H Unit 1-Industrialization and Progressivism

 

download (1)Content Statements Addressed

  •  H CS 10 H CS 11 H CS 12 H CS 13 H CS 14 H CS 2 H CS 3 H CS 4
  • 3 weeks of instruction

Learning Targets

  1. Describe “Industrialization”
  2. Analyze the impact of industrialization and urbanization on American society
  3. Contrast the relative impact of important technological innovations of the era
  4. Understand the growth of labor organizations following Reconstruction
  5. Analyze the impact of the progressive movement on the use of child labor and working conditions in U.S. factories during the late 19th and early 20th century
  6. Contrast the various labor organizations that formed during industrialization and examine the specific issues each attempted to address
  7. Identify five significant labor organizations and report on their specific goals
  8. Briefly summarize the New York and Oregon labor cases.
  9. Understand the reasons for the rise of the Ku Klux Klan and other nativist organizations and its impact on the lives of African Americans living in the post reconstruction period.
  10. Analyze the impact of the Plessy v. Ferguson ruling.
  11. Explain how racial discrimination was institutionalized with the passage of Jim Crow Laws.

Vocabulary

  • Entrepreneur
  • Rural/Urban
  • Capitalism
  • Laissez Faire
  • Social Darwinism
  • Monopoly
  • Collective Bargaining
  • Labor unions
  • Strikes
  • Triangle Shirtwaist Factory fire
  • Muller v. Oregon
  • Americanization
  • Ellis Island
  • Push/Pull factors
  • tenement
  • settlement house
  • Jane Addams
  • The Great Migration
  • Haymarket Riot
  • Homestead Strike
  • American Federation of Labor
  • Jim Crow laws
  • Plessy v Ferguson
  • lynching
  • segregation
  • “separate but equal”
  • Booker T. Washington
  • WEB Du Bois
  • Poll Tax
  • Literacy Test
  • Progressivism
  • Populist Party
  • Muckrackers
  • Jacob Riis
  • monopoly
  • Sherman Antitrust Act
  • Clayton Antitrust Act
  • Conservation
  • Pure Food and Drug Act
  • Meat Inspection Act
  • Federal Reserve Act

Learning Strategies

SHEG assignment surrounding the Homestead Strike – use of docs by Emma and Frick

SHEG assignment around Populism

Readings on the Guilded Age in Voices of Freedom Book

Create a narrative of the experience of a farmer transitioning to working in a factory

Present a demonstration of a relevant technological innovation, and identify how the impact of that technology has evolved to the present day

In small groups, ask students to create a list of grievances for a simulated labor movement within the classroom and a list of three to five strategies they could employ to achieve redress for the grievances. Next, have the groups identify the strategy they feel would yield the best chance for long-term impact, an American labor organization that used that strategy, and the long-term impact of that labor organization. Debrief the activity by discussing the conditions in the United States that gave rise to labor unions in the late 19th and early 20th centuries.

Have students list the immediate impact of the Triangle Shirtwaist fire and look for evidence of this event’s impact in a present day factory.

Students create a journal or blog based on primary accounts for a hypothetical immigrant/migrant describing life in an American city. Discussions should focus on both the changes in the immigrant’s/migrant’s life and the changes brought by immigration/migration to American cities.

Divide students into groups. Each group is to develop an interactive museum exhibit about urban life, immigration and migration in the late 19th and early 20th centuries. Students will select primary and secondary documents to present the life for at least two socio-economic groups during the period. Students should organize their student groups by defining tasks, choosing leaders, assigning work, etc. Have students provide an annotated bibliography for their resources.

Students read excerpts from primary sources (e.g., news articles, speeches, legislation, opinions in the Plessy v. Ferguson case) as ways of identifying the institutionalization of racial discrimination following Reconstruction. For each source, students should note excerpts that illustrate the institutionalization of racial discrimination. (see the SHEG assignments above) = Reading Like a Historian

Conduct a separate-but-equal simulation in class in which one-half is given equal (in reality, inadequate) supplies to complete a project assigned to the entire class. Complete a debriefing activity following the experience to help students make connections to the historic past.

Create a chart in which students examine Progressive-era federal legislation. The first column identifies the perceived social or political ills; the second column, the legislative action that addressed each problem; and third column provides an evaluation of the success of the legislation in addressing the problem.

Diverse Learners Strategies

Identify five significant innovators of the era and the invention for which they are responsible.

Infer the impact of industrialization upon expansion both within the US and abroad and draw parallels to technological advances in the present day.

Identify five significant labor organizations and report on their specific goals

Briefly summarize the New York and Oregon labor cases.

Provide examples three examples of the Push/Pull factors of immigration

Identify the new immigrants of the 1800s and what challenges they faced

Analyze why poll taxes and literacy tests were unfair to African Americans

Identify five types of Jim Crow Laws

Identify what issues did Progressives focus on and what energized their cause.

Identify and explain what the major social problems facing the urban poor.