Unit+3.4

Building a Case for Reform

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

Key Concepts: muckraking, progressivism, reform movements, social issues/ social problems

Abstract: As muckrakers brought attention to societal problems, pressure grew on politicians and government to address the consequences of industrialization, immigration, and urbanization. Progressive concerns moved onto the public agenda and mobilized public opinion in favor of reform as Progressives sought public policy solutions to improve American society.

Begin the lesson by having students engage in a Think-Pair Share about the ways muckrakers drew attention to problems they saw in American society. After constructing a class list, discuss with students how muckrakers brought attention to social problems. Then explain and distinguish the concepts of the public agenda, public opinion, and public policy to students.
 * The public agenda consists of the issues that the public considers important. They are the issues that get air time on broadcasts, space in print media, and the attention of policy makers. In order for a policy change to occur, the topic must get on the public agenda.
 * Public opinion refers to how the public in general feels about an issue. It is the aggregate of the beliefs or sentiments shared by people on an issue as reflected by public opinion polls. In 1922 Walter Lippmann wrote a book entitled Public Opinion. Writing about media and democracy, Lippmann argued that advances in "the manufacture of consent" amounted to "a revolution" in "the practice of democracy" because it allowed for control over public opinion. Thus, public opinion consists of the beliefs brought to the attention of decision makers.
 * Issues brought to the attention of the decision makers (government), may become the subject of public policy if the government addresses the issue. Even the refusal to address an issue of public concern results in a policy – the policy of the status quo.

Next, have students share the results of their investigation of contemporary problems in American society from the homework assignment in Lesson 2. Construct a class list of public issues. Then discuss how political parties, the media, and individuals influence public opinion and the public agenda. Then have students work either individually or with a partner to select an issue from the class list and create muckraking expose of the issue. Student muckraking can take the form of an editorial letter or editorial cartoon to a local or regional newspaper. Student products should include a description of the problem and propose some solution to the problem. Have students exchange their paper with a partner, peer edit, and revise. A rubric for each is included in the Supplemental Materials (Unit 3). Remind students to refer to the characteristics of a good argument they learned in Unit 1.