The Impact of the Progressive Era on America
 
The Impact of the Progressive Era on America The Progressive Era: 1890-1930 Socially, change was brewing in order to protect and empower every citizen in America. Politically, laws were enacted to allow citizens who normally didn’t have a voice to be heard. Intellectually, the educational system was reformed to give more power and knowledge to the common man. Culturally, America was developing into a music, sports, and entertainment powerhouse. Economically, advertising campaigns were generating thousands of new consumers.
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Slide1 : The Impact of the Progressive Era on America Student Pages A WebQuest/KnowledgeQuest for 10th-11th grades (American History) Designed by: Bobbi Craig, Sally Hobler, Sandy Lott bcraig@jeffco.k12.co.us; shobler@jeffco.k12.co.us; slott@jeffco.k12.co.us Arvada West High School, Arvada, CO August 2005
Directions for Students : Directions for Students Click once OR press the space key to advance to the next slide Press the backspace key to go back one slide Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually. Follow the directions on each slide
Introduction for Students : Introduction for Students Just as we are experiencing enormous changes today due to the Age of Technology, so too did Americans witness changes in their world at the turn of the 20th century. This time period from 1890 through the 1920’s, known as the Progressive Era, was spear-headed by seven men who led this country toward a new beginning. Cleveland, McKinley, T. Roosevelt, Taft, Wilson, Harding, and Coolidge are generally considered the Progressive Era presidents, the men whose foreign and domestic policies shaped their world and whose policies continue to impact our world. In this quest to understand how the common man’s life was shaped by these industrial changes and innovative policies, we will explore various aspects of the Progressive Era society.
The Progressive Era: 1890-1930 Socially, change was brewing in order to protect and empower every citizen in America. : The Progressive Era: 1890-1930 Socially, change was brewing in order to protect and empower every citizen in America. The impact of the automobile is immeasurable.
Politically, laws were enacted to allow citizens who normally didn’t have a voice to be heard. : Politically, laws were enacted to allow citizens who normally didn’t have a voice to be heard.
Intellectually, the educational system was reformed to give more power and knowledge to the common man. : Intellectually, the educational system was reformed to give more power and knowledge to the common man.
Culturally, America was developing into a music, sports, and entertainment powerhouse. : Culturally, America was developing into a music, sports, and entertainment powerhouse.
Economically, advertising campaigns were generating thousands of new consumers. : Economically, advertising campaigns were generating thousands of new consumers.
Essential Question : Essential Question How did the Progressive Era impact the social, political, intellectual, cultural, and economic aspects of America? Why is this relevant for us today?
Procedure : Procedure After exploring the collections in American Memories, decide on one area around which you would like to base your project. This focus idea (for example: consumerism, immigration, women’s suffrage) will guide you in deciding which primary documents to use. Then, you will need to analyze how that focused idea fits with two of these areas: social, intellectual, cultural, or economic. Every focus idea will also be connected to the political aspect of the Progressives. By analyzing these primary documents, you will come to an understanding of how your president impacted all aspects of society. You will name your magazine appropriately, (example:“Teddy’s Tidbits”), create an appealing visual display, read letters from the past, write your own letter, and document your sources.
The Task for Students… : The Task for Students… You are a magazine editor who has been asked to contribute to a special edition on the Progressive Presidents. You will be assigned one of the Progressive Presidents and, along with two other journalists, you will create a six page layout using primary sources that will help your readers discover the impact of this President on various aspects of society during his tenure in office.
Student Task : Student Task Each member of the group will be responsible for a two page spread in the magazine which will include: Minimum of 2 relevant primary documents An explanation of the connections between social, political, intellectual, cultural, and economic factors and the focus idea A letter to the President supporting stance on focus idea Daily assignments will include: List of collections you viewed Triangle graphic organizer with connections Documentation of your sources in MLA format Analysis of 2 primary documents Knowledge of letters of the time period
The Process for Students : The Process for Students Day 1: Work with your team of 3 students to find explore political, intellectual, cultural, and economic aspects during your particular president’s time period. After the Library Information Specialist has introduced search strategies for the American Memories collection in the Library of Congress to you, you will have 45 minutes to explore the collection, focusing on the Progressive Era time period. Turn in a list the URL’s for 4 primary source documents from the American Memories collections that are applicable to your focus idea. Create 3 triangle graphic organizers on three potential, focus ideas with connections between the social, political, intellectual, cultural, and economic points.
Day 2 : Day 2 From your 3 graphic organizer triangles, select the best to further investigate. (Each student in the group must have a different focus idea. e.g. immigration) You will use the American Memory collection to find and print 2 primary source documents to support your focus idea. These 2 sources must relate to your social, political, intellectual, cultural, and economic choices for your triangle. Also print the bibliographic information. You will complete and turn in one analysis form with a primary document. The second analysis and primary document will be due the following class period. You will make an MLA style bibliography of all primary sources used.
Day 3 : Day 3 Your group will have 30 minutes to discuss the organization, flow, thematic approach, etc. for the magazine layout. The remainder of the class will be used for letter writing and instruction. Your teacher will have copies of letters of the time period for you to analyze. You will then contribute to a discussion about the differences between the “old” letter and modern day e-mail. You will write a letter which concisely addresses your point of view regarding your focus idea and include sufficient evidence of support.
Day 4 : Day 4 As a culminating activity, you will meet with your group and any other group assigned the same time period to discuss the concept of “progressive” as it applies to modern day, focusing on the idea you have been researching. For example, a student has explored the topic of women suffrage from 1900-1910. What strides have women made during the last century, and what is their position socially, politically, intellectually, culturally, and economically today? Discuss with your group the similarities and differences you have discovered. Write an expository paper comparing and contrasting the social, political, intellectual, cultural, and economic aspects of your focus idea (e.g. women’s suffrage) in the Progressive Era with the 21st century.
Evaluation for Student Groups : Evaluation for Student Groups Students will receive a group grade based on the following criteria: ___20 Each group member covers DIFFERENT topics and has turned in his/her pages. ___10 Each major area is included: ie: social, political, intellectual, cultural and economic. ___10 Title, Table of Contents, Appendix, and other organizational features are included ___10 Students have presented material in a creative manner with a minimal number of errors that would distract the reader. ___50 points total
Evaluation for Individual Students : Evaluation for Individual Students __10 First page contains a relevant primary source document and explanation in a visually appealing manner. __10 Second page contains a relevant primary source document and explanation in a visually appealing manner. __20 Explanations for primary sources answer the questions of who, what, where, when, why and how. __40 Letter to the President concisely addresses your point of view regarding your focus idea and includes sufficient evidence of support __10 Bibliographic information and analysis of primary sources are included as an appendix __10 Bibliography of your primary sources are in MLA style in appendix __100 point total
Conclusion for Students : Conclusion for Students By the end of this unit, you will have learned more about the Progressive Era socially, politically, intellectually, culturally, and economically. You will understand that the ways these areas interact with each other is complex and dynamic. You will have analyzed one issue and will have written a persuasive letter about it. You will understand part of how American thought and policies in the Progressive Era impact us today. Continue to consider how our society today is based on these policies. Are we a new “Progressive Era”? How are we different or similar?
Credits & References : Credits & References Annual tour of Mr. and Mrs. Pierre Pelletier : and Their Elizabethan Players. 19--?.Traveling Culture: Circuit Chautauqua in the Twentieth Century. [http://sdrcdata.lib.uiowa.edu/libsdrc/details.jsp?id =/mrandmrspp/3&page=1] (August 5, 2005 ). Booker T. Washington Papers. National Negro Business League Correspondence, 1922 (T-Y). Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929. [http://memory.loc.gov/cgi-bin/ampage?collId=amrlm&fileName=mw09page. ]. (August 5, 2005.) Calvin Coolidge Papers. High Cost of Living, 1923-24. Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929. [http://memory.loc.gov/mss/amrlm/lmc/mc23/mc230002.tif]. (August 5, 2005). Edward L. Bernays Papers. Correspondence About 'This Business of Propaganda' and the Ethics of Public Relations. Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929. [[http://memory.loc.gov/mss/ amrlm/lme/me15/me150001.tif]. (August 5, 2005). Election Day! 1909. By Popular Demand: “Votes for Women” Suffrage Pictures, 1850-1920. [http://memory.loc.gov/ service/pnp/cph/3a50000/3a51000/3a51800/3a51845v.jpg][ cph 3a51845] (August 5, 2005). Express letter (?) from Warren G. Harding, Marion, Ohio, to Edward B. McLean, Chairman Inaugural Committee, ca. January 12, 1921. "I Do Solemnly Swear ...": Presidential Inaugurations. [ http://memory.loc.gov/cgi-bin/ampage?collId=pin_mssmisc&fileName=pin/pin3902/pin3902page.db&recNum=0 ]. (August 5, 2005). Henry Ford with a model T in 1921. Associated Press. [http://www.time.com/time/time100/builder/profile/ford.html]. (August 5, 2005). NARA - Educators and Students - Artifact Analysis Worksheet_files. The U.S. National Archives and Records Administration. 2005. [http://archives.gov/education/ lessons/worksheets]. (August 5, 2005). "Oh For A Camera"-Premo. 1908. Emergence of Advertising in America, 1850-1920: Selections from the Collections of Duke University. [http://scriptorium.lib.duke.edu/eaa/kodak/K00/K0094-72dpi.html].(August 5, 2005). School Gardens, children in garden, 1912, Delaware St., New York, NY. American Landscape and Architectural Design, 1850-1920.[http://memory.loc.gov/award/mhsdalad/020000//020061v.jpg]. (August 5, 2005).
Slide21 : Created for Adventures of the American Mind Project AAM-Colorado and Arvada West High School Social Studies classes. Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO.
Slide22 : Designed by: Bobbi Craig, Sally Hobler, Sandy Lott bcraig@jeffco.k12.co.us; shobler@jeffco.k12.co.us; slott@jeffco.k12.co.us Arvada West High School, Arvada, CO August 2005 The Impact of the Progressive Era on America Teacher Pages A WebQuest/KnowledgeQuest for 10th-11th Grade (American History)
Directions : Directions Click once OR press the space key to advance to the next slide Press the backspace key to go back one slide Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually. Follow the directions on each slide
Introduction : Introduction This lesson was developed as part of the Adventures of the American Mind (AAM Colorado), a federally funded program. This lesson is to help students understand the historical significance of the Progressive Era and its relevance to today. After a brief introduction to the Progressive Presidents, students will be introduced to primary sources through American Memories. These primary sources will enable them to feel, see and experience this era socially, politically, intellectually, culturally, and economically. Through their immersion in primary documents, students will discover the impact of the past on the present.
Learners : Learners This lesson is anchored in eleventh grade American history, but could easily be adapted to an American literature class. This unit is planned as a collaboration between the Library Information Specialist and the American History teacher. Students will need to have had an introduction to the Progressive Presidents and their foreign and domestic policies.
Learning Expectations/Standards : Learning Expectations/Standards This unit encourages the students to critically think about the Progressive Era socially, politically, intellectually, culturally, and economically, and compare it to the 21st century. Students use critical thinking, team work, problem solving, and communication to develop a magazine which reflects the dawn of the 20th century and the impact the Progressive Era has had on today’s society.
Colorado Learning Standards Addressed : Colorado Learning Standards Addressed History Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 1.1 Students know the general chronological order of events and people in history Standard 3: Students understand that societies are diverse and have changed over time. 3.2 Analyzing how forces of tradition and change have influenced, altered, and maintained social roles and the social organization of societies throughout history. Standard 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 4.3 Students will be describing and explaining the social and economic changes that resulted from industrialization Reading and Writing Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing. 4.3: Recognize, express and defend points of view orally and in writing Information Literacy Standard 1: Students understand how to use and construct meaning from the information resources available to them.
The Process : The Process This project is planned for 3 or 4 ninety minute blocks. This is part of a larger unit on the Progressive Era presidents. Students would first research a specific president, focusing on his domestic and foreign policies. This unit will focus on the impact of the president on social, political, intellectual, cultural, and economic aspects of the time through viewing primary sources.
Day 1-in the library : Day 1-in the library Before they come to the library, students will divide themselves into groups of 3, based on the president they are studying. The Library Information Specialist will demonstrate to students best search strategies for the American Memories collection in the Library of Congress. Review key words, browse, and show specific collections which are relevant. Go over how to access the URL for primary source documents by using View—Source to ensure accurate source instead of temporary. Students will then use approximately 45 – 60 minutes to explore the collection, focusing on the Progressive Era, and put together and turn in a list of at least 4 collections that are applicable to their focus idea. After students have completed their exploration, the teacher will review “focus ideas” and discuss social, political, intellectual, cultural, and economic concepts as related to a focus idea. Teacher will model the triangle graphic organizer with the focus ideas. (see next slide) Using the triangle visual/graphic organizer, students will identify a focus idea. One point of the triangle will be labeled “political”. The other points may be labeled with “social”, “intellectual”, “cultural”, or “economic”. On each leg of the triangle, a specific connection will be drawn between the two topics. (see triangle example below) Student homework assignment will be to come up with three potential focus ideas (see attached suggestions) and create a triangle for each topic.
Triangle Graphic Organizer : Triangle Graphic Organizer Political Cultural Economic Focus Idea: Women’s Suffrage With the right to vote, women's sphere of influence changes. Women become wage earners. Advertisements are now aimed toward women.
Focus Idea suggestions : Focus Idea suggestions Immigration Cultural life Technology/industry Women’s issues (suffrage) Sports and Recreation Performing Arts Advertising/consumerism Literature/poetry/music Fashion Minority cultures
Day 2—in the library : Day 2—in the library The Library Information Specialist will introduce correct MLA bibliographic format, specifically concerning the Library of Congress American Memory collection. Library Information Specialist will also review printing of documents and bibliographic data. Teacher will demonstrate how to fill out the primary document analysis sheets from the National Archives web page. Each student will determine which of his/her 3 triangle graphic organizers is the most relevant to the magazine. Students will then meet with their magazine groups to determine the layout of their magazine, making sure each focus topic is different, and social, intellectual, cultural, and economic aspects are covered. Each student will use the American Memory collection to find 2 relevant primary source documents to use for his/her 2 page layout of the magazine. Students will find a primary source for two points of their graphic organizer. They will print the primary source document, including bibliographic information, then fill in the analysis sheet for the primary document. Students will be expected to complete a minimum of one primary source document, bibliographic information, and analysis during class time and turn it in, and if working diligently each should be able to complete the second one as well. If not, this is homework to be completed by the following day.
Another idea for the Student Analysis of Primary Document : Another idea for the Student Analysis of Primary Document
Day 3—In the classroom : Day 3—In the classroom Teacher will give groups approximately 30 minutes to discuss organization, flow, thematic approach, etc. for their magazine layout. The remainder of the block will be used for letter writing. The instructor will have copies of 3 or more letters of the time period which students will read and contribute to a discussion about the differences between the “old” letters and modern day e-mail. Students will write one letter from a point of view of their choice on their focus idea to the presiding president supported by facts. i.e. Focus Idea--women’s suffrage: “Women should not be permitted to vote because they will only consider the “looks” or appearance of the candidates, just as if they were shopping for a new dress.” While this is an interesting statement, where are the facts to support or persuade the reader? Another component of this grade will be the use of language appropriate to the time period. Of course, spelling, and grammar must also be correct.
Day 4 – In the classroom : Day 4 – In the classroom As a culminating activity, students will meet with their group and any other group assigned the same time period to discuss the concept of “progressive” as it applies to modern day, in particular, each individual’s specific topics. For example: If a student explored the topic of women’s suffrage during President McKinley’s era, what strides have women made during the last century, and what is their position socially, politically, intellectually, culturally, and economically today? Each student will write an expository paper comparing and contrasting the social, political, intellectual, cultural, and economic aspects of their focus idea (e.g. women’s suffrage) in the Progressive Era with the 21st century.
Resources Needed : Resources Needed This unit is planned as a joint endeavor between the American History teacher and the Library Information Specialist. This lesson is based on computer and printer access for pairs of students during Day 1 and Day 2. Students will be using the Library of Congress American Memories collections to find primary documents. Teacher will have copies of National archives analysis sheets, and letters of the time period. Coolidge letter Harding letter Booker T. Washington letter Barnays papers
Recommended American Memory Collections for Progressive Era : Recommended American Memory Collections for Progressive Era American Memory Collections may include: Immigration— Chinese in California—1850-1925 The Great Plains 1880-1920 Turn of the Century America 1880-1929 Culture, Folk life San Francisco and 1906 Earthquake Small town life mid-Atlantic 1850-1920 Southern US personal narrative 1860-1920 Curtis, Edward (North American Indian photos-- Ca 1900 Panoramic Photographs 1851-1991 Traveling in America—Books- 1750-1920 Work and Leisure—films—1894-1915 Technology, Industry Bell, Alexander papers 1862-1939 Berliner, Emile—early recording industry -1870-1956 Edison Company—film and sound recordings Factories—Westinghouse—1904 Morse, Samuel—papers—1793-1919 Work and leisure—films 1894-1915 Wright Brothers 1881-1952
Slide38 : Presidents Coolidge era 1924-1929 McKinley, William and pan American exposition—films 1901 Presidential inaugurations-multiformat 1758-2001 Presidents and first ladies—portraits Roosevelt, Theodore films 1898-1919 Manuscript Division—selected Highlights—1775-present World War I and 1920 elections—recordings Performing Arts, Music Film, animated 1900-1921 Variety Stage 1870-1920 African Americans sheet music 1850-1920 Sheet music 1850-1920 Chautauqua Performers –fliers--1904-1940 Copland, Aaron 1900-1990 Women’s History Women’s suffrage—photographs and prints 1850-1921 Sports, Recreation Baseball and Jackie Robinson 1860-1969 Baseball Cards
Evaluation : Evaluation Teachers may want to give a quality worker grade for the group, especially during library time, to keep students focused. Students will be evaluated as a group, as well as individually. The group evaluation is 50 points, and the individual is 100 points, encouraging students to work together as a group. Teacher could have individuals in the group grade each other on quality workmanship.
Evaluation for Student Groups : Evaluation for Student Groups Students will receive a group grade based on the following criteria: ___20 Each group member covers DIFFERENT topics and has turned in his/her pages. ___10 Each major area is included: ie: social, political, intellectual, cultural and economic. ___10 Title, Table of Contents, Appendix, and other organizational features are included ___10 Students have presented material in a creative manner with a minimal number of errors that would distract the reader. ___50 points total
Evaluation for Individual Students : Evaluation for Individual Students __10 First page contains a relevant primary source document and explanation in a visually appealing manner. __10 Second page contains a relevant primary source document and explanation in a visually appealing manner. __20 Explanations for primary sources answer the questions of who, what, where, when, why and how. __40 Letter to the President concisely addresses your point of view regarding your focus idea and includes sufficient evidence of support __10 Bibliographic information and analysis of primary sources are included as an appendix __10 Bibliography of your primary sources are in MLA style in appendix __100 point total
Credits & References : Credits & References Annual tour of Mr. and Mrs. Pierre Pelletier : and Their Elizabethan Players. 19--?.Traveling Culture: Circuit Chautauqua in the Twentieth Century. [http://sdrcdata.lib.uiowa.edu/libsdrc/details.jsp?id =/mrandmrspp/3&page=1] (August 5, 2005 ). Booker T. Washington Papers. National Negro Business League Correspondence, 1922 (T-Y). Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929. [http://memory.loc.gov/cgi-bin/ampage?collId=amrlm&fileName=mw09page. ]. (August 5, 2005.) Calvin Coolidge Papers. High Cost of Living, 1923-24. Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929. [http://memory.loc.gov/mss/amrlm/lmc/mc23/mc230002.tif]. (August 5, 2005). Edward L. Bernays Papers. Correspondence About 'This Business of Propaganda' and the Ethics of Public Relations. Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929. [[http://memory.loc.gov/mss/ amrlm/lme/me15/me150001.tif]. (August 5, 2005). Election Day! 1909. By Popular Demand: “Votes for Women” Suffrage Pictures, 1850-1920. [http://memory.loc.gov/ service/pnp/cph/3a50000/3a51000/3a51800/3a51845v.jpg][ cph 3a51845] (August 5, 2005). Express letter (?) from Warren G. Harding, Marion, Ohio, to Edward B. McLean, Chairman Inaugural Committee, ca. January 12, 1921. "I Do Solemnly Swear ...": Presidential Inaugurations. [ http://memory.loc.gov/cgi-bin/ampage?collId=pin_mssmisc&fileName=pin/pin3902/pin3902page.db&recNum=0 ]. (August 5, 2005). Henry Ford with a model T in 1921. Associated Press. [http://www.time.com/time/time100/builder/profile/ford.html]. (August 5, 2005). NARA - Educators and Students - Artifact Analysis Worksheet_files. The U.S. National Archives and Records Administration. 2005. [http://archives.gov/education/ lessons/worksheets]. (August 5, 2005). "Oh For A Camera"-Premo. 1908. Emergence of Advertising in America, 1850-1920: Selections from the Collections of Duke University. [http://scriptorium.lib.duke.edu/eaa/kodak/K00/K0094-72dpi.html].(August 5, 2005). School Gardens, children in garden, 1912, Delaware St., New York, NY. American Landscape and Architectural Design, 1850-1920.[http://memory.loc.gov/award/mhsdalad/020000//020061v.jpg]. (August 5, 2005).
Slide43 : Created for Adventures of the American Mind Project AAM-Colorado. Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO.