The Progressive Era

Historical Context: The Progressive Movement (1901-1917) was initiated as a response to political and corporate abuses at the turn of the Twentieth Century. Religious groups, members of the press, and radical political groups all cried out for reform, with solutions ranging from subtle reforms of the American capitalist economy, to a call for the creation of a socialist government. Reforms were initiated by individuals, and at the city, state, and national levels of government.

You will evaluate the problems facing our nation during the Progressive Era using the steps of the AHPPA. You will pick one Problem/ Issue to investigate from the list provided below. You will complete each step of the AHPPA.

Task:

Your task is to create a power point presentation. You will use the AHPPA policy analysis model to help you describe the policies of the Progressive movement. Your presentation will inform the audience about the policies enacted to correct social issues in the United States. The presentations will also analyze the effectiveness of these policies.

Power point Presentation:

- 10 slides

- Describe the problem

- Give evidence that problem exists

- Describe how groups, individuals and government sought to correct the problem

- Evaluate the effectiveness of these policies. Did it work and why?

- Include: Pictures, Political Cartoons, Graphs

PROCESS

Step One:

Pick One issue from the list below and then identify the problem (what is it and why is it a problem).

Problems/Issues:

Temperance Trusts/Monopolies Industry/Working Conditions

Government Women’s Suffrage Tenements

Resources: Use 4 or more

· http://www.westirondequoit.org/ihs/library/prog2.htm#Ida

· http://www.regentsprep.org/regents/ushisgov/themes/reform/progressive.htm

· http://www.westirondequoit.org/ihs/library/prog2.htm

· http://www.digitalhistory.uh.edu/modules/progressivism/index.cfm

· http://xroads.virginia.edu/~ma01/davis/photography/reform/progressive_era.html

· http://faculty.polytechnic.org/gfeldmeth/lec.prog.html

· http://www.shmoop.com/muckrakers-reformers/

· http://www.academicamerican.com/progressive/topics/progressive.html

· http://www4.bluevalleyk12.org/bvhs/mklopfenstein/Apush_notes/Unit_VI/THE%20PROGRESSIVE%20ERA(post).pdf

Temperance:

· http://law.jrank.org/pages/10714/Temperance-Movement.html

· http://www.ohiohistorycentral.org/entry.php?rec=560

· http://dl.lib.brown.edu/temperance/essay.html

Trusts / Monopolies:

· http://www.fairfightfilm.org/crf/TRTrustBustingProduction.pdf

· http://www.digitalhistory.uh.edu/historyonline/us31.cfm

· http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_tarbell.html

Industry/working conditions:

· http://www.oah.org/pubs/magazine/progressive/barrett.html

· http://www.dol.gov/oasam/programs/history/mono-regsafepart05.htm

· http://xroads.virginia.edu/~ma01/davis/photography/reform/progressive_era.html

Government:

· http://faculty.polytechnic.org/gfeldmeth/lec.prog.html

· http://www.library.wisc.edu/etext/WIReader/Contents/Idea.html

· http://www.wisbar.org/AM/Template.cfm?Section=Search&template=/cm/htmldisplay.cfm&contentid=35848

Women’s Suffrage:

· http://lcweb2.loc.gov/ammem/naw/nawstime.html

· http://www.rochester.edu/SBA/suffragehistory.html

· http://www.pbs.org/stantonanthony/

· http://teacher.scholastic.com/activities/suffrage/history.htm

Tenements:

· http://www.digitalhistory.uh.edu/historyonline/us28.cfm

· http://www.thirteen.org/tenement/eagle.html

· http://rs6.loc.gov:8081/learn/features/timeline/riseind/city/city.html

Step Two:

Gather the Evidence. Locate at least three different sources of evidence to support the existence and extent of your problem.

http://www2.maxwell.syr.edu/plegal/ppa/worksheet2us.html

Step Three:

Determine Causes (identify the causes or factors that contribute to a social problem, then they can try to develop public policies to eliminate or lessen those causes or factors.)

http://www2.maxwell.syr.edu/plegal/ppa/worksheet3us.html

Step Four

Evaluate the Policy. When evaluating the policy, you want to consider if the problem has been resolved. Keep in mind the effects that the policy has on the United States economically, politically, and socially.

http://www2.maxwell.syr.edu/plegal/ppa/worksheet4us.html

Step 5

Identifying Benefits and Costs: Benefits are consequences of a policy that are good for the society or some parts of the society. Costs are consequences of a policy that are bad or negative for the society or some parts of the society.

http://www2.maxwell.syr.edu/plegal/ppa/worksheet5us.html

http://www2.maxwell.syr.edu/plegal/ppa/worksheet6us.html

Rubric:

Element	Exemplary	Proficient	Partially Proficient	Unsatisfactory
Research and Note taking Points____/3	3 points Using the AHPPA you accurately researched a variety of information sources, recorded and interpreted significant facts and evaluated alternative points of view.	2 points Using the AHPPA you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	1 point Using the AHPPA you misinterpreted statements, graphics and questions and failed to identify relevant arguments.	0 points Using the AHPPA you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.
Content Points ____/3	3 points The content is written clearly, detailed, informative with a logical progression of ideas and supporting information.	2 points The content is written with sufficient logical progression of ideas and supporting information.	1 point The content is vague in conveying a point of view and does not create a strong sense of purpose.	0 points The content lacks a clear point of view and logical sequence of information.
Writing Points____/3	3 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.	2 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling	1 point Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
Presentation Points____/3	3 points Clear and well-rehearsed presentation that is rich with information Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.	2 points Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	1 point Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	0 points Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back of class to hear.
Citations Points____/3	3 points All sources of information are clearly identified and credited using appropriate citation format.	2 points Most sources of information use proper citation format and sources are documented to make it possible to check on the accuracy of information.	1 point Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format	0 points No way to check validity of information.

Total____/15

NYS Learning Standards Standard

1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.