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Lesson Plans

The American Journey: A History of the United States ©2000

by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir

Focus Lesson 17

Chapter 23: "The Progressive Era, 1900–1917"

AP* Course Description

Progressive Era
- Origins of Progressivism
  - Progressive attitudes and motives
  - Muckrakers
  - Social Gospel
- Municipal, state, and national reforms
  - Political: suffrage
  - Social and economic: regulation
- Socialism: alternative
- Black America
  - Washington, Du Bois, and Garvey
  - Urban migration
  - Civil Rights organizations
- Women's role: family, work, education, unionization, and suffrage
- Roosevelt's Square Deal
  - Managing the trusts
  - Conservation
- Taft
  - Pinchot-Ballinger controversy
  - Payne-Aldrich Tariff
- Wilson's New Freedom
  - Tariffs
  - Banking reform
  - Antitrust Act of 1914

Key Components

Instructor's Manual: pp. 152–159
Study Guide, Vol. II Since 1877: pp. 46–53
Test Item File: pp. 264–274

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.

Key Words and Terms

Robert La Follette
Charles Evans Hughes
Social Gospel Movement
muckraking
fundamentalists

Keating-Owen Act
Niagara Movement
Australian ballot
Bureau of Reclamation
Federal Reserve Act

Suggested Pacing

Allow three 90-minute classes on a block schedule or six 45-minute classes on a traditional bell schedule.

Test Strategy

Encourage students to read multiple-choice question stems carefully. If they jump too quickly into reading the choices, they may be easily confused by "distracters." These wrong answers may include some true points of information, but if read carefully, they do not answer the specific question. Suggest that students begin to underline, bracket, or circle the important words in question stems so that they focus more carefully on what they are being asked.

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.

Summing Up Student Understanding

To aid students in their development of content subject vocabulary and connecting key concepts, try a graphic organizer as a summarizing activity. Draw a large circle on the board and write the words Progressive Era in the center. As students list key words/vocabulary that pertain to the Progressive Era, draw lines with a smaller circle on the end of each line outward from the large circle and write one key word in each small circle. Have students work their way down into each concept by drawing more lines and smaller circles outward from the small circles. This will especially aid the visual learner in seeing relationships.
Ask students to compare and contrast the ideas of W.E.B. Du Bois and Booker T. Washington. Students should begin by creating a chart that compares the background of the two men, their philosophies, and their influence. Then have students use the information as the basis for a brief essay comparing the significance of each man's work.

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—Chapters 5 and 6
Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapter 6
American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Two

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