Donna Crowley
Seminar in Teaching American History:
Industry, Immigration, and the Progressive Era
Dr. Laura Baker
Fall 2006
CLASS: Industry, Immigration, and the Progressive Era
GRADE LEVEL: 10
UNIT: The Jungle: The Gilded Age, Immigration and Progressive Era History
TOPIC: Upton Sinclair
LEARNING OBJECTIVES:
Essential Question: What forces determine success in an industrial city?
Students will learn about the progressive reformer and “muckraker” Upton
Sinclair. They will read his work, The Jungle and analyze its significance in Progressive
Era history. The Jungle will be used as a source for all lesson plans in the unit.
STANDARD: USII.8: Analyze the origins of Progressivism and important Progressive
leaders, and summarize major accomplishments. People: Upton Sinclair. Policies: the
Pure Food and Drug Act of 1906, the Meat Packing Act of 1906.
SCHEDULE/MATERIALS: Class Copies: The Jungle
Computer Lab Access: Muckrakers: an Exhibit at Pace
University’s Mortola Library
http://www.pace.edu/library/pages/links/muckrakers/Pages/Muckrakers.htm
Upton Sinclair sites:
http://www.americanwriter.org/writers/Sinclair.asp
http://www.capitalcentury.com/1906.html
American Memory Collection
www.mcps.k12.md.us/...artifacts2.html
TIME: Two 60 minute blocks
Pre-activities: Students should read Introduction to The Jungle.
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DAY ONE ACTIVITY: Have students access and examine the Muckrakers site
focusing on Upton Sinclair (1878-1968). Have students click on and read “What is a
Muckraker?” Instruct students to formulate a definition of a muckraker. Initiate
discussion on the implications of this term.
Have students explore additional Upton Sinclair sites noting specific examples of
Sinclair’s “muckraking” and contributions to reform. For example: The Jungle led to the
passage of the Pure Food and Drug Act and the Meat Inspection Act of 1906. Research
these acts. Have students share their research with the class and create a class list of
Sinclair achievements.
Analyze passages from the Introduction. Sinclair’s work is described as, “a stomach
turning expose of unsanitary conditions and deceitful practices in the meat-packing
industry; as such it aroused the ire of a whole nation, from President Roosevelt down.”
Sinclair intended the work as an argument for Socialism, to “propel the workingmen of
America into the center of national conscientiousness”. Sinclair continually shows
Jurgis’ “stubborn individualism” as he relies on himself to provide for his family.
Sinclair demonstrates the futility of individualism against the horrific conditions of the
poor, working immigrants in Chicago’s meat packing industry. After analysis of the
introduction ask students why Sinclair chose to title his work, The Jungle. Consider all
responses. Remind students of what happens to an injured or weak animal in the jungle.
Ask them to look for similarities in Sinclair’s urban jungle.
At the end of Day One assign students the timetable for reading and completing The
Jungle. (May vary depending on the ability of class, special education needs etc.)
DAY TWO ACTIVITY: Now that students have started The Jungle, analyze the covers
of various editions of the work. Students may also include the cover of the edition of their
book. (You may print out large copies for students to examine? What is the artist’s
vision? How are these covers a representation of Sinclair’s work? What themes emerge
from this artwork? Will we find these themes in the reading?
Images part of American Memory Collection found at:
www.mcps.k12.md.us/.../Artifacts2.html
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Questions: What animals are portrayed? Why only the skull of the steer?
What is in the background? Who does the lion, “king of the jungle” represent?
Questions: Who are these men? What are they holding? What is in the
background?
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Questions: What is happening here? What kind of a reaction do you have
when looking at this? Why red letters for the title?
Questions: What is unique about this cover as compared to the rest? (Not
depicting animals, meat, etc.) What is this cover showing? What is depicted as
the jungle?
After the class has examined and analyzed the covers ask them, based on what
they’ve learned about Sinclair which cover do they believe best portrays
Sinclair’s vision for his work. Try to reach a class consensus on which cover
and why.
Now have students examine some panoramic photographs and still photographs
from silent motion pictures. These are located on the same site:
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Panoramic picture illustrating beef industry, 1900.
Panoramic picture illustrating pork industry, 1900.
Cattle Driven to Slaughter, 1897.
Sheep Run, Chicago Stockyards, 1897.
Silent Film: The Jungle, 1914.
Inform students that The Jungle contains a description very similar to the
panoramic of the pork industry (the pig attached to the wheel by a leg). These
pictures are representative of the meat industry from The Jungle. The silent
film offers an early glimpse of The Jungle in motion pictures.
Assign assessment of lessons.
ASSESSMENT: Students must complete a five paragraph essay on one of the following
topics:
What did Upton Sinclair contribute to the Progressive Reform Era?
What reforms in the food industry resulted from the influence of The Jungle?
Should the government protect Americans from the hazards of industrialization?
Essay must contain three detailed middle paragraphs with accurate facts answering
questions. If answering the last higher order thinking question, the student must exhibit a
well thought out opinion with facts from the lessons to support their thoughts. Essays
must be five paragraphs and contain correct grammar, punctuation, sentence structure,
and spelling.
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