Unit+3.5

Reform and Reform Organizations

Content Expectations: USHG F1.1; USHG 6.3.1; USHG 6.3.2; USHG 6.3.3; C3.2.5; C3.5.1; C6.1.1; C.6.1.4; C6.1.5; E1.4.4

Key Concepts: conservation, muckraking, Progressivism, reform movements, social issues/ social problems, suffrage movement

Abstract: There were many notable individuals and organizations which attempted to address the problems besetting American society. While some goals seemed relatively mainstream, others such as the movements for women’s suffrage and African-American rights were viewed as more radical or threatening and were therefore marginalized. Although their particular goals and strategies may have differed, most Progressive reformers understood themselves to be addressing the core values of American society: freedom and equality.

Since students have already been exposed to Ida Tarbell (Unit 2) and Upton Sinclair (Lesson 3 of this unit), begin the lesson by discussing the following questions about each: 1. What were the primary reform goals of the person or group? 2. How did the person or group attempt to attain their objectives? 3. What were the main obstacles encountered by the person or group? 4. Was the person or group mainly successful or unsuccessful? Explain.

Next, divide the class into partners and distribute copies of the list of “Reformers and Reform Organizations” found in the Supplemental Materials (Unit 3). Assign each pair a reformer or reform organization to research and distribute the “Reformer/Reform Research Guide” located in the Supplemental Materials (Unit 3) for students to record the results of their investigation. Students should prepare for a news conference representing the particular reform/reformer. Allow students about 20 minutes to research focusing on the questions above. Encourage students to use the Internet as well as their textbooks.

After students conclude their research, have each pair present their findings to the class at a news conference. Each presentation should attempt to answer the questions above. Allow the rest of the class to ask follow-up questions. As students discuss their findings, have students record the information on the “Social Issues and Reformers Chart” from Lesson 1 under the appropriate social issue the reformer or organization addressed.

Next, engage students in a class discussion using the following questions as a guide: Be sure to summarize the main points of agreement and disagreement within the class. Then display the “Progressive Views on Freedom and Equality” located in the Supplemental Materials (Unit 3) to the class. Discuss the quotes and see if students agree or disagree with the statements. Have students support their positions with reasoning.
 * Which of the reformers or groups do you believe made the greatest contribution to maintaining and enhancing freedom in America? Explain. Encourage students to support their positions with evidence.
 * What role did the idea of freedom play in influencing reforms/reformers?
 * What role did the idea of equality play in influencing reforms/reformers?
 * Did Progressive attempts to implement equality in American society compromise or threaten freedom? How so?
 * Did the Progressive attempts to preserve and promote freedom threaten or compromise equality? In what ways?
 * Which of the two ideals, “freedom” or “equality,” is more important? Justify your answer.
 * Is it possible for a society to embrace only one of these ideals to the exclusion of the other? Explain.

Conclude the lesson by having students write reflectively in their Freedom Tracking Notebooks using the following prompt: How has your understanding of the concepts of freedom or equality been challenged, changed, or extended?