The Progressive Movement Continues?

Step 1 - List Negative National Issues Addressed By Progressives
Remember, many of these issues came to the forefront during the Gilded Age. 

Step 2 - List National Progressive Leaders
These leaders should include:

National leaders who helped create and pass legislation that changed life for Americans during the Progressive Era.

African-American national leaders who worked to promote change in the lives of African-Americans during the Progressive Era.

Individuals who worked through organizations to promote change.
Step 3 – List Negative State Issues Addressed by Progressives
Some of these issues may be some of same negative issues found at the national level, but are specific to SC industries. Please identify the industry with the issue.

Step 4 – List State Progressive Leaders
These leaders should include:

State leaders who helped create and pass legislation that changed life for South Carolinians during the Progressive Era.

State leaders of any race or gender who worked through organizations to promote change
Step 5 – Merge the Information of The Progressive Movement
Use what you learned to form a complete picture of the Progressive Movement at both the national and state level. This can be done in any manner that connects issues, leaders, and outcomes.
Possible programs to use when merging information may be:

History timelines – https://edu.hstry.co/

Class tools give you many options: http://www.classtools.net
Step 6 – List Categories

In your merging of information specific categories/issues that correlated with different regulations should stand out. List the distinct categories that were addressed during the Progressive Era.
Keep in mind the essential question when completing steps 7 and 8. Criteria should blend what was learned in steps 1-6 giving groups strong historical justification when writing the reasoning for a group’s criteria.

What should be the criteria when determining the need for government regulation in American life?

Step 7 – As a group
Create a “past” statement. In other words, in the past the criteria for determining government regulation, based on the history you’ve researched, was what?

Create a “today” statement which ties the past to the present. Today, the government still regulates these issues, which were initially regulated during the Progressive Era. (Name the issues) - Make a group statement - However, as a group we believe there needs to be less, more, or alternative regulation in specific areas. Your group must name the areas and write a fact based justification for your reasoning. As a group also suggest when government regulation is justified (give specific criteria). If your group determines that past issues need less or modified/alternative regulation, explain how your ideas tie in with your criteria.

Create a “tomorrow” statement. Determine as a group a future issue which may come under government scrutiny. Create a statement that either justifies future government regulation or no or alternative regulation. Again, write a fact based justification for your reasoning, a criteria by which you made your judgements, and how your criteria ties in with your statement.
Step 8 – Create a digital time capsule
Create a digital time capsule to be opened by an 8th grade class 3 years down the road. 

Three years from the point of completion the former 8th graders who initially worked on the project should be 11th graders taking US History. 

Current 8th graders should have completed this project and created their own time capsule before opening past grade group projects that are found in an old digital time capsule file.

Current 8th graders should review the contributions of the class 3 years ago. Did they come to the same conclusions about “past” regulation and the criteria used? Current 8th graders should write out how their conclusions are either alike or different. 

Secondly, look at “today’s” statement about regulations. How were their conclusions alike, how different? How has the world changed in 3 years? Did their ideas about what should and what should not be regulated come to pass? Was their criteria valid?

Lastly, look at their “tomorrow” statement. Were their predictions accurate? Did their ideas or criteria come to pass? Let them know by writing out a statement of how their predictions came to fruition. Also include your ideas for the future. Ask today’s 11th graders to respond to what you’ve written. 
Step 9 – Review, Respond, and Send
Today’s 8th graders should send a response, based on STEP 8 to current 11th graders.

Hopefully, 11th graders will send a response in kind.

There will need to be some coordination with 11th grade teachers for the digital time capsule. Resources are included with each step of the lesson progression, as appropriate to complete the step.

Answer Key for Teachers
https://docs.google.com/document/d/1bTgFuOTHLhw-JK2-fDiMeuWloLsdgz3q1OT5...
Alternative Assignment – The Progressive Movement Continues

One of the goals of the Progressive Movement was fairness for all.  Unions were formed during this time to protect the rights of working people.  In 1914, the Federal Trade Commission Act was legislated to guard against unfair trade practices.  ASCAP (The American Society of Composers, Authors and Publishers) was formed by songwriters and composers who knew that on their own, they would have very little bargaining power with the users of music to negotiate fair payment for the use of their works.   ASCAP still exists today and operates on a not-for-profit basis of more than 565,000 members representing every kind of music from all 50 states and beyond.  With legislation that originated in the Progressive Movement, new technological advances that involve the use of copyrighted material protect its members and impacts our everyday lives as consumers.

How do copyright laws impact your life in regard to use of iTunes, ringtones, YouTube, television, radio, cell phones, etc.?  In writing research papers and newspaper articles we must avoid plagiarism (see writing standards for literacy under Research to Build and Present Knowledge) and in music performance and music consumption we must avoid breaking copyright laws.  

Create a timeline of the history of copyright laws.  See Steps 5-9 of this project and comply with the rubric beginning with question #5 to complete your timeline.  

Possible resources

http://copyright.gov/history/studies/study17.pdf

http://www.copyright.gov/

http://www.copyright.gov/about/timeline.htm

Focus Question Check List/Assessment:
Use the scale to assess the extent to which the student/group completed each task.

Scale:
(1) not at all, (2) somewhat, (3) usually, (4) to a considerable extent, (5) consistently

• Did my group list negative national issues addressed by the Progressives? _____
• Did my group list national progressive leaders from all areas of society? ____
• Did my group list negative state issues addressed by the Progressives? ____
• Did my group list state progressive leaders from all areas of society? _____
• Did my group creatively merge the information of the Progressive Movement at the state and federal level? _____
• Was my group’s information accurate?  _____
• Did my group list prominent categories that summarized the issues of the Progressive Era?  _____
• Were the categories appropriate and did they accurately represent the issues of the Progressive Era? ____
• Did my group accurately identify past criteria for government regulation?  ____
• Did my group make a “today statement” which addresses how past regulation continues today, and makes a judgment on how the criteria for regulation should be addressed?  _____
• Did the group’s criteria for regulation have a strong historical justification?  _____
• Did my group make a “tomorrow statement” predicting an area which my need future regulation? _____
• Did my group make a criteria for the possible regulation of a future issue? ______
• Did my group answer the challenge question in our “past statement”?  _____
• Did my group answer the challenge question in our “today statement”?  ______
• Did my group answer the challenge question in our “tomorrow statement”?  _____

Point total:  _________________