Course Content
Lesson Plans
Out of Many: A History of the American People ©2000
by Faragher, Buhle, Czitrom, and Armitage
Focus Lesson 18
Chapter 21: "Urban America and the Progressive Era, 1900–1917"
AP* Course Description
- Urban Society
- Immigration
- City problems
- Awakening conscience; reforms
- Social legislation
- Settlement houses: Jane Addams and Lillian Wald
- Structural reforms in government
- Intellectual and Cultural Movements
- Education
- Scientific advances
- Professionalism and the social sciences
- Education
- Progressive Era
- Origins of Progressivism
- Muckrakers
- Social Gospel
- Municipal, state, and national reforms
- Socialism: alternatives
- Black America
- Washington, DuBois, and Garvey
- Civil rights organization
- Women's roles
- Roosevelt's Square Deal
- Taft
- Taft-Pinchot-Ballinger controversy
- Payne-Aldrich Tariff
- Wilson's New Freedom
- Origins of Progressivism
Key Components
- Instructor's Manual: pp. 114–120
- Study Guide, Vol. II: pp. 39–50
- Documents Set, Vol. II: pp. 289–307
- Test Item File: pp. 189–198
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- Immigration Issues
- Turn-of-the-Century Child
- The Avalon Project at the Yale Law School
- The History Place—Child Labor in America
Key Words and Terms
- progressivism
- Robert La Follette
- Industrial Workers of the World
- Big Bill Haywood
- Northern Securities v. United States
- Margaret Sanger
- conservation
- election of 1912
- company towns
Suggested Pacing
Chapter 21, combined with Chapters 19 and 20, constitutes approximately four weeks of study. As students approach the end of this chapter, have them make connections between and among the chapters.
Test Strategy
If a multiple-choice question appears easy, it really might be. Students should not automatically think that it is a trick question, but they should evaluate each answer carefully.
Key Concepts
- The nature of progressivism
Students should not confuse progressivism with socialism. Some students may think that any government regulation is "socialistic" in nature. In truth, the progressives sought to make capitalism work more effectively. Socialism, on the other hand, is a political and economic philosophy that seeks to develop a classless society through public ownership of all means of production and channels of distribution. - Response of African Americans to the late-nineteenth century
Compare and contrast the material in Chapter 21 on African American activism with the decline of the status of African Americans as noted in Chapter 17. Help students to see the connection between the rise of Jim Crow laws and Ida B. Wells's anti-lynching campaign. Compare and contrast the philosophies of Booker T. Washington, who represented a retreat from earlier demands, and W. E. B. DuBois, who advocated action.
Summing Up Student Understanding
To help students summarize the principles of progressivism, make copies of the chart found on pp. 49–50 in the Study Guide, Vol. II. Have students complete the chart individually or with a partner. The extensive list includes the key figures of the Progressive Era and their ideas and actions. Primary documents on pp. 289–307 of Documents Set, Vol. II and p. 613 of the Overview of the textbook will assist the students. Students can use the completed chart for review before taking the AP* exam.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapters 5 and 6
- The Power of Words: Vol. II From 1865, edited by Breen—Chapter 6
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapters 4 and 6
- American Experiences: Volume II From 1877, edited by Roberts and Olson (secondary source readings)—Part Three