MIME-Version: 1.0 Content-Location: file:///C:/2D666513/Progressives.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Chapter 7- The Progressive Era

Chapter 7- The Progr= essive Era

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Day One-<= /b> With a Partner, look up each of these ideas/people to discover what is historically significant about the idea/person:

 

Political Machines/Bosses

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Pendleton = Civil Service Act

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Spoils Sys= tem

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Eugene V. = Debs

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William Ma= rcy Tweed

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Nellie Bly=

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Upton Sinc= lair

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Mother Cab= rini

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Alice Paul=

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Mary Church Terrell

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Frances Wi= llard

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Jane Addam= s

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Women̵= 7;s Suffrage

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The Temper= ance Movement

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Theodore R= oosevelt

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Bull Moose= Party

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National Conservation Commission

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William Mc= Kinley

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Square Dea= l

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Progressiv= e Party

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William H.= Taft

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Federal Re= serve Act

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Ida B. Wel= ls

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Maggie Len= a

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Ku Klux Kl= an

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Chinese Ex= clusion Act

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Booker T. Washington

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W.E.B. DuBois

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Day Two-  Create a Editorial/Political Cartoon about = your assigned idea/person.

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  1. Use 11x18 pa= per.  Use the whole sheet so your c= artoon is visible from the front of class.
  2. Use markers for color.
  3. FACTS about your idea/person mus= t be evident and accurate.
  4. Your OPINION about the idea/pers= on must be clear and evident to the reader.
  5. You must have SYMBOLS representi= ng ideas in your cartoon.

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Day Three-  Presentation of Cartoons to the class.

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  1. We will present in the order on = the worksheet.
  2. Explain the facts of your idea/p= erson.
  3. Explain you opinion.<= /span>
  4. Have students point out your sym= bols.

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Day Four-  Social problems today…

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We shift our focus from the last century to today.  We still have social problems that plague our society.  Often the= se problems are ignored until some significant event unexpectedly magnifies the problem.  Once society acknowl= edges the problem, a legal solution is usually sought. 

For example, a drug that is currently available on the streets in cities and ru= ral areas today is manufactured in people’s houses and garages from a com= mon cold medication ingredient.  T= his was a quiet problem until the media began publicizing the devastating effec= ts this drug had on communities across the United States.  A law was written that requires all pharmacies to keep all cold medications with this active ingredient behind = the counter.  Each customer must s= how his/her driver’s license and sign a document in order to buy this medication.

 

With a par= tner:

&n= bsp;      = Identify a current social problem.

&n= bsp;    = Write a law that would help solve that problem.

&n= bsp;    = Create an advertisement promoting your proposed law.

&n= bsp;     = Know your target audience?

&n= bsp;    = Inform your audience of the PROBLEM.

&n= bsp;     = Inform your audience of the proposed SOLUTION.

&n= bsp;     = Request an action or response from your audience.

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Day Five-  Share your advertisement with the class.  Explain the problem, proposed law,= and ask for a response from the class.

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