Wayne RESA

Unit PlannerUS History and Geography

Wayne RESA – SS / Grade 9 / Social Studies / US History and Geography / Week 9 - Week 12
RESA, MAISA MC3 Units
Unit Abstract

Students begin their study of the Progressive Era by exploring problems exacerbated by rapid industrialization, urbanization, and immigration. They use a variety of primary and secondary sources to identify various social issues that grabbed the attention of reformers. Students explore the role of muckrakers and their efforts to increase public awareness of social ills through editorials, books, and photographs. Students then select a particular social issue to be the subject of their own editorial. Students also explore how Progressives proposed to address these problems. After sharing the results of their investigations, students discuss how the concepts of freedom and equality influenced Progressive reforms. Students continue their study by analyzing how Progressive reformers used government to address social problems. They next focus on the women’s suffrage movement in detail, including the people and strategies employed to gain the eventual ratification of the 19th Amendment. In evaluating the success of the Progressive Era, students consider attempts to balance free market ideology and ideas of freedom and equality. Throughout the unit students engage in a case study of the automobile industry to answer specific questions about consequences of industrialization and reform. They conclude the unit by presenting the results of their investigations and drawing conclusions. In doing so, students consider whether businesses practices in the automobile industry illustrate the causes and consequences of industrialism and Progressivism, and assess its impact on Michigan and American society.

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Stage One - Desired Results

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Standards
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Compelling Question

How did evolving ideas of freedom and equality influence Americans as the United States became an industrialized world power?

Supporting Questions
  1. How was the Progressive Movement a reaction to changes that took place in the United States during 1877-1915?
  2. How does the automobile industry provide an example of the causes and consequences of major industrial transformations in America?
  3. How successful was the Progressive Movement in addressing concerns facing Americans?
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Content (Key Concepts)

amendments

conservation

direct democracy

federalism

laissez-faire philosophy 

muckraking

Progressivism

reform movements

regulatory legislation

social issues/ social problems

suffrage movement

 

Skills (Intellectual Processes)

Cause and Effect

Compare and Contrast

Description

Identifying Perspectives

Issue Analysis

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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources

Equipment/ Manipulatives

Colored Markers

 

Computers with internet access for each student (Lesson 4)

 

Highlighters

 

Poster or chart paper

 

Student Resource

The Automobile in American Life and Society. University of Michigan, Dearborn. The Henry Ford. 2004. 1 October 2015 http://www.autolife.umd.umich.edu/

 

The Automobile. Powered to Transform Society. Labor Matters. School of Industrial and Labor Relations, Cornell University, 2009. 13 May 2009

 

Automobile History. History.com. 13 May 2009

 

“Automobile History – Part 1 – The Early Years.” Great Achievements. 1 October 2015 http://www.greatachievements.org/?id=3871

 

*“Bands of Brothers Build Up Detroit Auto Industry.” Detroit News. Michigan History. 1 October 2015 http://detnews.com/apps/pbcs.dll/section?Category=METRO07

 

Brookings Institute. 1 October 2015 http://www.brookings.edu/

 

Burton, Clarence M. The City of Detroit (1701-1922). 1 October 2015 http://books.google.com/books?id=jd3s5skDDDQC&pg=PA533&lpg=PA533&dq=census+of+manufacturers+detroit+1890&source=bl&ots=SfQywAzU1q&sig=jtn0gbiv1lmM-85oCOnLcGG1C-k&hl=en&ei=unjWSdiUJaDGMr6vyYQP&sa=X&oi=book_result&ct=result&resnum=2>. See pages 533-536.

 

Carrie Chapman Catt. About.com. 1 October 2015 http://womenshistory.about.com/od/cattcarriec/p/carrie_catt.htm

Cartoon Analysis Worksheet. National Archives and Records Administration. 1 October 2015 http://www.archives.gov/education/lessons/worksheets/cartoon.html

The Cato Institute. 1 October 2015 http://www.cato.org

 

Center for American Progress. 1 October 2015 http://www.americanprogress.org

 

Center for Media and Democracy. 1 October 2015 http://www.prwatch.org/

 

The Concord Coalition. 1 October 2015 http://www.concordcoalition.org/about-us

 

David Graham Phillips. Knowledge Rush. 1 October 2015 http://www.knowledgerush.com/kr/biography/38/David_Graham_Phillips/

“Detroit’s Great Migration.” CBS Media and WKBD. 13 May 2009

 

“Early Adventures with the Automobile.” Eyewitness to History. Ibis Communications, Inc., 1 October 2015 http://www.eyewitnesstohistory.com/auto.htm

 

“The Expedition was Passed.” America’s Story. Library of Congress. 1 October 2015 http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/progress/monopoly_3

 

Facing Up to the Nation’s Finances. 1 October 2015 http://www.facingup.org/

 

The Factory. Labor Matters. School of Industrial and Labor Relations, Cornell University, 2009. 13 May 2009

 

Florence Kelley. Spartacus Educational. 13 May 2009

 

Ford Model T – 100 Years Later. YouTube. 1 October 2015 http://www.youtube.com/watch?v=S4KrIMZpwCY

 

Ford Motor Company. Idea Finder. 1 October 2015 http://www.ideafinder.com/features/century/ford.htm

 

Frank Norris. “Zola in San Francisco.” Book Review. New York Times. 1 Jan. 2006. 1 October 2015 http://www.nytimes.com/2006/01/01/books/review/01hanson.html?pagewanted=all

 

Gartman, David. Tough Guys and Pretty Boys: The Cultural Antagonisms of Engineering and Aesthetics. The Automobile in American Life and Society. University of Michigan, Dearborn. The Henry Ford. 2004. 1 October 2015 http://www.autolife.umd.umich.edu/Design/Gartman/D_Casestudy/D_Casestudy1.htm

 

Henry Ford. The Assembly Line. Massachusetts Institute of Technology. 1 October 2015 http://web.mit.edu/invent/iow/ford.html

 

“Henry Ford Changes the World, 1908.” Eyewitness to History. Ibis Communications, Inc., 1 October 2015 http://www.eyewitnesstohistory.com/ford.htm

 

“Henry Ford’s $5-a-Day Revolution.” Ford Motor Co. 1 October 2015 http://www.ford.com/about-ford/heritage/milestones/5dollaraday/677-5-dollar-a-day

 

Henry Ford. Detroit Historical Society. 1 October 2015 http://www.detroithistorical.org/main/pdfs/HenryFord.pdf (Slides 1, 2 and 4)

 

The Heritage Foundation. 1 October 2015 http://www.heritage.org/

 

“The History of the Automobile.” 1 October 2015 http://l3d.cs.colorado.edu/systems/agentsheets/New-Vista/automobile/history.html

 

“History of Automobile Body and Chassis.” Car-Body Design. FTM Studio. 13 May 2009

 

The History of the United States. The USAonline.com. 13 May 2009

 

Industrializing America. America’s History in the Making. Annenberg Media. 13 May 2009 http://www.learner.org/courses/amerhistory/units/14/

 

Jacob Riis. The Richmond Hill Historical Society. 1 October 2015 http://www.richmondhillhistory.org/jriis.html

 

Jane Addams. NobelPrize.org. 1 October 2015 http://nobelprize.org/nobel_prizes/peace/laureates/1931/addams-bio.html

 

John Muir. Sierra Club. 1 October 2015 http://www.sierraclub.org/john_muir_exhibit/

 

Lampard, Eric Edwin. U.S. Industrialization. 13 May 2009

 

The Life of Henry Ford. The Henry Ford. 1 October 2015 http://www.thehenryford.org/exhibits/hf/default.asp

 

Lincoln Steffens. History Matters. American Social History Project/Center for Media and Learning, Center for History and New Media. George Mason University. 1 October 2015 http://historymatters.gmu.edu/d/5733/

 

Margaret Sanger. About.com. 1 October 2015 http://womenshistory.about.com/od/sangermargaret/p/margaret_sanger.htm

 

“The Making of Modern Michigan.” Michigan State University Library. 1 October 2015 http://mmm.lib.msu.edu/search/index.cfm

 

Martin, Elizabeth Anne. “Detroit and the Great Migration, 1916-1929.” Bentley Historical Library. University of Michigan. 1 October 2015 http://bentley.umich.edu/research/publications/migration/ch1.php

 

Mary Kenney. Spartacus Educational. 13 May 2009

 

Melosi, Martin V. Introduction. “The Automobile and the Environment in American History.” Automobile in American Life and Society. 2004 1 October 2015 http://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview1.htm

 

- - -. The Automobile Shapes The City. The Automobile in American Life and Society. University of Michigan, Dearborn. The Henry Ford. 2004. 13 May 2009 http://www.autolife.umd.umich.edu/Environment/E_Casestudy/E_casestudy1.htm

 

- - -. “Environomental Cost of the Automobile Production Process.” The Automobile and the Environment in American History. 1 October 2015 http://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview2.htm

 

Meyer, Stephen. Introduction: The Degradation of Work Revisited: Workers and Technology in the American Auto Industry, 1900 – 2000. Automobile in American Life and Society. 2004. 1 October 2015 http://www.autolife.umd.umich.edu/Labor/L_Overview/L_Overview1.htm

 

- - -. “Labor in the Craft System.” The Degradation of Work Revisited: Workers and Technology in the American Auto Industry, 1900 – 2000. Automobile in American Life and Society. 2004. 1 October 2015 http://www.autolife.umd.umich.edu/Labor/L_Overview/L_Overview2.htm

 

- - -. “More of the Same: The Rise of Sloanism and Flexible Mass Production.” The Degradation of Work Revisited: Workers and Technology in the American Auto Industry, 1900 – 2000. Automobile in American Life and Society. 2004. 1 October 2015 http://www.autolife.umd.umich.edu/Labor/L_Overview/L_Overview4.htm

 

*The Model T Put the World on Wheels. Ford Motor Company. 1 October 2015 http://www.ford.com/about-ford/heritage/vehicles/modelt/672-model-t

 

NAACP. Hartford Web Publishing. 1 October 2015 http://www.hartford hwp.com/archives/45a/262.html

 

Natural Resources. 1 October 2015 http://autostrada.com.ua/?language=en§ion=pages&pname=03-natural-resources

 

Organizing the United Auto Worker at the Rouge PowerPoint Slide Show. The Rouge Tour. The Henry Ford. 1 October 2015 http://www.thehenryford.org/rouge/eduResources/unions.ppt

 

Public Agenda. 1 October 2015 http://www.publicagenda.org/

 

The Pullman Strike. Multimedia Histories. Ohio State University. 1 October 2015 http://ehistory.osu.edu/osu/mmh/1912/content/pullman.cfm

 

Rose Schneiderman. National Park Service. National Archives. 2003. 13 May 2009

 

The Rouge : An Overview PowerPoint Slide Show. The Henry Ford. 1 October 2015 http://www.thehenryford.org/rouge/eduResources/rouge_overview.ppt

 

Samuel Gompers. AFL-CIO. 1 October 2015 http://www.aflcio.org/aboutus/history/history/gompers.cfm

 

Shestokas, David J. “The Wisdom of Henry Ford.” The Economic Crisis and its Origins. 1 October 2015 http://us-trade-policy.suite101.com/article.cfm/the_wisdom_of_henry_ford

 

The Showroom of Automotive History. The Henry Ford. 1 October 2015 http://www.hfmgv.org/exhibits/showroom/featured.html

 

Sinclair, Upton. The Jungle. Chapter 14. Berkeley Digital Library. 1 October 2015 http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/14.html

 

Sugrue, Thomas J. “Becoming a Motor City: Immigration, Migrants, and the Auto Industry.” From Motor City to Motor Metropolis: How the Automobile Industry Reshaped Urban America. Automobile in American Life and Society. 1 October 2015 ://www.autolife.umd.umich.edu/Race/R_Overview/R_Overview1.htm

 

- - -. “Living in the Motor City: Autoworkers, Race, and Urban Geography.” From Motor City to Motor Metropolis: How the Automobile Industry Reshaped Urban America. Automobile in American Life and Society. 2004. 1 October 2015 http://www.autolife.umd.umich.edu/Race/R_Overview/R_Overview2.htm

 

- - -. Motor City to Motor Metropolis: How the Automobile Industry Reshaped Urban America. The Automobile in American Life and Society. University of Michigan, Dearborn. The Henry Ford. 2004.

1 October 2015http://www.autolife.umd.umich.edu/Race/R_Overview/R_Overview1.htm

 

- - -. “Motor City: The Story of Detroit.” The Historian’s Perspective. Gilder-Lehrman Institute. 13 May 2009

 

Teixeira, Ruy. “Twenty Years of Demographic, Geographic, and Attitudinal Changes Across the Country Herald a New Progressive Majority.” Center for American Progress. March 2009. 13 May 2009

 

The Temperance Movement. US History.com. 13 May 2009

 

The Triangle Factory Fire. International Ladies Garment Workers Union Archives, Kheel Center, Cornell University, IRL School. 1 October 2015 http://www.ilr.cornell.edu/trianglefire/

 

*Turning Points in Detroit History. Michigan History Magazine. Nov./Dec. 2000. 13 May 2009 (see pages 13-15).

 

Viewpoint Learning. 1 October 2015 http://www.viewpointlearning.com/

 

Village Industries Program. Ford Motor Company. 1 October 2015 http://www.ford.com/about-ford/heritage/places/villageindustries/666-village-industries

 

Virtanen, Keijo. ”The Influence of the Automotive Industry on the Ethnic Picture of Detroit, Michigan, 1900-1940.” Publications of the Institute of General History. University of Turku (1977). 1 October 2015 http://www.genealogia.fi/emi/art/article272e.htm

 

W.E.B. DuBois. W.E.B. DuBois Learning Center. 1 October 2015 http://www.duboislc.org/html/DuBoisBio.html

 

The Workers. Labor Matters. School of Industrial and Labor Relations, Cornell University, 2009. 13 May 2009

 

Wright, Richard A. “Chapter 3 – How Detroit became the Motor City.” A Brief History of the First 100 Years of the Automobile Industry in the United States. The Auto Channel. 1 October 2015 http://www.theautochannel.com/mania/industry.orig/history/chap3.html

 

Teacher Resource

Amendment 16. United States Constitution. 1 October 2015 http://www.usconstitution.net/const.html#Am16

 

Barber, E. Susan. “One Hundred Years toward Suffrage: An Overview.” National American Women Suffrage Association Collection. Library of Congress. 1 October 2015 http://memory.loc.gov/ammem/naw/nawstime.html

 

Center for Media and Democracy. 1 October 2015 http://www.prwatch.org/cmd/index.html

 

*Children at Work, 1908-1912. Eyewitness to History. 1 October 2015 http://www.eyewitnesstohistory.com/hn09.htm

 

*Child Labor in New York City Tenements. 1 October 2015 http://www.tenant.net/Community/LES/kleeck9.html

 

*Child Labor in America 1908-1912 – Photographs of Lewis W. Hine. The History Place. 1 October 2015 http://www.historyplace.com/unitedstates/childlabor/index.html

“Economists, Progressives Petition CNBC for Coverage Overhaul. Huffington Post. 1 October 2015 http://www.huffingtonpost.com/2009/03/16/economists-progresses-pet_n_175249.html

 

Fact Sheets: Taxes. History of the U.S. Tax System. U.S. Department of Treasury. 1 October 2015 http://www.treas.gov/education/fact-sheets/taxes/ustax.shtml

 

*The Fourteenth Amendment and the Rights Revolution. Mueller v. Oregon. University of Minnesota. Department of History. 1 October 2015 http://www.hist.umn.edu/~bywelke/Muller%20v%20Oregon.htm

 

*Home-Community Visits during an Era of Reform (1879-1920). Wayne State University. College of Education. Early Childhood Research and Practice. 1 October 2015 http://ecrp.uiuc.edu/v2n1/bhavnagri.html

 

Industrial Reform. Regents Prep. 1 October 2015 http://www.regentsprep.org/Regents/ushisgov/themes/reform/industrial.htm

 

Interstate Commerce Act. U.S. History.com. 13 May 2009

 

Interstate Commerce Act. Ohio History Central. 1 October 2015 http://www.ohiohistorycentral.org/entry.php?rec=1477

 

King, Byron W. Whiskey and Gunpowder as reprinted in MoneyWeek. 1 October 2015 http://www.moneyweek.com/news-and-charts/economics/whats-next-for-the-car-industry.aspx

 

*A Miner’s Story. Digital History. 13 May 2009

 

“Modern Day Muckrakers.” Online Journalism Review. USC Annennberg. 1 October 2015 http://www.ojr.org/ojr/business/1017866594.php

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

 

“Parade in Washington.” Iron Jawed Angels. YouTube.com. 1 October 2015 http://www.youtube.com/watch?v=AtUY-wVLdeY

 

“Politics and Progressives.” United Streaming. 1 October 2015

http://www.unitedstreaming.com

(put title in search bar).

*Problems of Youth. Digital History. 2002

 

The Progressive Era (1895-1925). Wisconsin Historical Society. 2002

 

Progressive Era Reforms. Regents Prep. 1 October 2015 http://www.regentsprep.org/Regents/ushisgov/themes/reform/progressive.htm

 

Progressive Era Websites. 1 October 2015 http://www.westirondequoit.org/ihs/library/prog2.htm#SOCIAL

 

“Progressives’ Programs” United Streaming. 1 October 2015 http://www.unitedstreaming.com (place title in search bar).

Sherman Anti-Trust Act (1890). National Archives and Records Administration. 1 October 2015 http://www.ourdocuments.gov/doc.php?flash=true&doc=51

 

*The Story of a Sweatshop Girl: Sadie Frowne. Digital History. 2002

 

*Tammany Hall Cartoons.” Cartoon Stock. 1 October 2015 http://www.cartoonstock.com/vintage/directory/t/tammany_hall.asp

 

*“Teaching With Documents: Photographs of Lewis Hine: Documentation of Child Labor.” National Archives. 1 October 2015 http://www.archives.gov/education/lessons/hine-photos/#documents

 

Zamzar. 1 October 2015

http://www.zamzar.com

 

For Further Professional Knowledge

Drake, Frederick D. and Sarah Drake Brown. A Systematic Approach to Improve Students’ Historical Thinking. The History Teacher. 1 October 2015 http://www.historycooperative.org/journals/ht/36.4/drake.html

 

Flehinger, Brett. The 1912 Election and the Power of Progressivism: A Brief History with Documents (The Bedford Series in History and Culture). Boston: Bedford/St. Martin’s, 2002.

 

Foner, Eric. The Story of American Freedom. NY: W.W. Norton & Company, 1998.

 

Gilmore, Glenda Elizabeth. Who Were the Progressives? (Historians at Work). Hampshire, England: Palgrave Macmillan, 2002.

 

Link, Arthur S. and Richard L. McCormick. Progressivism (American History Series). Wheeling, Il: Harlan Davidson, 1983.

 

McCalley, Bruce W. Model T Ford: The Car that Changed the World. Iola, WI: Krause Publications, 1994.

 

McGerr, Michael. A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920. NY: Free Press, 2003.

 

Painter, Nell Irvin. Standing at Armageddon. NY: W.W. Norton & Company, 1987.

 

Peiss, Kathy. Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York. Philadelphia: Temple University Press, 1986.

 

Rosenzweig, Roy. Eight Hours for What we Will: Workers and Leisure in an Industrial City, 1870-1920. NY: Cambridge University Press, 1999.

 

Watts, Stephen The People’s Tycoon: Henry Ford and the American Century. New York: Knopf, 2005.

 

Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia: Temple University Press, 2001.

 

* Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers.

 

 

 

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Expectations/Standards
MI: Social Studies (2007)
High School
Civics & Government
1.2 Alternative Forms of Government
Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?
1.2.4 Compare and contrast direct and representative democracy.
C2 Origins and Foundations of Government of the United States of America
2.1 Origins of American Constitutional Government (Note: Much of this content should have been an essential feature of students’ 5th and 8th grade coursework. High School U.S. History and Geography teachers, however, revisit this in USHG Foundational Expectations 1.1, 1.2, and 2.1.) Explain the fundamental ideas and principles of American constitutional government and their philosophical and historical origins through investigation of such questions as: What are the philosophical and historical roots of the foundational values of American constitutional government? What are the fundamental principles of American constitutional government?
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
3.2 Powers and Limits on Powers
Identify how power and responsibility are distributed, shared, and limited in American constitutional government through the investigation of such questions as: How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?
3.2.5 Analyze the role of subsequent amendments to the Constitution in extending or limiting the power of government, including the Civil War/Reconstruction Amendments and those expanding suffrage.
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
3.5.1 Explain how political parties, interest groups, the media, and individuals can influence and determine the public agenda.
C6 Citizenship in Action
6.1 Civic Inquiry and Public Discourse Use forms of inquiry and construct reasoned arguments to engage in public discourse around policy and public issues by investigating the question: How can citizens acquire information, solve problems, make decisions, and defend positions about public policy issues?
6.1.1 Identify and research various viewpoints on significant public policy issues.
6.1.4 Address a public issue by suggesting alternative solutions or courses of action, evaluating the consequences of each, and proposing an action to address the issue or resolve the problem.
6.1.5 Make a persuasive, reasoned argument on a public issue and support using evidence (e.g., historical and contemporary examples), constitutional principles, and fundamental values of American constitutional democracy; explain the stance or position.
Economics
1.4 Role of Government in the Market
Describe the varied ways government can impact the market through policy decisions, protection of consumers, and as a producer and consumer of goods and services, and explain how economic incentives affect government decisions.
1.4.4 Functions of Government – Explain the various functions of government in a market economy including the provision of public goods and services, the creation of currency, the establishment of property rights, the enforcement of contracts, correcting for externalities and market failures, the redistribution of income and wealth, regulation of labor (e.g., minimum wage, child labor, working conditions), and the promotion of economic growth and security.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
6.1 Growth of an Industrial and Urban America
Explain the causes and consequences – both positive and negative – of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930.
6.1.5 A Case Study of American Industrialism – Using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining
• the impact of resource availability (National Geography Standard 16, p. 216)
• entrepreneurial decision making by Henry Ford and others
• domestic and international migrations (National Geography Standard 9, p. 201)
• the development of an industrial work force
• the impact on Michigan
• the impact on American society
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:
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) (National Geography Standard 14, p. 212)
• efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants (National Geography Standards 9and 10; p. 201 and 203)
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.
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