Chris Stroup
Teaching American History on the
Great Plains
Summer 2010 - Lesson Plan 1
Class: CIHS American History 1301
The
Progressive Era
Objective:
To
provide students with insight into the multi problematic age of the
Progressives. Students will be
provided various resources – written, visual, and audio - and asked to examin the role and
conditions of women, immigrants, and African Americas during this period,
writing their own narrative answering the question “What was the Progressive
Era?”
Procedure:
A.
Students will be
provided with the following resources, and in four small groups (one for each
segment of the Hull House Map) will discuss and compile lists of what they
observe/learn from each source.
After brief small group discussion, a class dialogue will take place.
B.
Culminating Activities/Assesment (A on their own outside of class, B as a group
in
class, and C individually in class)
Resources:
C.
Chicago Area
Nationality Maps
- interpretation exercise
B. http://www.loc.gov/-
Library of Congress Website
- Visual research to locate own images to bring into class
C. Challenges to City Life [08:38] (Downloaded from Learn360)
A clip
from the full video: The Unfinished
Nation-The Age of the City.
This
clip looks at the crime and poverty in American cities, while also discussing
that overcrowding developed much faster than housing needs or community
services could.
Grade: 9-12| ©2004, Intelecom.
D. Community Life in Urban Areas [08:48] (Downloaded
from Learn360)
A clip from the full video: The Unfinished Nation-The Age of the City.
This
segment examines the immigrant question and settling in American cities, where
they lived in enclaves with others from their homelands in order to
maintain/retain customs.
Grade: 9-12| ©2004, Intelecom.
E. Female Enterprise of the Progressive Movement [13:40] (Downloaded
from
Learn360)
A clip
from the full video: The Unfinished
Nation-The Progressive Era.
This
clip discusses the role of women (Jane Addams and others) who sought better
housing and education for the poor living in cities during the 19th and 20th
centuries by staffing settlement houses.
Grade: 9-12| ©2004, Intelecom.
F. Response to the Needs of Rapid Urbanization [04:29]
(Downloaded from
Learn360)
A clip
from the full video: The Unfinished Nation-The Age of the City
Examines
the development of the Infrastructure and institutions developed to respond to
the needs of American cities and their populations. Specifically looks at
immigrant populations and their relationship with political machines, both
positively and negatively.
Grade: 9-12| ©2004, Intelecom.
G. Cleveland Journal
“New Era
for Cleveland- Progressive Movement of the Colored People Works Quietly -
Enterprises That Improve Race Pride”
http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=4235&Current=01_02C
H. Taken from Taking Sides: Clashing Views of American History, Vol. II,
Reconstruction to
the Present (6th Edition)
1.
“The Atlanta Exposition Address”
Booker
T. Washington
-
Washington presents
his argument for racial progress as one in
which
accommodating white society was the best avenue for southern blacks to make
progress.
2. “Souls of Black Folk”
W.E.B.
DuBois
-
DuBois presents that
the black community will be better served through achieving higher education
and securing of voting rights to achieve equality.
I. America: A Narrative
History. 6th Edition. Tindahl and Shi, 2004. Pg 883-889.
-
This textbook chapter
section is titled “Early Efforts at Urban Reform,” and provides an overview of
the development of social reform during the late 1800s and early 1900s,
especially the role of women and government.
J. Description of the Pillsbury
House in Minneapolis, MN (attached)
K. Photo –
Arrival
of emigrants [i.e. immigrants], Ellis Island / American Mutoscope and Biograph
Company.
L. Photo –
Italian
neighborhood with street market, Mulberry Street, New York
M. The Tenants' Manual; A Handbook of Information for Dwellers
in Tenement and Apartment Houses and for Settlement and Other Workers Dinwiddie, Emily Wayland, 1879- ( 1903 )
Google Books:
Culminating Activities:
1 – Utilizing
the resources provided in class and class discussion, students will be asked
to write
a 1.5 page narrative of what the Progressive Era was, bringing in two resources
of their own
2 – Students
will randomly be given one of two sides of the argument “Did the
Progressives Fail?” from “Taking Sides: Clashing Views of American History, Vol. II,
Reconstruction to
the Present (9th Edition)
– One group
will read an article by Richard Abrahams contending that the Progressive did
fail, the other an article by Arthur Link and Richard McCormick that they did
not. Upon completion, they will
defend their article in a class deliberation, using information from the article
as well as what has been presented in class.
3 – “At
the heart of the settlement movement was a belief that healthier communities
could be
built by first establishing healthy relationships with its members not simply
dispensing charity – rather than asking residents, ‘What can we do for you?’
they asked, ‘What can we do together?’”
Examine this quote and utilize the resources you have examined in class
and on your own that demonstrates how this quote is true.
Resource A: Hull House Maps http://www.uic.edu/jaddams/hull/urbanexp/geography/nationalitymaps.htm
The
Hull-House Maps and Papers Nationality Maps illustrate the ethnic and
racial
diversity that existed in the neighborhood just east of Hull-House.
The color code:
White = English Speaking (excluding Irish) Purple
= German
Green = Irish Purple
Stripes = Dutch
Dark Green = Greek Red
= Russian
Green
Stripes = Syrian Red
Stripes = Polish
Blue = Italian Blue Stripes = Swiss
Brown = French Orange
= Chinese
Brown
Stripes = French Canadian Black
= Colored
Yellow
Stripes = Scandanavian
* Nationality Map No. 1
-- Polk Street to Twelfth, Halsted Street to Jefferson,
Chicago
* Nationality Map No. 2
-- Polk Street to Twelfth, Jefferson Street to Beach,
Chicago
* Nationality Map No. 3
-- Polk Street to Twelfth, Beach Street to Pacific Avenue,
Chicago
* Nationality Map No. 4
-- Polk Street to Twelfth, Pacific Avenue to State Street,
Chicago
Resource J: THE PILLSBURY HOUSE –
Minnesota’s Settlement House
Minneapolis Settlements (The original Pillsbury House was built in
the Cedar-Riverside neighborhood in 1906)
In late 19th century Minneapolis, new immigrants and factory workers
were living in crowded slums, poor sanitation caused illnesses and deaths, and
there was increasing disparity between the rich and the poor. Prostitution,
gambling, alcoholism and crime filled the neighborhoods.
In 1879, Plymouth Congregational Church started the Plymouth
Mission in an effort to address these concerns. Katherine Plant took over the
mission in 1897 and reorganized it to become Bethel Settlement. Bethel offered
a free kindergarten, industrial training, and sewing classes. A day nursery allowed
mothers to go to work. The settlement grew, and by the turn of the century they
needed more space.
In 1905, John and Charles Pillsbury, brothers who were greatly
benefiting from the success of their flour mills, gave $40,000 towards the
construction of a new facility. The building, located near the intersection of
what is now Cedar and Riverside Avenues, was completed in 1906, and named
Pillsbury House in honor of their parents. It then added a health clinic, a
women’s employment office, home economics and arts classes, and boys’ and
girls’ clubs. In 1920, Pillsbury House purchased land in Waconia, Minnesota,
and established Camp Manakiki, a place where children and their mothers could
go to escape the city and enjoy the country.
Across town, another settlement house was growing quickly.
Established in 1897, Unity House served nearly 95,000 people each year by the
1920s, offering many of the same kinds of programs offered at Pillsbury House.
For many , the settlement house provided the first safe, clean and
inviting place they had ever been. It allowed many mothers to go to work for
the first time; countless children made friends, found mentors and learned
skills that they would carry with them for the rest of their lives.
Resource
L. Italian Neighborhood
