Unit+3.2

Exposing a Public Issue – Muckrakers

Content Expectations: USHG 6.3.1; USHG 6.3.2; C3.5.1; E1.4.4

Key Concepts: muckraking, Progressivism, reform movements, regulatory legislation, social issues/ social problems

Abstract: The impetus for the Progressive Era came mainly from native born, idealistic and energetic, middle class men and women who were deeply concerned about what they considered the deterioration of American society. They brought their concerns to the attention of the American people through newspaper and magazine articles, novels, photographs and social programs.

Begin the lesson by asking students to engage in a quickwrite about what the term “muckraker” conveys to them. After soliciting student descriptions, discuss how President Teddy Roosevelt extended its meaning in a pejorative manner. Then remind students that the business of exposing problems in one’s own society goes back at least to Socrates [referred to as a gadfly not a muckraker]. Actually there is considerable evidence that social critique predates Ancient Athens by centuries if not millennia.

Have students turn and talk to a partner and come up with a list of contemporary gadflies or muckrakers. Give students about five minutes to brainstorm. As students report their ideas, make a list on the board. It should prove quite enlightening to see how many names appear. Are their too many? Not enough? Does this mean that things are wonderful, dissent is muzzled, or people are ignorant? Use these questions to discuss briefly the class findings.

It may be worthwhile to discuss how the Internet has changed the way people get information and share concerns about public issues. While during the Progressive Era, individual writers, photographers, cartoonists gained prominence by publishing in a few well-known national outlets, today many public issues are raised by average citizens through venues that are widely dispersed. Discuss the power of Independent Media Center Movement, YouTube, Facebook, and other social networking websites that bring attention to issues of the day. Some articles describing the use of the Internet to see social change include http://www.huffingtonpost.com/2009/03/16/economists-progresses-pet_n_175249.html; Center for Media and Democracy http://www.prwatch.org/cmd/index.html; Online Journalism Review http://www.ojr.org/ojr/business/1017866594.php

Next, distribute copies of “Excerpt from The Jungle” located in the Supplemental Materials (Unit 3) to each students. Have students read the excerpt independently and then turn and talk to a partner about what they read, answering the questions at the end of the passage. Then, engage the class in a discussion about muckraking using the following questions:
 * What type of descriptive terminology did the writer use?
 * What were the more powerful feelings the writer evoked? How did he do this? (Encourage students to refer to specific passages in the text to illustrate their comments about the terminology used and feelings evoked).
 * How might the public react to Sinclair’s book?

Next, display and review the “Regulatory Legislation” document on the Meat Inspection Act and Pure Food and Drug Act, located in the Supplemental Materials (Unit 3). Discuss the following with the class: After the discussion, allow time for students to add to the “Social Issues and Reformers Chart” started in Lesson 1.
 * How might Sinclair’s book have helped to push the government into passing the Meat Inspection Act and Pure Food and Drug Act?
 * How did these laws address the concerns expressed by Sinclair?
 * How did Americans see “progress” as a result of muckraking by Sinclair?

Conclude the lesson by discussing the role of the television news media in exposing problems today. Does the television news operate in the best tradition of muckraking or is it mainly sensationalistic pandering? Encourage students to support their position with evidence by comparing it to muckraking during the Progressive Era. For homework have students investigate and identify some contemporary problems in American society. Encourage students to investigate online sources as well as broadcast and print media. To help students begin their research, a list of possible websites is listed on the “Resources to Investigate Contemporary Problems in American Society,” located in the Supplemental Materials (Unit 3). They will need the results of their investigation for Lesson 5 below.