Immigration

1
The Impact of the Progressive Era on America
Student PagesA WebQuest/KnowledgeQuest for
10th-11th grades (American History)
Designed byBobbi Craig, Sally Hobler, Sandy
Lottbcraig_at_jeffco.k12.co.us shobler_at_jeffco.k12.
co.us slott_at_jeffco.k12.co.usArvada West High
School, Arvada, CO
August 2005
2
Directions for Students

• Click once OR press the space key to advance to
  the next slide
• Press the backspace key to go back one slide
• Use the buttons at the bottom of each slide to go
  back and review any steps AFTER you have gone
  through all slides individually.
• Follow the directions on each slide

3
Introduction for Students

• Just as we are experiencing enormous changes
  today due to the Age of Technology, so too did
  Americans witness changes in their world at the
  turn of the 20th century.
• This time period from 1890 through the 1920s,
  known as the Progressive Era, was spear-headed by
  seven men who led this country toward a new
  beginning. Cleveland, McKinley, T. Roosevelt,
  Taft, Wilson, Harding, and Coolidge are generally
  considered the Progressive Era presidents, the
  men whose foreign and domestic policies shaped
  their world and whose policies continue to impact
  our world.
• In this quest to understand how the common mans
  life was shaped by these industrial changes and
  innovative policies, we will explore various
  aspects of the Progressive Era society.

4
The Progressive Era 1890-1930Socially, change
was brewing in order to protect and empower every
citizen in America.
The impact of the automobile is immeasurable.
5
Politically, laws were enacted to allow citizens
who normally didnt have a voice to be heard.
6
Intellectually, the educational system was
reformed to give more power and knowledge to the
common man.
7
Culturally, America was developing into a music,
sports, and entertainment powerhouse.
8
Economically, advertising campaigns were
generating thousands of new consumers.
9
Essential Question

• How did the Progressive Era impact the social,
  political, intellectual, cultural, and economic
  aspects of America?
• Why is this relevant for us today?

10
Procedure

• After exploring the collections in American
  Memories, decide on one area around which you
  would like to base your project. This focus idea
  (for example consumerism, immigration, womens
  suffrage) will guide you in deciding which
  primary documents to use. Then, you will need to
  analyze how that focused idea fits with two of
  these areas social, intellectual, cultural, or
  economic. Every focus idea will also be connected
  to the political aspect of the Progressives.
• By analyzing these primary documents, you
  will come to an understanding of how your
  president impacted all aspects of society. You
  will name your magazine appropriately,
  (exampleTeddys Tidbits), create an appealing
  visual display, read letters from the past, write
  your own letter, and document your sources.

11
The Task for Students

• You are a magazine editor who has been asked to
  contribute to a special edition on the
  Progressive Presidents. You will be assigned one
  of the Progressive Presidents and, along with two
  other journalists, you will create a six page
  layout using primary sources that will help your
  readers discover the impact of this President on
  various aspects of society during his tenure in
  office.

12
Student Task

• Each member of the group will be responsible for
  a two page spread in the magazine which will
  include
• Minimum of 2 relevant primary documents
• An explanation of the connections between social,
  political, intellectual, cultural, and economic
  factors and the focus idea
• A letter to the President supporting stance on
  focus idea
• Daily assignments will include
• List of collections you viewed
• Triangle graphic organizer with connections
• Documentation of your sources in MLA format
• Analysis of 2 primary documents
• Knowledge of letters of the time period

13
The Process for Students

• Day 1
• Work with your team of 3 students to find explore
  political, intellectual, cultural, and economic
  aspects during your particular presidents time
  period.
• After the Library Information Specialist has
  introduced search strategies for the American
  Memories collection in the Library of Congress to
  you, you will have 45 minutes to explore the
  collection, focusing on the Progressive Era time
  period.
• Turn in a list the URLs for 4 primary source
  documents from the American Memories collections
  that are applicable to your focus idea.
• Create 3 triangle graphic organizers on three
  potential, focus ideas with connections between
  the social, political, intellectual, cultural,
  and economic points.

14
Day 2

• From your 3 graphic organizer triangles, select
  the best to further investigate. (Each student in
  the group must have a different focus idea. e.g.
  immigration)
• You will use the American Memory collection to
  find and print 2 primary source documents to
  support your focus idea. These 2 sources must
  relate to your social, political, intellectual,
  cultural, and economic choices for your triangle.
  Also print the bibliographic information.
• You will complete and turn in one analysis form
  with a primary document.
• The second analysis and primary document will be
  due the following class period.
• You will make an MLA style bibliography of all
  primary sources used.

15
Day 3

• Your group will have 30 minutes to discuss the
  organization, flow, thematic approach, etc. for
  the magazine layout.
• The remainder of the class will be used for
  letter writing and instruction. Your teacher
  will have copies of letters of the time period
  for you to analyze. You will then contribute to a
  discussion about the differences between the
  old letter and modern day e-mail.
• You will write a letter which concisely addresses
  your point of view regarding your focus idea and
  include sufficient evidence of support.

16
Day 4

• As a culminating activity, you will meet with
  your group and any other group assigned the same
  time period to discuss the concept of
  progressive as it applies to modern day,
  focusing on the idea you have been researching.
• For example, a student has explored the topic of
  women suffrage from 1900-1910. What strides have
  women made during the last century, and what is
  their position socially, politically,
  intellectually, culturally, and economically
  today?
• Discuss with your group the similarities and
  differences you have discovered.
• Write an expository paper comparing and
  contrasting the social, political, intellectual,
  cultural, and economic aspects of your focus idea
  (e.g. womens suffrage) in the Progressive Era
  with the 21st century.

17
Evaluation for Student Groups

• Students will receive a group grade based on the
  following criteria
• ___20 Each group member covers DIFFERENT topics
  and has turned in his/her pages.
• ___10 Each major area is included ie social,
  political, intellectual, cultural and economic.
• ___10 Title, Table of Contents, Appendix, and
  other organizational features are included
• ___10 Students have presented material in a
  creative manner with a minimal number of errors
  that would distract the reader.
• ___50 points total

18
Evaluation for Individual Students

• __10 First page contains a relevant primary
  source document and explanation in a visually
  appealing manner.
• __10 Second page contains a relevant primary
  source document and explanation in a visually
  appealing manner.
• __20 Explanations for primary sources answer the
  questions of who, what, where, when, why and
  how.
• __40 Letter to the President concisely addresses
  your point of view regarding your focus idea and
  includes sufficient evidence of support
• __10 Bibliographic information and analysis of
  primary sources are included as an appendix
• __10 Bibliography of your primary sources are in
  MLA style in appendix
• __100 point total

19
Conclusion for Students

• By the end of this unit, you will have learned
  more about the Progressive Era socially,
  politically, intellectually, culturally, and
  economically.
• You will understand that the ways these areas
  interact with each other is complex and dynamic.
  You will have analyzed one issue and will have
  written a persuasive letter about it.
• You will understand part of how American thought
  and policies in the Progressive Era impact us
  today.
• Continue to consider how our society today is
  based on these policies. Are we a new
  Progressive Era? How are we different or
  similar?

20
Credits References

• Annual tour of Mr. and Mrs. Pierre Pelletier
  and Their Elizabethan Players. 19--?.Traveling
  Culture Circuit Chautauqua in the Twentieth
  Century. http//sdrcdata.lib.uiowa.edu/libsdrc/de
  tails.jsp?id /mrandmrspp/3page1 (August 5,
  2005 ).
• Booker T. Washington Papers. National Negro
  Business League Correspondence, 1922 (T-Y).
  Prosperity and Thrift The Coolidge Era and the
  Consumer Economy, 1921-1929. http//memory.loc.go
  v/cgi-bin/ampage?collIdamrlmfileNamemw09page.
  . (August 5, 2005.)
• Calvin Coolidge Papers. High Cost of Living,
  1923-24. Prosperity and Thrift The Coolidge Era
  and the Consumer Economy, 1921-1929.
  http//memory.loc.gov/mss/amrlm/lmc/mc23/mc230002
  .tif. (August 5, 2005).
• Edward L. Bernays Papers. Correspondence About
  'This Business of Propaganda' and the Ethics of
  Public Relations. Prosperity and Thrift The
  Coolidge Era and the Consumer Economy, 1921-1929.
  http//memory.loc.gov/mss/ amrlm/lme/me15/me1500
  01.tif. (August 5, 2005).
• Election Day! 1909. By Popular Demand Votes for
  Women Suffrage Pictures, 1850-1920.
  http//memory.loc.gov/ service/pnp/cph/3a50000/3a
  51000/3a51800/3a51845v.jpg cph 3a51845 (August
  5, 2005).
• Express letter (?) from Warren G. Harding,
  Marion, Ohio, to Edward B. McLean, Chairman
  Inaugural Committee, ca. January 12, 1921. "I Do
  Solemnly Swear ..." Presidential Inaugurations.
  http//memory.loc.gov/cgi-bin/ampage?collIdpin_
  mssmiscfileNamepin/pin3902/pin3902page.dbrecNum
  0 . (August 5, 2005).
• Henry Ford with a model T in 1921. Associated
  Press. http//www.time.com/time/time100/builder/p
  rofile/ford.html. (August 5, 2005).
• NARA - Educators and Students - Artifact Analysis
  Worksheet_files. The U.S. National Archives and
  Records Administration. 2005. http//archives.gov
  /education/ lessons/worksheets. (August 5,
  2005).
• "Oh For A Camera"-Premo. 1908. Emergence of
  Advertising in America, 1850-1920 Selections
  from the Collections of Duke University.
  http//scriptorium.lib.duke.edu/eaa/kodak/K00/K00
  94-72dpi.html.(August 5, 2005).
• School Gardens, children in garden, 1912,
  Delaware St., New York, NY. American Landscape
  and Architectural Design, 1850-1920.http//memory
  .loc.gov/award/mhsdalad/020000//020061v.jpg.
  (August 5, 2005).

21

• Created for Adventures of the American Mind
  Project AAM-Colorado and Arvada West High School
  Social Studies classes.
• Template created 2005 by An Adventure of the
  American Mind Colorado. Based on a template
  from The WebQuest Page and a PowerPoint project
  created by Sandy Breed, Library Information
  Specialist at Golden High School, Golden, CO.

22
The Impact of the Progressive Eraon America
Teacher Pages A WebQuest/KnowledgeQuest for
10th-11th Grade (American History)
Designed byBobbi Craig, Sally Hobler, Sandy
Lottbcraig_at_jeffco.k12.co.us shobler_at_jeffco.k12.c
o.us slott_at_jeffco.k12.co.usArvada West High
School, Arvada, CO
August 2005
23
Directions

• Click once OR press the space key to advance to
  the next slide
• Press the backspace key to go back one slide
• Use the buttons at the bottom of each slide to go
  back and review any steps AFTER you have gone
  through all slides individually.
• Follow the directions on each slide

24
Introduction

• This lesson was developed as part of the
  Adventures of the American Mind (AAM Colorado), a
  federally funded program.
• This lesson is to help students understand the
  historical significance of the Progressive Era
  and its relevance to today. After a brief
  introduction to the Progressive Presidents,
  students will be introduced to primary sources
  through American Memories. These primary sources
  will enable them to feel, see and experience this
  era socially, politically, intellectually,
  culturally, and economically. Through their
  immersion in primary documents, students will
  discover the impact of the past on the present.

25
Learners

• This lesson is anchored in eleventh grade
  American history, but could easily be adapted to
  an American literature class.
• This unit is planned as a collaboration between
  the Library Information Specialist and the
  American History teacher.
• Students will need to have had an introduction to
  the Progressive Presidents and their foreign and
  domestic policies.

26
Learning Expectations/Standards

• This unit encourages the students to critically
  think about the Progressive Era socially,
  politically, intellectually, culturally, and
  economically, and compare it to the 21st century.
  
• Students use critical thinking, team work,
  problem solving, and communication to develop a
  magazine which reflects the dawn of the 20th
  century and the impact the Progressive Era has
  had on todays society.

27
Colorado Learning Standards Addressed

• History
• Standard 1 Students understand the chronological
  organization of history and know how to organize
  events and people into major eras to identify and
  explain historical relationships.
• 1.1 Students know the general chronological order
  of events and people in history
• Standard 3 Students understand that societies
  are diverse and have changed over time.
• 3.2 Analyzing how forces of tradition and change
  have influenced, altered, and maintained social
  roles and the social organization of societies
  throughout history.
• Standard 4 Students understand how science,
  technology, and economic activity have developed,
  changed, and affected societies throughout
  history.
• 4.3 Students will be describing and explaining
  the social and economic changes that resulted
  from industrialization
• Reading and Writing
• Standard 4 Students apply thinking skills to
  their reading, writing, speaking, listening and
  viewing.
• 4.3 Recognize, express and defend points of view
  orally and in writing
• Information Literacy
• Standard 1 Students understand how to use and
  construct meaning from the information resources
  available to them.

28
The Process

• This project is planned for 3 or 4 ninety minute
  blocks.
• This is part of a larger unit on the Progressive
  Era presidents. Students would first research a
  specific president, focusing on his domestic and
  foreign policies.
• This unit will focus on the impact of the
  president on social, political, intellectual,
  cultural, and economic aspects of the time
  through viewing primary sources.

29
Day 1-in the library

• Before they come to the library, students will
  divide themselves into groups of 3, based on the
  president they are studying.
• The Library Information Specialist will
  demonstrate to students best search strategies
  for the American Memories collection in the
  Library of Congress. Review key words, browse,
  and show specific collections which are relevant.
  Go over how to access the URL for primary source
  documents by using ViewSource to ensure accurate
  source instead of temporary.
• Students will then use approximately 45 60
  minutes to explore the collection, focusing on
  the Progressive Era, and put together and turn in
  a list of at least 4 collections that are
  applicable to their focus idea.
• After students have completed their exploration,
  the teacher will review focus ideas and discuss
  social, political, intellectual, cultural, and
  economic concepts as related to a focus idea.
  Teacher will model the triangle graphic
  organizer with the focus ideas. (see next slide)
• Using the triangle visual/graphic organizer,
  students will identify a focus idea. One point
  of the triangle will be labeled political. The
  other points may be labeled with social,
  intellectual, cultural, or economic. On
  each leg of the triangle, a specific connection
  will be drawn between the two topics. (see
  triangle example below)
• Student homework assignment will be to come up
  with three potential focus ideas (see attached
  suggestions) and create a triangle for each
  topic.

30
Triangle Graphic Organizer
Focus Idea Womens Suffrage
Political
Women become wage earners.
With the right to vote, women's sphere of
influence changes.
Cultural
Advertisements are now aimed toward women.
Economic
31
Focus Idea suggestions

• Immigration
• Cultural life
• Technology/industry
• Womens issues (suffrage)
• Sports and Recreation
• Performing Arts
• Advertising/consumerism
• Literature/poetry/music
• Fashion
• Minority cultures

32
Day 2in the library

• The Library Information Specialist will introduce
  correct MLA bibliographic format, specifically
  concerning the Library of Congress American
  Memory collection. Library Information Specialist
  will also review printing of documents and
  bibliographic data. Teacher will demonstrate how
  to fill out the primary document analysis sheets
  from the National Archives web page.
• Each student will determine which of his/her 3
  triangle graphic organizers is the most relevant
  to the magazine. Students will then meet with
  their magazine groups to determine the layout of
  their magazine, making sure each focus topic is
  different, and social, intellectual, cultural,
  and economic aspects are covered.
• Each student will use the American Memory
  collection to find 2 relevant primary source
  documents to use for his/her 2 page layout of the
  magazine. Students will find a primary source for
  two points of their graphic organizer. They will
  print the primary source document, including
  bibliographic information, then fill in the
  analysis sheet for the primary document.
• Students will be expected to complete a minimum
  of one primary source document, bibliographic
  information, and analysis during class time and
  turn it in, and if working diligently each should
  be able to complete the second one as well. If
  not, this is homework to be completed by the
  following day.

33
Another idea for theStudent Analysis of Primary
Document
34
Day 3In the classroom

• Teacher will give groups approximately 30 minutes
  to discuss organization, flow, thematic approach,
  etc. for their magazine layout.
• The remainder of the block will be used for
  letter writing. The instructor will have copies
  of 3 or more letters of the time period which
  students will read and contribute to a discussion
  about the differences between the old letters
  and modern day e-mail. Students will write one
  letter from a point of view of their choice on
  their focus idea to the presiding president
  supported by facts.
• i.e. Focus Idea--womens suffrage Women should
  not be permitted to vote because they will only
  consider the looks or appearance of the
  candidates, just as if they were shopping for a
  new dress.
• While this is an interesting statement, where
  are the facts to support or persuade the reader?
• Another component of this grade will be the use
  of language appropriate to the time period. Of
  course, spelling, and grammar must also be
  correct.

35
Day 4 In the classroom

• As a culminating activity, students will meet
  with their group and any other group assigned the
  same time period to discuss the concept of
  progressive as it applies to modern day, in
  particular, each individuals specific topics.
• For example If a student explored the topic of
  womens suffrage during President McKinleys era,
  what strides have women made during the last
  century, and what is their position socially,
  politically, intellectually, culturally, and
  economically today?
• Each student will write an expository paper
  comparing and contrasting the social, political,
  intellectual, cultural, and economic aspects of
  their focus idea (e.g. womens suffrage) in the
  Progressive Era with the 21st century.

36
Resources Needed

• This unit is planned as a joint endeavor between
  the American History teacher and the Library
  Information Specialist.
• This lesson is based on computer and printer
  access for pairs of students during Day 1 and Day
  2.
• Students will be using the Library of Congress
  American Memories collections to find primary
  documents.
• Teacher will have copies of National archives
  analysis sheets, and letters of the time period.
• Coolidge letter
• Harding letter
• Booker T. Washington letter
• Barnays papers

37
Recommended American Memory Collections for
Progressive Era

• American Memory Collections may include
• Immigration
• Chinese in California1850-1925
• The Great Plains 1880-1920
• Turn of the Century America 1880-1929
• Culture, Folk life
• San Francisco and 1906 Earthquake
• Small town life mid-Atlantic 1850-1920
• Southern US personal narrative 1860-1920
• Curtis, Edward (North American Indian photos--
  Ca 1900
• Panoramic Photographs 1851-1991
• Traveling in AmericaBooks- 1750-1920
• Work and Leisurefilms1894-1915
• Technology, Industry
• Bell, Alexander papers 1862-1939
• Berliner, Emileearly recording industry
  -1870-1956
• Edison Companyfilm and sound recordings
• FactoriesWestinghouse1904
• Morse, Samuelpapers1793-1919

38

• Presidents
• Coolidge era 1924-1929
• McKinley, William and pan American
  expositionfilms 1901
• Presidential inaugurations-multiformat 1758-2001
• Presidents and first ladiesportraits
• Roosevelt, Theodore films 1898-1919
• Manuscript Divisionselected Highlights1775-prese
  nt
• World War I and 1920 electionsrecordings
• Performing Arts, Music
• Film, animated 1900-1921
• Variety Stage 1870-1920
• African Americans sheet music 1850-1920
• Sheet music 1850-1920
• Chautauqua Performers fliers--1904-1940
• Copland, Aaron 1900-1990
• Womens History
• Womens suffragephotographs and prints 1850-1921
• Sports, Recreation
• Baseball and Jackie Robinson 1860-1969

39
Evaluation

• Teachers may want to give a quality worker grade
  for the group, especially during library time, to
  keep students focused.
• Students will be evaluated as a group, as well as
  individually. The group evaluation is 50 points,
  and the individual is 100 points, encouraging
  students to work together as a group.
• Teacher could have individuals in the group grade
  each other on quality workmanship.

40
Evaluation for Student Groups

• Students will receive a group grade based on the
  following criteria
• ___20 Each group member covers DIFFERENT topics
  and has turned in his/her pages.
• ___10 Each major area is included ie social,
  political, intellectual, cultural and economic.
• ___10 Title, Table of Contents, Appendix, and
  other organizational features are included
• ___10 Students have presented material in a
  creative manner with a minimal number of errors
  that would distract the reader.
• ___50 points total

41
Evaluation for Individual Students

• __10 First page contains a relevant primary
  source document and explanation in a visually
  appealing manner.
• __10 Second page contains a relevant primary
  source document and explanation in a visually
  appealing manner.
• __20 Explanations for primary sources answer the
  questions of who, what, where, when, why and
  how.
• __40 Letter to the President concisely addresses
  your point of view regarding your focus idea and
  includes sufficient evidence of support
• __10 Bibliographic information and analysis of
  primary sources are included as an appendix
• __10 Bibliography of your primary sources are in
  MLA style in appendix
• __100 point total

42
Credits References

• Annual tour of Mr. and Mrs. Pierre Pelletier
  and Their Elizabethan Players. 19--?.Traveling
  Culture Circuit Chautauqua in the Twentieth
  Century. http//sdrcdata.lib.uiowa.edu/libsdrc/de
  tails.jsp?id /mrandmrspp/3page1 (August 5,
  2005 ).
• Booker T. Washington Papers. National Negro
  Business League Correspondence, 1922 (T-Y).
  Prosperity and Thrift The Coolidge Era and the
  Consumer Economy, 1921-1929. http//memory.loc.go
  v/cgi-bin/ampage?collIdamrlmfileNamemw09page.
  . (August 5, 2005.)
• Calvin Coolidge Papers. High Cost of Living,
  1923-24. Prosperity and Thrift The Coolidge Era
  and the Consumer Economy, 1921-1929.
  http//memory.loc.gov/mss/amrlm/lmc/mc23/mc230002
  .tif. (August 5, 2005).
• Edward L. Bernays Papers. Correspondence About
  'This Business of Propaganda' and the Ethics of
  Public Relations. Prosperity and Thrift The
  Coolidge Era and the Consumer Economy, 1921-1929.
  http//memory.loc.gov/mss/ amrlm/lme/me15/me1500
  01.tif. (August 5, 2005).
• Election Day! 1909. By Popular Demand Votes for
  Women Suffrage Pictures, 1850-1920.
  http//memory.loc.gov/ service/pnp/cph/3a50000/3a
  51000/3a51800/3a51845v.jpg cph 3a51845 (August
  5, 2005).
• Express letter (?) from Warren G. Harding,
  Marion, Ohio, to Edward B. McLean, Chairman
  Inaugural Committee, ca. January 12, 1921. "I Do
  Solemnly Swear ..." Presidential Inaugurations.
  http//memory.loc.gov/cgi-bin/ampage?collIdpin_
  mssmiscfileNamepin/pin3902/pin3902page.dbrecNum
  0 . (August 5, 2005).
• Henry Ford with a model T in 1921. Associated
  Press. http//www.time.com/time/time100/builder/p
  rofile/ford.html. (August 5, 2005).
• NARA - Educators and Students - Artifact Analysis
  Worksheet_files. The U.S. National Archives and
  Records Administration. 2005. http//archives.gov
  /education/ lessons/worksheets. (August 5,
  2005).
• "Oh For A Camera"-Premo. 1908. Emergence of
  Advertising in America, 1850-1920 Selections
  from the Collections of Duke University.
  http//scriptorium.lib.duke.edu/eaa/kodak/K00/K00
  94-72dpi.html.(August 5, 2005).
• School Gardens, children in garden, 1912,
  Delaware St., New York, NY. American Landscape
  and Architectural Design, 1850-1920.http//memory
  .loc.gov/award/mhsdalad/020000//020061v.jpg.
  (August 5, 2005).

43

• Created for Adventures of the American Mind
  Project AAM-Colorado.
• Template created 2005 by An Adventure of the
  American Mind Colorado. Based on a template
  from The WebQuest Page and a PowerPoint project
  created by Sandy Breed, Library Information
  Specialist at Golden High School, Golden, CO.

44
(No Transcript)