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U.S. History: Progressive Era

U.S. History: Progressive Era. Mr. Weber Room 217. Activator . 1. What connections are there between the condition of factory workers during industrialization 1880-1900 and today? 2. Who were the Populists and the Progressives?

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U.S. History: Progressive Era

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  1. U.S. History: Progressive Era Mr. Weber Room 217

  2. Activator • 1. What connections are there between the condition of factory workers during industrialization 1880-1900 and today? • 2. Who were the Populists and the Progressives? • 3. What does focused attention during group work look like?

  3. Agenda • Activator, agenda, and objective (10 minutes) • Populists and Progressives reading (20 minutes) • Upton Sinclair and Middle Class Reformers bumper stickers (30 minutes) • America’s Gilded Age Jigsaw reading/teaching (30 minutes) • Made in LA comparative essay drafting/writing (30 minutes) • Exit ticket and homework (5 minutes)

  4. Objective • All students will: • Understand the effect of political programs and activities of the Populists and the Progressives. • Populists: Farmers Alliance, demands for radical social and economic change, money supply, government ownership of transportation, tax proportionate to income. • Progressives: Federal regulation of railroad transport, the Children’s Bureau, 16th amendment, Theodore Roosevelt, and Hiram Johnson.

  5. Populists and Progressives • What was the government response 1880-1920? • In groups read either the section on Populists or the section on Progressives. • Take notes and search to answer this question: “What did the government do to regulate business? How did this help workers?” • Be prepared to present your findings to the rest of the class.

  6. Starting with the textbook, find out as much as you can about the Populists and Progressives and prepare to present Progressives pp.614-620; pp.621- 627 Populists pp.507-512; Give me Liberty!: 637-46 • Federal regulation of railroad • Children’s Bureau • 16th Amendment • Theodore Roosevelt • Hiram Johnson • Grew out of the Farmers Alliance • Demanded radical economic change • Increased circulation of money • Progressive income tax • Government ownership of transportation and communication • United front of African American and white farmers

  7. Child Labor

  8. The Response of Reformers • In groups take notes on one of the below options and then make a bumper stickerwith an image and a slogan. Be prepared to present your work. • 1. Upton Sinclair’s The Jungle (Handout, pp.1-5) • 2. Middle Class reformers: Charity, Social Gospel, Settlement Movement, Temperance and Prohibition (Textbook pp.541-545)

  9. Ch. 16: America’s Gilded Age Jigsaw Reading: In groups of 2-3, read/teach • 1. America’s Gilded Age introduction pp.590-91 • 2. The Second Industrial Revolution, pp.591-92 • 3. The Industrial Economy, pp.592-93 • 4. Railroads and the National Market, pp.593-95 • 5. The Spirit of Innovation, pp.595-96 • 6.Competition and Consolidation, pp.596-97 • 7. The Rise of Andrew Carnegie, pp.597-98 • 8. The Triumph of John D. Rockefeller, pp.598-99 • 9. Worker’s Freedom in an Industrial Age, pp.599-600. • 10. Increasing Wealth and Poverty, pp.600-601.

  10. Made in LA Essay • 1-2 page essay connecting what you learned from the conditions of workers today (as shown in the Made in LA video) and the condition of workers during industrialization.

  11. Exit Ticket • 1. What is a “Trust” and why would you need an antitrust law? • 2. Is government regulation of business a good thing? Explain why or why not. • HOMEWORK • 1-2 page essay connecting what you learned from the conditions of workers today (as shown in the Made in LA video) and the condition of workers during industrialization.

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