United States History and Geography
Progressivism and Reform
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Ninth Grade: United States History and Geography
Unit 3: Progressivism and Reform
Big Picture Graphic
Overarching Question:
How did evolving ideas of freedom and equality influence Americans as the United States
became an industrialized world power?
Previous Unit:
Growth of Industrial
and Urban America
This Unit:
Progressivism and Reform
Next Unit:
Becoming a World
Power
Questions To Focus Assessment and Instruction:
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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Types of Thinking
•
•
•
•
•
Cause and Effect
Issue analysis
Description
Compare and contrast
Identifying perspectives
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Public Issues
• Government and Social Change: Contemporary public
policy issues related to the role government should play
in affecting social change.
• Balance of Power: Contemporary public policy issues
related to the distribution of power among central
government, state governments, local/municipal
governments and the people.
Unit Historical Overview:
The Progressive Era, which lasted from approximately 1900 until 1915, was set in motion by
events and processes during the last half of the 19th century. Although Progressive reformers had
diverse agendas, they all found their roots in the problems engendered or exacerbated by rapid
industrialization, urbanization, and widespread immigration. The movement became the catalyst for
a number of fundamental changes in the American social and political fabric. While some
Progressive reformers attempted to humanize the modern city, others were more concerned with
the conditions of the workplace. Still other reformers sought to change the American political
system either by eliminating corruption or enfranchising women. In their attempts to renew
American democracy, extend ideas of freedom and equality, and end business and political
corruption, Progressives fought to reform social ills on the local, state, and national levels.
Confronting an unprecedented concentration of economic power, Progressive Era reformers
sought to balance free market ideology with new forms of government intervention. They hoped to
curb some of the excesses of the market without compromising personal and economic freedom
and opportunity or hindering economic growth. While many Progressives worked tirelessly to
improve American society, there were limits to the changes they could implement or even envision.
In particular, indifference to the plight of the rural poor, hostility toward radical labor unions, and
racism toward African-Americans severely circumscribed the Progressive agenda. In the midst of
great economic upheaval, demographic transformation, and political dislocation, Americans during
the Progressive Era sought to maintain a national identity and their core values. Some historians
say that the Progressives set the agenda for the twentieth century. The issues that concerned
them, as well as the strategies they created to address those issues, continue to shape American
society into the twenty-first century.
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
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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.
Focus 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?
Content Expectations
USHG F1.1: Identify the core ideals of American society as reflected 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
USHG 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
• entrepreneurial decision making by Henry Ford and others
• domestic and international migrations
• the development of an industrial work force
• the impact on Michigan
• the impact on American society.
USHG 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).
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USHG 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., Woman’s Christian Temperance Union,1 settlement house movement,
conservation movement, the National Association for the Advancement of
Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B.
DuBois, Upton Sinclair, Ida Tarbell)
• efforts to expand and restrict the practices of democracy as reflected in postCivil War struggles of African-Americans and immigrants.
USHG 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.
C1.2.4:
Compare and contrast direct and representative democracy.
C2.1.4:
Explain challenges and modifications to American constitutional government as a
result of significant historical events such as the American Revolution, Civil War,
expansion of suffrage, the Great Depression, and the civil rights movement.
C3.2.5:
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.
C3.5.1:
Explain how political parties, interest groups, the media, and individuals influence
public opinion and the public agenda, and ultimately public policy. (See also C3.5.3,
C3.5.4, C3.5.5, C3.5.7, and C3.3.5).2
C6.1.1:
Identify and research various viewpoints on significant public policy issues.
C.6.1.4:
Address a public issue by suggesting alternative solutions or courses, evaluating
the consequences of each, and proposing an action to address the issue or resolve
the problem.
1
Although the expectation lists this organization as “Women’s”, the correct terminology is actually the Woman’s
(singular woman) Christian Temperance Union reflecting their belief that “womanhood” was a singular category of
identity.
2
The original expectation only addresses the public agenda. By modifying this expectation to incorporate public policy
and public opinion, it allows teachers to address several expectations at once, including C3.5.3, C3.5.4, C3.5.5,
C3.5.7, and C3.3.5.
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C6.1.5:
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.
E1.4.4:
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.
Key Concepts
amendments
conservation
direct democracy
federalism
laissez-faire philosophy
muckraking
Progressivism
reform movements
regulatory legislation
social issues/ social problems
suffrage movement
Duration
3 weeks
Lesson Sequence
Lesson 1: Problems-A-Plenty: Persistent Issues Facing Americans
Lesson 2: Situations Raising Public Awareness – Economic Concentration
Lesson 3: Exposing a Public Issue – Muckrakers
Lesson 4: Public Outrage – The Triangle Shirtwaist Factory Fire
Lesson 5: Building a Case for Reform
Lesson 6: Reformers and Reform Organizations
Lesson 7: Case Study of Reform – Women’s Suffrage
Lesson 8: The Progressive Party and Democratic Reforms – City, State, and Constitutional
Changes
Lesson 9: Evaluating the Progressive Movement
Lesson 10: A Case Study of Industrialism and Reform
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Assessment
Selected Response Items
Constructed Response Items
Performance Assessments
USHG 6.1.5
USHG 6.3.1
USHG 6.3.2
Construct an essay that explains how the automobile industry reflected the
causes and consequences of industrial transformations in America, including
reforms aimed at workers.
USHG 6.3.1
USHG 6.3.2
C3.5.1
Construct a graphic organizer that describes at least three significant
problems or issues created by industrialization and urbanization, explains
how Progressive reformers addressed these issues, and evaluates their
impact on America.
USHG 6.3.3
C2.1.4
Write an essay evaluating the Women’s Suffrage Movement by describing
the strategies employed by reformers, the success or failure of such efforts,
and its impact on women.
Resources
Equipment/ Manipulatives
Colored Markers
Computers with internet access for each student (Lesson 4)
Highlighters
Poster or chart paper
Student Resource
“The Assembly Line and the $5 Day – Background Reading.” State of Michigan, Department of
History, Arts, and Libraries. 13 May 2009 <http://www.michigan.gov/hal/0,1607,7-16017451_18670_18793-53441--,00.html>.
The Automobile in American Life and Society. University of Michigan, Dearborn. The Henry Ford.
2004. 13 May 2009 <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
<http://www.ilr.cornell.edu/laborMatters/automobile.html>.
Automobile History. History.com. 13 May 2009
<http://www.history.com/encyclopedia.do?articleId=201868>.
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“Automobile History – Part 1 – The Early Years.” Great Achievements. 13 May 2009
<http://www.greatachievements.org/?id=3871>.
∗
“Bands of Brothers Build Up Detroit Auto Industry.” Detroit News. Michigan History. 13 May 2009
<http://detnews.com/apps/pbcs.dll/section?Category=METRO07>.
Brookings Institute. 13 May 2009 <http://www.brookings.edu/>.
Burton, Clarence M. The City of Detroit (1701-1922). 13 May 2009
<http://books.google.com/books?id=jd3s5skDDDQC&pg=PA533&lpg=PA533&dq=census+o
f+manufacturers+detroit+1890&source=bl&ots=SfQywAzU1q&sig=jtn0gbiv1lmM85oCOnLcGG1Ck&hl=en&ei=unjWSdiUJaDGMr6vyYQP&sa=X&oi=book_result&ct=result&resnum=2>. See
pages 533-536.
Carrie Chapman Catt. About.com. 13 May 2009
<http://womenshistory.about.com/od/cattcarriec/p/carrie_catt.htm>.
Cartoon Analysis Worksheet. National Archives and Records Administration. 13 May 2009
<http://www.archives.gov/education/lessons/worksheets/cartoon.html>.
The Cato Institute. 13 May 2009 <http://www.cato.org>.
Center for American Progress. 13 May 2009 <http://www.americanprogress.org>.
Center for Media and Democracy. 13 May 2009 <http://www.prwatch.org/>.
The Concord Coalition. 13 May 2009 <http://www.concordcoalition.org/about-us>.
David Graham Phillips. Knowledge Rush. 13 May 2009
<http://www.knowledgerush.com/kr/biography/38/David_Graham_Phillips/>.
“Detroit’s Great Migration.” CBS Media and WKBD. 13 May 2009
<http://cw50detroit.com/random/great.migration.2.640847.html>.
“Early Adventures with the Automobile.” Eyewitness to History. Ibis Communications, Inc., 13 May
2009 <http://www.eyewitnesstohistory.com/auto.htm>.
“The Expedition was Passed.” America’s Story. Library of Congress. 13 May 2009
<http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/progress/monopoly_3>.
Facing Up to the Nation’s Finances. 13 May 2009 <http://www.facingup.org/>.
∗
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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The Factory. Labor Matters. School of Industrial and Labor Relations, Cornell University, 2009. 13
May 2009 <http://www.ilr.cornell.edu/laborMatters/factory.html>.
Florence Kelley. Spartacus Educational. 13 May 2009
<http://www.spartacus.schoolnet.co.uk/USAWkelley.htm>.
Ford Model T – 100 Years Later. YouTube. 13 May 2009
<http://www.youtube.com/watch?v=S4KrIMZpwCY>.
Ford Motor Company. Idea Finder. 13 May 2009
<http://www.ideafinder.com/features/century/ford.htm>.
Frank Norris. “Zola in San Francisco.” Book Review. New York Times. 1 Jan. 2006. 13 May 2009
<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. 13 May 2009
<http://www.autolife.umd.umich.edu/Design/Gartman/D_Casestudy/D_Casestudy1.htm>.
Henry Ford. The Assembly Line. Massachusetts Institute of Technology. 13 May 2009
<http://web.mit.edu/invent/iow/ford.html>.
“Henry Ford Changes the World, 1908.” Eyewitness to History. Ibis Communications, Inc., 13 May
2009 <http://www.eyewitnesstohistory.com/ford.htm>.
“Henry Ford’s $5-a-Day Revolution.” Ford Motor Co. 13 May 2009 <http://www.ford.com/aboutford/heritage/milestones/5dollaraday/677-5-dollar-a-day>.
Henry Ford. Detroit Historical Society. 13 May 2009
<http://www.detroithistorical.org/main/pdfs/HenryFord.pdf>. (Slides 1, 2 and 4)
The Heritage Foundation. 13 May 2009 <http://www.heritage.org/>.
“The History of the Automobile.” 13 May 2009
<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
<http://www.carbodydesign.com/articles/2005-04-13-chassis-history/2005-04-13-chassishistory.php>.
The History of the United States. The USAonline.com. 13 May 2009
<http://www.theusaonline.com/history/industrilazation.htm>.
Industrializing America. America’s History in the Making. Annenberg Media. 13 May 2009
<http://www.learner.org/courses/amerhistory/units/14/>.
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Jacob Riis. The Richmond Hill Historical Society. 13 May 2009
<http://www.richmondhillhistory.org/jriis.html>.
Jane Addams. NobelPrize.org. 13 May 2009
<http://nobelprize.org/nobel_prizes/peace/laureates/1931/addams-bio.html>.
John Muir. Sierra Club. 13 May 2009 <http://www.sierraclub.org/john_muir_exhibit/>.
Lampard, Eric Edwin. U.S. Industrialization. 13 May 2009
<http://www.puhsd.k12.ca.us/chana/staffpages/eichman/Adult_School/us/fall/industrializatio
n/1/us_industrialization.htm>.
The Life of Henry Ford. The Henry Ford. 13 May 2009
<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. 13 May 2009
<http://historymatters.gmu.edu/d/5733/>.
Margaret Sanger. About.com. 13 May 2009
<http://womenshistory.about.com/od/sangermargaret/p/margaret_sanger.htm>.
“The Making of Modern Michigan.” Michigan State University Library. 13 May 2009
<http://mmm.lib.msu.edu/search/index.cfm>.
Martin, Elizabeth Anne. “Detroit and the Great Migration, 1916-1929.” Bentley Historical Library.
University of Michigan. 13 May 2009
<http://bentley.umich.edu/research/publications/migration/ch1.php>.
Mary Kenney. Spartacus Educational. 13 May 2009
<http://www.spartacus.schoolnet.co.uk/USAWkenney.htm>.
Melosi, Martin V. Introduction. “The Automobile and the Environment in American History.”
Automobile in American Life and Society. 2004 13 May 2009
<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. 13 May 2009
<http://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview2.htm>.
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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.
13 May 2009 <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.
13 May 2009 <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. 13 May 2009
<http://www.autolife.umd.umich.edu/Labor/L_Overview/L_Overview4.htm>.
∗
The Model T Put the World on Wheels. Ford Motor Company. 13 May 2009
<http://www.ford.com/about-ford/heritage/vehicles/modelt/672-model-t>.
NAACP. Hartford Web Publishing. 13 May 2009 <http://www.hartfordhwp.com/archives/45a/262.html>.
Natural Resources. 13 May 2009
<http://autostrada.com.ua/?language=en&section=pages&pname=03-natural-resources>.
Organizing the United Auto Worker at the Rouge PowerPoint Slide Show. The Rouge Tour. The
Henry Ford. 13 May 2009 <http://www.thehenryford.org/rouge/eduResources/unions.ppt>.
Public Agenda. 13 May 2009 <http://www.publicagenda.org/>.
The Pullman Strike. Multimedia Histories. Ohio State University. 13 May 2009
<http://ehistory.osu.edu/osu/mmh/1912/content/pullman.cfm>.
Rose Schneiderman. National Park Service. National Archives. 2003. 13 May 2009
<http://www.nps.gov/archive/elro/glossary/schneiderman-rose.htm>.
The Rouge : An Overview PowerPoint Slide Show. The Henry Ford. 13 May 2009
<http://www.thehenryford.org/rouge/eduResources/rouge_overview.ppt>.
Samuel Gompers. AFL-CIO. 13 May 2009
<http://www.aflcio.org/aboutus/history/history/gompers.cfm>.
Shestokas, David J. “The Wisdom of Henry Ford.” The Economic Crisis and its Origins. 13 May
2009 <http://us-trade-policy.suite101.com/article.cfm/the_wisdom_of_henry_ford>.
∗
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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The Showroom of Automotive History. The Henry Ford. 13 May 2009
<http://www.hfmgv.org/exhibits/showroom/featured.html>.
Sinclair, Upton. The Jungle. Chapter 14. Berkeley Digital Library. 13 May 2009
<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. 2004. 13 May 2009
<http://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. 13 May 2009
<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. 13 May 2009
<http://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 <http://www.historynow.org/03_2007/historian6.html>.
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 <http://www.americanprogress.org/issues/2009/03/pdf/progressive_america.pdf>.
The Temperance Movement. US History.com. 13 May 2009 <http://www.u-shistory.com/pages/h1054.html>.
The Triangle Factory Fire. International Ladies Garment Workers Union Archives, Kheel Center,
Cornell University, IRL School. 13 May 2009 <http://www.ilr.cornell.edu/trianglefire/>.
∗
Turning Points in Detroit History. Michigan History Magazine. Nov./Dec. 2000. 13 May 2009
<http://michiganhistorymagazine.com/detroit/pdf/nd00tur.pdf>. (see pages 13-15).
Viewpoint Learning. 13 May 2009 <http://www.viewpointlearning.com/>.
Village Industries Program. Ford Motor Company. 13 May 2009 <http://www.ford.com/aboutford/heritage/places/villageindustries/666-village-industries>.
∗
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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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). 13 May 2009 <http://www.genealogia.fi/emi/art/article272e.htm>.
W.E.B. DuBois. W.E.B. DuBois Learning Center. 13 May 2009
<http://www.duboislc.org/html/DuBoisBio.html>.
The Workers. Labor Matters. School of Industrial and Labor Relations, Cornell University, 2009. 13
May 2009 <http://www.ilr.cornell.edu/laborMatters/workers.html>.
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. 13 May 2009
<http://www.theautochannel.com/mania/industry.orig/history/chap3.html>.
Teacher Resource
Amendment 16. United States Constitution. 13 May 2009
<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. 13 May 2009
<http://memory.loc.gov/ammem/naw/nawstime.html>
Center for Media and Democracy. 13 May 2009 <http://www.prwatch.org/cmd/index.html>.
∗
Children at Work, 1908-1912. Eyewitness to History. 13 May 2009
<http://www.eyewitnesstohistory.com/hn09.htm>.
*Child Labor in New York City Tenements. 13 May 2009
<http://www.tenant.net/Community/LES/kleeck9.html>.
*Child Labor in America 1908-1912 – Photographs of Lewis W. Hine. The History Place. 13 May
2009 <http://www.historyplace.com/unitedstates/childlabor/index.html>.
“Economists, Progressives Petition CNBC for Coverage Overhaul. Huffington Post. 13 May 2009
<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. 13 May 2009
<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. 13 May 2009
<http://www.hist.umn.edu/~bywelke/Muller%20v%20Oregon.htm>.
∗
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.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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*Home-Community Visits during an Era of Reform (1879-1920). Wayne State University. College of
Education. Early Childhood Research and Practice. 13 May 2009
<http://ecrp.uiuc.edu/v2n1/bhavnagri.html>.
Industrial Reform. Regents Prep. 13 May 2009
<http://www.regentsprep.org/Regents/ushisgov/themes/reform/industrial.htm>.
Interstate Commerce Act. U.S. History.com. 13 May 2009 <http://www.u-shistory.com/pages/h743.html>.
Interstate Commerce Act. Ohio History Central. 13 May 2009
<http://www.ohiohistorycentral.org/entry.php?rec=1477>.
King, Byron W. Whiskey and Gunpowder as reprinted in MoneyWeek. 13 May 2009
<http://www.moneyweek.com/news-and-charts/economics/whats-next-for-the-carindustry.aspx>.
∗
A Miner’s Story. Digital History. 13 May 2009
http://www.digitalhistory.uh.edu/social_history/14miner.cfm
“Modern Day Muckrakers.” Online Journalism Review. USC Annennberg. 13 May 2009
<http://www.ojr.org/ojr/business/1017866594.php>.
“Parade in Washington.” Iron Jawed Angels. YouTube.com. 13 May 2009
<http://www.youtube.com/watch?v=AtUY-wVLdeY>.
“Politics and Progressives.” United Streaming. 13 May 2009 <www.unitedstreaming.com> (put title
in search bar).
*Problems of Youth. Digital History. 13 May 2009
<http://www.digitalhistory.uh.edu/historyonline/us30.cfm>.
The Progressive Era (1895-1925). Wisconsin Historical Society. 13 May 2009
<http://www.wisconsinhistory.org/topics/shorthistory/progressive.asp>.
Progressive Era Reforms. Regents Prep. 13 May 2009
<http://www.regentsprep.org/Regents/ushisgov/themes/reform/progressive.htm>.
Progressive Era Websites. 13 May 2009
<http://www.westirondequoit.org/ihs/library/prog2.htm#SOCIAL>.
∗
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.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 13 of 15
May 13, 2009
United States History and Geography
Progressivism and Reform
SS0903
“Progressives’ Programs” United Streaming. 13 May 2009 <http://www.unitedstreaming.com>
(place title in search bar).
Sherman Anti-Trust Act (1890). National Archives and Records Administration. 13 May 2009
<http://www.ourdocuments.gov/doc.php?flash=true&doc=51>.
*The Story of a Sweatshop Girl: Sadie Frowne. Digital History. 13 May 2009
<http://www.digitalhistory.uh.edu/social_history/5sweatshop_girl.cfm>.
∗
Tammany Hall Cartoons.” Cartoon Stock. 13 May 2009
<http://www.cartoonstock.com/vintage/directory/t/tammany_hall.asp>.
*“Teaching With Documents: Photographs of Lewis Hine: Documentation of Child Labor.” National
Archives. 13 May 2009 <http://www.archives.gov/education/lessons/hinephotos/#documents>.
Zamzar. 13 May 2009 <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. 13 May 2009
<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.
∗
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.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 14 of 15
May 13, 2009
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Progressivism and Reform
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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, 18701920. 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.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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May 13, 2009