CMS Social Studies – Revised 2013-2014fillette.cmswiki.wikispaces.net/file/view/Unit+4.pdf · CMS...

CMS Social Studies – Revised 2013-2014

Social Studies Curriculum Guide Table of Contents Progress of a Nation

Unit Overview ............................................. 1 Unit Guide

Essential Standards ......................... 1 Unit Web ......................................... 1 Generalizations and EQ’s ................ 3 Critical Content ................................ 4 I can statements .............................. 5 Common Core Connections ............ 6

Topic 1 – Progress of a Nation Topic Guide ..................................... 8 Topic Resources ............................. 11 Topic Performance Task ................ 12 Topic Assessment .......................... 14

1 – Unit 4 Progress of a Nation

CMS Social Studies – Revised 2013‐2014

Unit 4 – Progress of a Nation

CONCEPTUAL LENSES:Innovation and Change

UNIT OVERVIEW In this unit, we will examine the big ideas of Industrial Revolution, Immigration and the Progressive Movements and their influence on North Carolina and the United States.

The unit begins with the Era of Reconstruction as the nation faced great economic challenges and change. This also created a need for reform. The Industrial Revolution created tremendous economic opportunities for Americans and foreign immigrants, but that opportunity had a civic price that needed to be addressed. Big businesses monopolized American industries, disregarding the needs of both workers and consumers. Through various reforms of the Progressive movement, the civic needs were addressed by individuals and groups. Even though slavery had officially ended; African‐Americans continued their struggle for equality and rights in the face of racism under the black codes and Jim Crow laws.

STANDARDS ADDRESSED

H.1.2, H.1.3, H.1.4, H.3.1, H.3.2, H.3.4, G.1.1, 8.C.1.1, C.1.2, C.1.3, 8.E.1.1, 8.G.1.1

UNIT OUTLINE OF CONCEPTS

History Civics & Government Economics & PFL Geography & Environmental

Literacy

Culture

8.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti‐Federalists, education, immigration and healthcare).

8.C&G.1.4 Analyze access to democratic rights and freedoms among various

8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). Topics

8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.

8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations).



8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence). 8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices). 8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. Topics Black Codes Immigration Invention Industrialization Child Labor Women’s Suffrage Prohibition

groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).

8.C&G.2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history.

Topics The Jungle Civil Service Act 19th Amendment 20th Amendment Jim Crow Laws Plessey v Ferguson Meat Inspection Act

of 1906 Pure Food and Drug

Act of 1906 Bureau of Chemistry

Sharecropping Reconstruction Captains of

Industry Industrialization

Topics Resources Rural V. Urban Development

and importance of roads, railroads and sea ports.

Transportation

8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots‐Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)

Topics Innovation Invention Migration Westward

Expansion Leadership Technology Racism



GENERALIZATIONS AND ESSENTIAL QUESTIONS

Generalizations: Migration may be influenced by push and pull factors.

Industrialization of a society can lead to debated issues over workers rights.

Ending slavery may not immediately lead an individual to appreciate human rights. Essential Questions: What factors led to individuals and groups within North Carolina to migrate to other areas of the US?

Why did the end of slavery not immediately impact the rights of blacks, especially in the south?

Was the “New Freedom” an effective solution to the problems of industrialization?

Was the United States justified in going to war against Spain in 1898?

Should the United States have acquired possessions overseas?

Was the acquisition of the Panama Canal Zone justifiable?

Generalizations:Citizen collaboration and cooperation influence economic growth and decline. War may lead a nation to isolationism.

Migration may be influenced by both push and pull factors.

Essential Questions: How did progressive reform movements provide a better quality of life for North Carolinians and Americans?

Did the Nineteenth Amendment radically change women’s role in American life?

Was American foreign policy during the 1920s isolationist or internationalist? Should the United States limit immigration?

Generalizations:Capitalist societies experience cyclical periods of economic prosperity and decline. Competition for scarce resources can lead to conflict in society

The lack of clear economic goals can lead to instability in society.

A citizen’s level of education success is a direct influence on their potential ability to earn income.

Essential Questions: How does the idea of “choice” influence a person’s ability to make a living in North Carolina or the United States? How did the social hierarchy of the United States look both during and after Reconstruction?

Generalizations:Geographic features may damper and influence migration patterns. Essential Questions:What geographic factors led to individuals and groups within North Carolina facing hardship as they migrated to other areas of the US?

Generalizations:A citizen’s quality of life is directly influenced in various ways by economic factors. Essential Questions: How did new technology and innovation impact the quality of life provided to Americans? How did various immigrant groups from Europe and Asia impact American economy and culture?

How did immigration of groups into North Carolina influence the state?



CRITICAL CONTENT

Students should know and do:Understand the various times throughout North Carolina and US history when both have experienced periods of economic growth and decline.

Understand how people competed for scarce resources, cooperated to achieve and end or had conflicting view points over an economic issue.

Understand how groups that experienced economic growth, while others group’s economic growth either remained the same or worsened.

Identify groups that experienced poverty during times of economic downturns.

Understand that choices relating to the economy can have a direct influence (good or bad) on their personal financial situation.

Understand the importance of personal financial literacy.

Students need to know how to explain the correlation between levels of education success and potential earning power.

Understand resource allocation and distribution, including the competition of said resources.

Take a period of economic growth and/or decline over time, research and demonstrate how different groups benefitted or were harmed the economic event.

Provide evidence through research how national economic declines have influenced our state.

Research different personal economic choices and create a flow chart to demonstrate how those decisions can influence an individual, family or groups overall personal financial success.

Research a job choice an examine what potential of economic success the job offers along with the types of education and/or training a person needs to qualify for the job.



I Can Statements…

Students should be able to state I can… Analyze post‐Civil War economic factors, industries, and agriculture of both North Carolina and the United States.

Provide evidence of the impact of technological innovations on agriculture and industry in the late 19th century America.

Understand the implications of the Plessey v Ferguson case on society

Describe the role of Jim Crow laws on segregation

Describe women’s suffrage and provide examples from primary sources

Identify the factors that led to prohibition and the result of the 18th amendment on society

Create a chart that displays a list of political, social and cultural movements and comparisons between each occurring in North Carolina and the United States.

Trace how the prosperity of the 1920s led to the despair of the 1930s.

Create a chart to explain the effects of both the prosperity of the 1920s and the despair of the 1930s on Americans.

Use primary and secondary sources to analyze trends in society in a post‐reconstruction society.



Unit 4 ‐ Common Core Standards

READING WRITING

CMS CCSS Power Standards:

R.6‐8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

R.6‐8.10 Read and comprehend history/social studies texts in the grade 6 text complexity band independently and proficiently.

CMS CCSS Power Standards:

W.6‐8.1 Write arguments focused on discipline‐specific content.

W.6‐8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Additional Reading Standards:

R.6‐8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

R.6‐8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

R.6‐8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

R.6‐8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

R.6‐8.9 Analyze the relationship between a primary and secondary source on the same topic.

Additional Writing Standards:

W.6‐8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6‐8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.6‐8.9 Draw evidence from informational texts to support analysis, reflection, and research.



Unit 4 ‐ Assessment Options: W1‐ Literacy Common Core Power Standard: Writing Arguments

Which progressive reform movement had the greatest overall impact on the quality of life of American Citizens?

Read and analyze primary source documents and various non‐fiction texts and use the information from the texts to create a claim to answer the question above.

Compile evidence from informational texts that support your claim. Write an essay that:

o Introduces your claim o Presents organized reasons and logical evidence to support your claim o Uses examples from past and/or current events to illustrate and clarify your claim. o Examines and address competing views o Establishes and maintains a formal style o Provides a conclusion that supports the argument presented

W2‐ Literacy Common Core Power Standard: Writing Informative Texts

Write a descriptive analysis of a significant innovation, reasons for its creation, and its impact on individuals and groups in the United States. Use concrete details from various informational texts to support your analysis.

R1/R10‐ Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts

Excerpts from: Cross of Gold speech by William Jennings Bryant, Woman’s Right to Suffrage by Susan B. Anthony, The New Colossus by Emma Lazarus, Orville Wrights December 17, 1903 Diary Entry, The Volstead Act, 19th Amendment, view http://docsouth.unc.edu/ for other primary source documents from this time.

8 – Unit 4 – Progress of a Nation CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching.

CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni



Unit 4 Topic Guide: Progress of a Nation Conceptual Lens: Innovation and Change Essential Questions:

1. How did new technology and innovation impact the quality of life provided to Americans? 2. How did immigrants impact American economy and culture? 3. How did progressive reform movements provide a better quality of life for North Carolinians and Americans? 4. How did industrialization and urbanization impact American culture, economy, and politics?

Overview: Progressivism is an umbrella label for a wide range of economic, political, social, and moral reforms. These included efforts to outlaw the sale of alcohol; regulate child labor and sweatshops; scientifically manage natural resources; insure pure and wholesome water and milk; Americanize immigrants or restrict immigration altogether; and bust or regulate trusts. Drawing support from the urban, college‐educated middle class, Progressive reformers sought to eliminate corruption in government, regulate business practices, address health hazards, and improve working conditions. They also fought to give the public more direct control over government through direct primaries to nominate candidates for public office, direct election of senators, the initiative, referendum, and recall, and women's suffrage. By the beginning of the 20th century, muckraking journalists were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen, like John D. Rockefeller. At the local level, many Progressives sought to suppress red‐light districts, expand high schools, construct playgrounds, and replace corrupt urban political machines with more efficient systems of municipal government. At the state level, Progressives enacted minimum wage laws for women workers, instituted industrial accident insurance, restricted child labor, and improved factory regulation. Standards: H.1, H.1.2, H.1.3, H.1.4, H.3, H.3.1, H.3.2, H.3.4, G.1, G.1.3, C.1, C.1.2, C.1.3 Timeframe: 1877‐1920



Key Vocabulary: Tier 1 Tier 2 Tier 3

Electricity Economy Progress Cloth Textiles Furniture Industry Reform Racism Alcohol Meat Disease

CapitalismCivic Responsibility Domestic Policy Industrialization

Innovation Suffrage

Prohibition Inflation Acts

Monopoly Urbanization Immigration Assembly Line Philanthropy Tenement

Trust Disenfranchisement

Homestead ActTranscontinental Railroad Corporation

Sherman Anti‐Trust Act Jim Crow Laws Ku Klux Klan

19th Amendment 18th and 21st Amendments

Progressivism Muckrakers Populism Ellis Island Angel Island Hull House

Wilmington Race Riot Gilded Age

Key People:

Leonidas Lafayette Polk (NC) Susan B. Anthony Wright Brothers (Kitty Hawk) Jane Adams Teddy Roosevelt Carrie Nation Upton Sinclair – “The Jungle”

Connections:

Before Topic is taught (prior learning): After Topic is taught (anticipated learning):This topic will examine the internal conflict of the Civil War period and the plan and action of repairing the damages after democratic solutions were ineffective. This examination will include the political, social, cultural, and economic repercussions of the Civil War and how dynamics of putting the Union back together including but not limited to incorporating newly freed slaves into society, accepting rebelling states and soldiers, and changing the plantation economy of the south.

Students should see the connection, whether intended or unintended, between innovation during the Industrial Revolution, and the need for political, economic, and social reforms. Students should see similarities between these forms of reform and the reforms of the period preceding the American Revolution. Students should also recognize that the fight for equality was ongoing for African Americans and women. The reform of the US immigration policy would be a modern day connection.



RESOURCES

Unit 4 Progress of a nation Topic Guide‐ Progress of a Nation Resource Title Location Summary Turn of the century inventions

http://www.learner.org/workshops/primarysources/corporations/docs/inventions.html

List of 25 technological inventions and advances from the 1890s. The items on the list were chosen based on a wide range of criteria. Some were inventions that altered or enhanced quality of life at the turn of the century; some were advances that we still rely on in the modern era; and some were items that would simply be fun to discuss

NY Public Library of Images

http://digitalgallery.nypl.org/nypldigital/index.cfm

Website of images from the New York Public Library that include primary source pictures, photos, and advertisements of innovations from the turn of the century and other time periods

Alexander Graham Bell http://memory.loc.gov/ammem/bellhtml/bellhome.html

Alexander Graham Bell’s papers, sketches, models, and other primary sources related to the inventors life and ideas

Thomas Edison http://edison.rutgers.edu/inventions.htm Thomas Edison’s papers, sketches, models, and other primary sources related to the inventors life and ideas

First in Flight http://memory.loc.gov/cgi‐bin/ampage?collId=mwright&fileName=06/06001/mwright06001.db&recNum=0&itemLink=r?ammem/wright:@field(DOCID+@lit(wright002804))

Letter from the Wright brothers explaining their belief that man can fly

Henry Ford http://www.eduplace.com/kids/socsci/wa/books/bkd_wa/sources/bkd_wa_template.jsp?name=fordh&bk=bkd_wa&state=wa

Essay by Henry Ford describing his ideas for using the assembly line

1st phone image http://www.aaa.si.edu/collections/images/detail/alexander‐graham‐bell‐7791

1892 Picture of Alexander Graham Bell on the phone

Assembly Line image http://www.machine‐history.com/sites/default/files/images/Ford1920%27sassemblyline.jpg

Photograph of the Ford assembly line for automobiles

Political Progressivism http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/cities/ reforms.html

“A Personal Narrative of Political Experiences.” In an excerpt from his autobiography, Robert La Follette explains the various reforms he championed as Governor of Wisconsin and explains their benefits to the people



Urbanization http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/cities/ urban.html

“Photographs of Urbanization in the Progressive Era.” As American cities expanded in the early 1900s, they often developed in quite different ways. Too, within the same city, differences in neighborhoods were often very dramatic. In the pictures that follow, you will observe very different results of urbanization

Teddy Roosevelt http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/conserv e/letter.html

“Evolution of the Conservation Movement, 1850‐1920.” In 1908, President Theodore Roosevelt created the National Conservation Commission. In 1909, the Commission delivered a report to the Congress of the United States that provided an inventory of the nation's natural resources. Accompanying the report to Congress was a letter written by President Roosevelt. The following excerpts are from that letter

Women’s Sufferage http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/suffra ge/cartoon.html

“Women’s Sphere.” Cartoon. This political cartoon is of unknown origin, but addresses a woman's right to vote

Child Labor http://docsteach.org/documents/523076/detail?menu=closed&mode=search&sortBy=relevance&q=child+ labor&era%5B%5D=expansion‐and‐reform&era%5B%5D=the‐development‐of‐the‐industrial‐united‐states&era%5B%5D=the‐emergence‐of‐modern‐america

“Cigar Factory.” Image of boys working in this Indiana factory

Child Labor Images Library

http://www.historyplace.com/unitedstates/childlabor/

“The History Place; Child Labor in America 1908‐1912.” MANY wonderful photos

“The Jungle” by Upton Sinclair

http://historymatters.gmu.edu/d/5727

“The Jungle.” Excerpt. The book is best known for revealing the unsanitary process by which animals became meat products. Yet Sinclair’s primary concern was not with the goods that were produced, but with the workers who produced them

12 – Unit 4 – Progress of a Nation Performance Task – Progress of a Nation


PERFORMANCE TASK

GENERALIZATIONS:‐ The lack of clear economic goals can lead to instability in society. ‐ Citizen collaboration and cooperation influence economic growth and decline. ‐ Ending slavery may not immediately lead an individual to appreciate human rights.

WHAT?: Write and perform a 1‐2 minute narrative on an important historical figure that contributed to the dramatic change in American society during the Industrial Revolution and the Progressive Era. WHY?: Students should understand the importance of individuals and citizen action in shaping the community, nation, and global society. In this way they can see their role in becoming citizens of the world. HOW?: Students will research the important changes in the United States from 1880‐1930's. Students will then be assigned/choose a historical character based on interest or teacher discretion. Students will determine what was happening during the time, why was the figure important, and what lasting effect did they have on American society. They will combine this information into a narrative along with costumes, props, ect. and present to an audience.(Living Museum or Individual) Performance Task Summary: Students will transform into a historical figure important to the Industrial Revolution and Progressive Era and perform a 1‐2 minute narrative highlighting their importance and the overall importance of individual contributions and citizen action. Performance Task Criteria

Knowledge of the historical figure Connection to the time period Lasting effect Written narrative Presentation

Process

Research changes during the Industrial Revolution and Progressive Era Assign or let students choose historical figures Research historical figure Write narrative, peer review, edit, write final draft Memorize narrative and perform with costume and props.

13 – Unit 4 – Progress of a Nation Performance Task – Progress of a Nation


Content Elements for the Performance

Possible Points or %(Final Numbers = 100)

Self‐‐‐Assessment

(Final Numbers = 100)

TeacherAssessment

(Final Numbers =

100) SCORING GUIDE

A=93‐100, B=92‐85, C=84‐77, D=76‐70,

F=69 & below

Content: Knowledge of the Historical Figure Connection to the time period Lasting effects

20 20 20 60

Presentation: Within time constraints Memorized Presented in character(narrative) Costume / Props

10 10 10 10 40

14 – Unit 4 – Progress of a Nation Assessment – Progress of a Nation


On the national level, the Progressive Era saw the completion of the struggle for

a) black voting rights b) direct election of the House of Representatives c) women’s suffrage d) old age and survivor’s insurance

One example of the progressive drive for political democracy was the Seventeenth Amendment which

a) prohibited the poll taxes and literacy tests which the South used to prevent blacks from voting.

b) required the popular election of Senators c) gave women the right to vote d) required the popular election of the President

The first progressive president and the advocate of the “Square Deal” was

a) William McKinley b) Theodore Roosevelt c) Woodrow Wilson d) William H. Taft

Upton Sinclair’s novel The Jungle exposed

a) filthy conditions in Chicago slaughterhouse b) corruption in Philadelphia’s police department c) rigged voting in the Senate d) insider manipulations in the stock market

Theodore Roosevelt handpicked _________ to succeed him and carry out his policies.

a) William McKinley b) Charles Evans Hughes c) Woodrow Wilson d) William Howard Taft

One of the most prominent black militants of the Progressive Era was a) Booker T. Washington b) Oswald Garrison Villard c) W. E. B. Du Bois d) William English Walling

The organization formed in 1909 by a group of liberal whites and blacks to eradicate racial discrimination was the

a) Southern Christian Leadership Conference b) National Association for the Advancement of

Colored People c) Urban League d) Congress of Racial Equality

Booker T. Washington believed African Americans should first become _______________ before striving for equal rights

a) self reliant b) smarter c) educated d) violent

Throughout the mis‐1880s farmers on the Plains experienced

a) marginal rainfall and barely profitable crops b) disastrous crop destruction from grasshoppers and hail

storms c) adequate rainfall and bountiful harvests d) severe drought and dustbowl conditions

One of the roots of progressivism was the late 19th century

a) effort to regulate and control big business b) decline in immigration c) attempt to build an overseas empire d) reform administration of Harrison



The progressive era journalists who investigated corruption and fraud in American business and politics were called

a) muckrakers b) yellow journalists c) paper tigers d) whistle blowers

The process of rewarding political supports with lucrative government jobs was called

a) trustbusters b) patronage c) trading d) Mugwuping

What was the main political reform towards which the Socialists worked?

a) end capitalism b) stop private ownership c) use taxes to support government d) make gov’t more responsive to social inequities

Who was responsible for informing the public of the appalling working conditions of meat packing plants?

a) Teddy Roosevelt b) Samuel Jones c) Jacob Riis d) Upton Sinclair

How did the governor of Wisconsin, Robert M. LaFollette, improve his state’s government?

a) enlisted experts for a council‐manager form of government

b) established a tax based on income c) created the first public hearing meeting d) none of the above

For which cause did Jane Adams NOT provide support?

a) creating a community center to solve neighborhood problems

b) establishing the National Association for the Advancement of Colored People

c) Women’s suffrage d) She provided support for all of the above causes

Who outlined the Progressive reforms of the American public and gave his presidential campaign the name the “Square Deal”?

a) Howard Taft b) William McKinley c) Woodrow Wilson d) Theodore Roosevelt

Which of these procedures were not completed by Roosevelt to secure the nation’s natural resources?

a) withdrew 148 million acres of forests from real estate b) established over 50 wildlife sanctuaries c) designated areas as national parks and monuments d) he completed all of these procedures



Document 1

Excerpt from How the Other Half Lives by Jacob Riis

"If we could see the air breathed by these poor creatures in their tenements," said a well‐known physician, "it would show itself to be fouler than the mud of the gutters." Little improvement was apparent despite all that had been done. "The new tenements, that have been recently built, have been usually as badly planned as the old, with dark and unhealthy rooms, often over wet cellars, where extreme overcrowding is permitted," was the verdict of one authority.

1. What problems does Jacob Riis see with life in city tenements?

Document 2

Excerpt from President Woodrow Wilson’s First Inaugural Address, March 4, 1913

We see that in many things (our) life is very great…but…evil has come with the good…With riches has come inexcusable waste. We have squandered (wasted) a great part of what we might have used, and have not stopped to conserve the exceeding bounty of nature…We have been proud of our industrial achievements, but we have not … stopped thoughtfully enough to count the human costs…(Our) great Government we loved has too often been made use of for private and selfish purposes, and those who used it had forgotten the people.

At last a vision has been (shown to) us of our life as a whole. We see the bad with the good…With this vision we approach new affairs. Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…

1. Woodrow Wilson recognizes that "evil has come with the good." Identify three "evils" that Wilson discusses. (You do not need to identify the "good")

2. What does Wilson see as the new responsibility of Americans?



Document 3

Excerpt from The Common Sense of the Milk Question by John Spargo ‐ a book advocating government control over the pasteurization and sale of milk in order to protect the health of babies and children (1908).

What I want to do is to place before the American public a calm and dispassionate statement of certain curable ills as a basis upon which to rest an earnest plea for action; to waken, if possible, all those dormant and neglected powers and impulses for good which need to be called into active cooperation in order that the evils may be remedied.

1. What was John Spargo asking Americans to do after they read his book?

Document 4

Child Labor Photograph from Lewis Hine c. 1908

1. Use the photograph to identify two dangers that children faced at work.



Document 5

Excerpt from The Jungle by Upton Sinclair

"These rats were nuisances, and the packers would put poisoned bread out for them: they would die, and then rats, bread, and meat would go into the hoppers together. This is no fairy story and no joke…there were things that went into the sausage in comparison with which a poisoned rat was a tidbit."

1. According to Upton Sinclair, where did the poisoned rats ultimately end up?

Document 6

Rose Schneiderman was an advocate for Women’s Rights during the Progressive Era

" Women in the laundries stand for 13 and 14 hours in the terrible steam and heat with their hands in hot starch. Surely these women won’t lose any more of their beauty and charm by putting a ballot in the ballot box." Rose Schneiderman

1. What did Rose Schneiderman say to people who considered voting unladylike?

Document 7

1. According to the cartoon, whose interests was the Senate serving?

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