Unit+3.8

Evaluating the Progressive Movement

Content Expectations: USHG 6.3.2; C2.1.4; E1.4.4

Key Concepts: federalism, laissez-faire philosophy, Progressivism, reform movements, regulatory legislation, social issues/social problems

Abstract: In this lesson students examine the role government played during the process of reform. They compare the laissez-faire philosophy that symbolized the industrialization period with the call for government intervention and regulation. In evaluating the Progressive movement, students consider its impact. They also consider reformers limitations with respect to race relations.

Begin the lesson by explaining to students that regulatory laws were not invented during the Progressive Era, but their reach was greatly expanded at this time. Distribute to students copies of “Student Notes: Progressive Era Federal Legislation” located in the Supplemental Materials (Unit 3). Using the “Progressive Era Federal Legislation” chart located in the Supplemental Materials section, the teacher should review each piece of legislation with the class. As each is discussed, students should fill in the blank portion of the chart with information about the Acts. Be sure to stress the role of the legislature in making the law. Then engage students in a discussion of the purposes of each of the acts (the problem it sought to address). Explain that many of these regulations still have influence today.

Next, explain to students that the United States Supreme Court established the principle of “separate but equal” during the Progressive Era. Distribute copies of Plessy v. Ferguson located in the Supplemental Materials (Unit 3). Have students take notes on the reading in the left hand column entitled “In the Text”. On the right hand side of the page, students should record their thoughts and feelings about what they read under the “In My Head” column. After students have compared their notes and feelings with a partner, briefly discuss the case as a class to ensure student understanding.

Distribute the “ACT Reading Prep” located in the Supplemental Materials (Unit 3) to students. Have them engage in a timed reading and answer the questions in 15 minutes. After guiding students in correcting the reading test, have students turn and talk with a partner about the gist of the reading. Display the following questions to guide students’ discussion: What was the reading about? What argument does the author make regarding Jim Crow and Progressivism? Do you agree with the author that segregation under Jim Crow was the lesser of two evils? Explain.

Tell students that they are now going to evaluate the Progressive Movement. Write the following question on the board: “How successful was the Progressive Movement in addressing concerns facing Americans?”  Tell students they are going to conduct a conversation line that discusses the question and give them a few minutes to think about how they would answer it. In a conversation line, students form two lines facing each other. One side of the line talks for three minutes on the question to the person standing across from them. Then, the other side of the line discusses the question for three minutes. Students then shuffle down so that they are facing another student and again take turns answering the question, three minutes per side. Repeat the process a third time.

Debrief the conversation line by asking students what they noticed as they addressed the question multiple times. How did their conversation change? In what ways did it remain the same? Did they incorporate ideas heard earlier into their later conversations?

Display the “Evaluation of Progressivism” sheet located in the Supplemental Materials (Unit 3) to students and have students compare it to their own evaluation of the Progressive Movement. What ideas did they discuss? What ideas are listed that were not discussed? What ideas did the students have that are not reflected on the sheet?