Unit+3.1

Several situations and events heightened public awareness of the problems caused by rapid industrialization, urbanization, and immigration. One of the more consistent and disruptive themes in American history was the consequences for the many derived from economic concentration in the hands of a few.
 * Lesson 1 - Situations Raising Public Awareness: Economic Concentration **

Reading in Class
“What’s next for the car industry” - From CNN MoneyWeek. . We'll read this to gather some insight into the role of the automotive industry in shaping society. In addition, we can use the automotive industry in Michigan as an example of the impact of industrialism on Americans (HSCE 6.1.5) because it exploded during the Progressive Era and is responsible for most of Michigan's history for the last 100 years.

Case Study
During this week, you and a partner will complete a "case study" on the auto industry in Michigan. For details and resources, see the "Unit 3 Case Study" page.

Development
As explained above, the automobile industry developed during the midst of the Progressive era and Progressive (and Populist) ideas might have influenced how this industry functioned. Remind students of the captains of industry they learned about in the previous unit such as Rockefeller and Carnegie. What role did they play in shaping industries?

Next, we will define the terms “trusts”, “monopoly”, and “capitalism” together. Also, be reminded that a major part of the reason for the Populist movement had been the economic leverage employed by the expanding railroad conglomerates which, in combination with other factors, made it extremely difficult for small farm holdings to survive. Be sure to explain the role of laissez-faire (leave it alone) philosophy with respect to the marketplace. Through the industrialization era, the government took a laissez-faire policy with respect to business and labor.

At this point, I'm certain that we'll need to break for the day. In such an event, I have a Vodcast of "The Progressive Presidents" for you to watch. I'll be doing a "think-aloud" reading of Chapter 19, Section 2, called the "The Progressive Presidents" (Google Docs link).

We are going to spend the remainder of this lesson by learning the circumstances surrounding the Sherman Anti-Trust Act. In order to do that, we need a little background information. I'll distribute a copy of the "[|Interstate Commerce Act]". Working with the person next to you, highlight, underline, circle, etc., three ideas that seem significant. We'll discuss this together.

Now, let's look in detail at the Sherman Anti-Trust Act of 1890 using the handout "[|The Sherman Antitrust Act of 1890.pages]" document. With a partner, rewrite the 8 sections of the law in your own words.

View the image at right (click to enlarge). Complete a document analysis of the cartoon by talking to the text and considering "Text, Context, Subtext".

Once you're ready, let's consider the following questions:
 * What does the cartoon suggest about Teddy Roosevelt’s policies regarding the break up of trusts?
 * What does this cartoon suggest about the "progress" the United States government made in controlling the power and influence of the big businesses that grew up during this period?