examine the results obtained from your comparisons amid organized
corruption. Why do individuals and/or organizations capture and maintain the loyalty
of commuting immigrants? Submit your findings in the form of a newspaper story.
Moral, Ethical,
and Religious Behavior
Knowledge: Industrialization
in the United States
has its roots in the mid and early nineteenth century. Labor had been abused
for just as long, and yet no action was taken during the Gilded Age to address
these big issues of workers’ rights. What were the reasons for the federal
government not stepping in sooner? In groups, research at least four reasons
and then present them to the class.
Comprehension: Many
factory workers did not agree with the conditions under which they worked, and
yet to strike meant that they would have no money to feed their families or
that they could loose their jobs. Create a comic strip of workers preparing to
go on strike in which your main character’s thoughts and reasoning are clearly
expressed.
Application: Imagine
that you are a Jewish immigrant escaping persecutions in Russia, and you are making your long journey to America. You
are leaving behind the only life that you have ever known, your mother and
father, your sisters and brothers, and your home that you built with your own
hands to start a new life in the United States. Write five journal entries that
describe your feelings and thoughts and whether or not you are prepared to
leave.
Higher Level Thinking
Skills: Why did so many immigrants come to the United States and not other “free”
countries? How did they know that they were choosing the best place to live?
Research this topic and prepare a debate for both sides.
Moral/ Ethical/ Spiritual Reasoning & Dilemmas
Economic Dilemma:
You are a poor immigrant working for a textiles factory. The hours are long,
the machinery is dangerous, and you are not paid enough to feed your family.
Your fellow workers call for a strike which could mean no pay for several
weeks. What do you do?
Transportation
Dilemma: You are a proud owner of a Model T Ford. You now drive your new
car to your job as a clerk at a bank. You used to walk the three blocks. You
now start to gain weight. What do you do?
Communication
Dilemma: Your mother lives across the country, and you both have
telephones. You forget to call her on her birthday. What do you do?
Providing Education
Dilemma: You are a poor immigrant straight off the boat. You have always
believed that your children should be educated to have a better life. There are
no public schools with room in the area that you reside in, and you can not
afford to send your children to private school. You could also use the money
from them working. What do you do?
Providing Recreation
Dilemma: Smoke stacks became a dominant feature during the Progressive Era
that blew ash into the air and made it unsafe to be out in the city streets
unless the wind blew the ash away. What do you do?
Productive Thinking
I.
Brian Storm Model:
A. Brainstorm all of
the ways_________
1) Immigration
in the Progressive Era affected America
2) President
Roosevelt changed America
3) Labor
Unions Changed America
B.
Brainstorm as many ways as possible to __________
1)
Prevent discrimination of immigrants
2)
Help underprivileged people in America
3)
Help underprivileged people around the world
II.
View Point
Model:
A. How would_________
look at the Child Labor Laws?
1) Factory owners
2) Poor
parents with large families to feed
3) Children
4) Adult
factory workers
B. How would ________
view the unionization of labor?
1) President Roosevelt
2) President Taft
3) President Wilson
III.
Involvement
Model:
A. How
would you feel about the United
States of America restricting its borders in
1917 if you were________?
1) An immigrant with family still outside
the United States
2) A
wealthy U.S.
citizen
3) A
poor U.S.
citizen
4) An
employer of new immigrants
B. If you were a
_______, what would you see/ taste/ smell?
1) An immigrant living in an inner-city
tenement
2) A Factory worker
3) A Factory owner
4)
President of the United States
IV.
Reorganization:
A. What would have
happened if _______ were true?
1) Immigrants did not immigrate
2) Factory workers did not unionize
3) President McKinley was not assassinated
B. What would happen if
there were no _________?
1) Immigrants
2) Unions
3) Labor laws
Resources
1)
Classroom Textbook
2)
Ragtime The
Musical
3)
Emma Goldman Papers http://sunsite.berkeley.edu/Goldman/
4)
“Emigrants coming to the ‘Land of Promise’.” http://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@field(NUMBER+@band(cph+3a09957)):displayType=1:m856sd=cph:m856sf=3a09957
5)
“Immigrants on an Atlantic Liner” http://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@field(NUMBER+@band(cph+3a13598)):displayType=1:m856sd=cph:m856sf=3a13598
6)
Personal Document, Journal of Sadie Frowne, “We
saw the big woman with the big spikes on her head.” http://www.eyewitnesstohistory.com/immigrating.htm
7)
Newspaper Article, New York Tribune, December 17, 1905, “Big
Wave of Jews Coming” http://chroniclingamerica.loc.gov/lccn/sn83030214/1905-12-17/ed-1/seq-53/
8)
Newspaper Article, New York Tribune, April 17, 1910, “What Will
the Typical American of the Future Look Like?” http://chroniclingamerica.loc.gov/lccn/sn83030214/1910-04-17/ed-1/seq-17/
9)
Newspaper Article, New York Tribune, May 10, 1903, “More
Immigrants Will Land on These Shores in 1903 Than in Any Previous Year Experts
Estimate.” http://chroniclingamerica.loc.gov/lccn/sn83030214/1903-05-10/ed-1/seq-44/
10)
US
Immigration Legislation, “Immigration Act of 1917” http://library.uwb.edu/guides/USimmigration/1917_immigration_act.html
Unit Identification List
·
Booker T. Washington
·
Bull Moose Part
·
Corporation
·
Emma Goldman
·
Ford’s Model T
·
Ida B, Wells
·
Immigration
·
Immigration Act of 1917
·
Labor Laws
·
Labor Unions
·
Laissez-faire
·
Monopoly
·
Progressivism
·
Strikes
·
Suffrages
·
Tenements
·
Theodore Roosevelt
·
W. E. B. Dubois
·
William Taft
·
Woodrow Wilson
Unit Evaluation
Independent Research
Project – 100 points
Out of the twelve research projects available choose four,
one of the four must be an in-class project that is either presented to the
class or uses a group to complete the project. Each project has a total of 25
points possible with all four combined to the 100 points possible to maintain
an A for this area of the unit.
Project 1:
Properly understood assignment and followed directions- /10 points
Creativity, thoughtfulness- /10
points
Organized, structured well, no errors- /5
points
Project 2
Properly understood assignment and followed directions- /10 points
Creativity, thoughtfulness- /10
points
Organized, structured well, no errors- /5
points
Project 3
Properly understood assignment and followed directions- /10 points
Creativity, thoughtfulness- /10
points
Organized, structured well, no errors- /5 points
Project 4 (group or in-class project)
Properly understood assignment and followed directions- /10 points
Creativity, thoughtfulness- /10
points
Organized, structured well, no errors- /5
points
Academic Knowledge –
50 points
To receive an A for this area of the unit you must complete
one academic knowledge assignment whish is worth 48 points.
Knowledge
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /6
Organized, structures well, no errors- /2
Comprehension
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /6
Organized, structures well, no errors- /2
Application
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /6
Organized, structures well, no errors- /2
Higher Level Thinking Skills
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /6
Organized, structures well, no errors- /2
Moral/Ethical/Spiritual
Dilemma – 30 points
To receive an A for this area of unit you must complete one
Moral/Ethical/Spiritual Dilemma which is worth 30 points.
Properly understood assignment and follow directions- /10
Creativity, thoughtfulness- /10
Organized, structured well, no errors- /10
Productive Thinking
Skills – 40 points
To receive an A for this area of the unit you must complete
all of the Productive Thinking exercises which is worth 40 points.
First Productive Thinking Skill
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /4
Organized, structures well, no errors- /2
Second Productive Thinking Skill
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /4
Organized, structures well, no errors- /2
Third Productive Thinking Skill
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /4
Organized, structures well, no errors- /2
Fourth Productive Thinking Skill
Properly understood assignment and followed directions- /4
Creativity, thoughtfulness- /4
Organized, structures well, no errors- /2
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