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History Standards for Grades 5-12
United States
Era 7
The Emergence of Modern America (1890-1930)
Standard 1
How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption
Standard 2
The changing role of the United States in world affairs through World War I
Standard 3
How the United States changed from the end of World War I to the eve of the Great Depression
Overview
The study of how the modern United States emerged begins with the Progressive era. It deserves careful study
because, among other things, it included the nation's most vibrant set of reform ideas and campaigns since the
1830s-40s. Progressives were a diverse lot with various agendas that sometimes jostled uneasily, but all
reformers focused on a set of corrosive problems arising from rapid industrialization, urbanization, waves of
immigration, and business and political corruption. Students can be inspired by how fervently the Progressives
applied themselves to the renewal of American democracy. They can also profit from understanding the
distinctively female reform culture that contributed powerfully to the movement.
Two of the problems confronted by Progressives are still central today. First, the Progressives faced the dilemma
of how to maintain the material benefits flowing from the industrial revolution while bringing the powerful forces
creating those benefits under democratic control and while enlarging economic opportunity. Second,
Progressives faced the knotted issue of how to maintain democracy and national identity amid an increasingly
diverse influx of immigrants and amid widespread political corruption and the concentration of political power. Of
all the waves of reformism in American history, Progressivism is notable for its nearly all-encompassing agenda.
As its name implies, it stood for progress, and that put it squarely in the American belief in the perfectible
society.
Students cannot fully understand the Progressive movement without considering its limitations, particularly its
antagonism to radical labor movements and indifference to the plight of African Americans and other minorities.
As in so many aspects of American history, it behooves students to understand different perspectives.
Progressivism brought fusion in some areas of reform, but it also created fissures. Among those was the
ongoing, heated controversy about female equality, particularly in the area of economic protectionism.
All issues of American foreign policy in the 20th century have their origins in the emergence of the United States
as a major world power in the Spanish-American War at the end of the 19th century and in the involvement of
the United States in World War I. The American intervention in World War I cast the die for the United States as
a world power for the remainder of the century. Students can learn much about the complexities of foreign policy
today by studying the difficulties of maintaining neutrality in World War I while acquiring the role of an economic
giant with global interests and while fervently wishing to export democracy around the world.
In the postwar period the prosperity of the 1920s and the domination of big business and Republican politics are
also important to study. The 1920s displayed dramatically the American urge to build, innovate, and explore-poignantly captured in Lindbergh's solo flight across the Atlantic in 1927, which excited more enthusiasm than
any single event to that time. The cultural and social realms also contain lessons from history that have
resonance today. First, students should study the women's struggle for equality, which had political, economic,
and cultural dimensions. Second, students should understand how radical labor movements and radical
ideologies provoked widespread fear and even hysteria. Third, they need to study the recurring racial tension
that led to black nationalism, the Harlem Renaissance, and the first great northward migration of African
Americans on the one hand and the resurgence of the Ku Klux Klan on the other hand. Fourth, they need to
understand the powerful movement to Americanize a generation of immigrants and the momentous closing of
the nation's gates through severe retrenchment of open-door immigration policies. Lastly, they should examine
the continuing tension among Protestants, Catholics, and Jews, most dramatically exemplified in the resurgence
of Protestant fundamentalism.
STANDARD 1
How Progressives and others addressed problems of industrial capitalism, urbanization, and political
corruption.
Standard 1A
The student understands the origin of the Progressives and the coalitions they formed to deal with issues at the
local and state levels.
Causes/ Origins
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Panic of 1893 & Its Effects (551-552)
Summary of causes of Progressive Movement (556)
City and Population Growth (580-581)
Child Labor (555, 580)
Family Changes (580-581)
Mass Production & Standardized Products (581)
Advertising & Marketing (581)
Progressivism (590)
Muckrakers (591)
Samuel McClure (591)
Ida Tarbell (591)
Reform in Cities and States (557-558)
 Robert LaFollete (WI) (558, 593)
 primary elections (558)
 direct primary, referenda, initiatives, recall (590, 593)
 "Wisconsin Idea" (593)
 Charles Evans Hughes, insurance companies (593)
 Theodore Roosevelt, Gov. of NY (558)
 Roosevelt's conservation movement (558)
 Commission Plan (574, 590)
 Public Utilities, Transit, Housing (590, 593)
 "city manager" (592)
 limitations of state reform (594)
Standard 1B
The student understands Progressivism at the national level.
National Reform: Roosevelt
 Assassination of President William McKinley (582)
 Theodore Roosevelt President: vision, popularity, regulation of big businesses (582, 584)
 "Trustbuster" (584-585)
 Square Deal (585)
 Coal Strike of 1902 (585)
 Regulatory Agencies (590, 594-595)
 Sherman Anti-Trust Act, 1890:Northern Securities Co., JP Morgan, US Steel Co., Carnegie (582-85)
 Interstate Commerce Commission (590, 594-595)
 Hepburn Act (595)
 Pure Food and Drug Act (FDA) (590, 595)
 Jungle, Upton Sinclair (595)
 more democracy (590)
 Conservation of natural resources (598)
 Newlands Reclamation Act (598)
 Gifford Pinchot (599)
 limitations of national reform (594)
National Reform: Taft
 1908 election (600)
 Taft's conservative presidency, strict interpretation of laws (611- 612)
 Taft's political and personal background (612)
 Confronting the tariff issue (Roosevelt postponed) (612)
 Joseph G. Gannon, R. (Speaker of House) (612)
 Payne-Aldrich Tariff (613)
 Ballinger-Pinchot controversy; Pinchot firing (614)
 Roosevelt's return to national politics (614)
 New Nationalism (614)
 Division of Republican Party (614)
 Taft "busting" trusts (622)
 Progressive Party (623-624)
National Reform: Wilson
 Woodrow Wilson (623, 624)
 New Freedom (624)
 Louis Brandeis (624)
 strict enforcement of antitrust laws on big businesses (624)
 leadership qualities (626-627)
 Underwood Tariff (627)
 16th Amendment- income tax (627)
 17th Amendment: direct election of US senators (594)
 Federal Reserve Act (627)
 Federal Trade Commission (590, 628)
 Limitations of Wilson's progress (628)
 18th Amendment: prohibition
Standard 1C
The student understands the limitations of Progressivism and the alternatives offered by various groups.
Obstacles to Reform: Judges (558)
 substantive due process (558)
Limitations: Women Reform Campaign
 Women (556)
 Ida Wells-Barnett, Charlotte Perkins Gilman (556)
 Women's Christian Temperance Movement, Anti Saloon League (557, 616)
 International Ladies Garment Workers Union (574, 581)
 Triangle Shirtwaist Fire (619)
 National Women's Trade Union League (581)
 Settlement House Movement: Jane Addams (590)
 Muller v. Oregon (598)
 National American Woman Suffrage Association (NAWSA) (615)
 Alice Paul (615)
 Obstacles to women's suffrage (615)
 Success of women's suffrage by state (615)
Limitations: African American Reform Campaign
 Booker T. Washington (559)
 Plessy v. Ferguson (561)
 WEB Du Bois (587)
 NAACP (588)
 Roosevelt & African Americans (586)
 "friend of African Americans" and racial segregation (586; 587)
 "Bill" Morris, lynching (586)
 social and economic inequality (586-587)
Limitations: Immigrants, Children, Labor
 discrimination and racism vs. immigrants (617)
 Children organizations (617)
 Boy Scouts of America, Girl Scouts of America, Campfire Girls (617-618)
 Children's Bureau (618)
 Limitations of child labor progress (618)
 Labor Protest: American Federation of Labor, Industrial Workers of World (619)
 United Mine Workers Strike (619)
 Limitations of changes in workplace (619)
End of Progressivism (636-637)
Alternatives
 Socialism (595)
 Industrial Workers of World (Wobblies) (598)
 Socialist Party, Eugene Debs (598, 623)
 Pragmatism, William James (558)
 Oliver Wendell Holmes, Jr. The Common Law (558)
 John Dewey (558)
 Realism (558-559)
 William Dean Howells (558-559)
 Stephen Crane (559)
STANDARD 2
The changing role of the United States in world affairs through World War I.
Standard 2A
The student understands how the American role in the world changed in the early 20th century.
Teddy Roosevelt: “US play a greater role in world” (588)
“Speak softly but carry a big stick” (588)
Roosevelt Corollary (588)
Building of Panama Canal (588)
Russo-Japanese War, 1904 (596)
Open Door Policy (596-597)
Gentlemen’s Agreement, 1907 (597)
Taft’s dollar diplomacy (620)
Mexican Revolution (622, 634)
New Freedom Diplomacy (633)
Wilson foreign policy experience and goals (633)
Wilson’s moral diplomacy in Latin America (633-634)
General Victoriano Huerta (634)
Venustiano Carranza (634, 650)
Impact of Mexican Revolution on American-Mexican relations (634)
Standard 2B
The student understands the causes of World War I and why the United States intervened.
Causes and European tensions (635)
Triple Alliance (635)
Assassination of Archduke Franz Ferdinand (636)
Central Powers (636)
Allies (636)
American neutrality (641)
German violation of Belgium neutrality (642)
German submarine (642,649)
Lusitania crisis (642)
Sussex (pledge) (642-643; 650, 652)
Pancho Villa (650)
General John Pershing (650, 653)
Zimmerman Telegram (652)
Wilson: “The world must be safe for democracy…the right is more precious than peace.” (652)
Standard 2C
The student understands the impact at home and abroad of the United States involvement in World War I.
Increased power of the federal government (653)
Mobilization (653)
Propaganda (653)
Selective Service Act (653)
Military challenges/ weaknesses (653)
Liberty Bonds (653)
Lever Act, Food Administration (Victory Gardens) (654)
War impact on farmers (654)
War impact on prohibition (654)
18th Amendment: Prohibition (654, 664)
Fuel Administration (655)
War Industries Board (654-655)
National War Labor Board (655)
“Bring Democracy to America before you carry it to Europe.” (655)
Black Americans in segregated army (655)
“New Negro” (655)
National American Women’s Suffrage Association (648)
Carrie Chapman Catt (648)
Women’s Suffrage Amendment, 1918 (655, 665)
19th Amendment: Women’s Suffrage, 1920 (665)
Women’s contribution to war effort (656)
Wilson’s restriction of civil liberties and on dissenters (656-657)
Committee on Public Information (CPI) (657)
George Creel (657)
Espionage Act, 1917 (657)
Alien and Sedition Acts, 1918 (657)
General Albert Burleson (657)
Eugene Debs, jailed (657)
American Protective League (657)
Impact of Communist (Russian) Revolution (657)
Impact of American aid on Allied Forces (658)
American Expeditionary Force (658)
Wilson’s 14 Points (659)
11/11/1918 at 11:00am
“Big Four” (660)
Bolshevik Revolution (660)
Versailles Peace Treaty (660,662, 664)
League of Nations (660, 662)
STANDARD 3
How the United States changed from the end of World War I to the eve of the Great Depression.
Standard 3A
The student understands social tensions and their consequences in the postwar era.
Radicalism and Communism (665)
Red Scare (664-665)
Labor struggles and strikes (665)
Mitchell Palmer, Palmer raids (665)
Federal Bureau of Investigation (665)
J. Edgar Hoover (665)
Subversives (665)
Chief Justice Oliver Wendell Holmes, Jr. (665)
Schneck v. US, 1919 (665)
Ban on Eastern European immigrants during WWI (648)
National Origins Quota Act, 1921 (672)
Sacco and Vanzetti Case (666, 672-673)
Effectiveness of immigrant restrictions in 1920s (672)
“Fundamentalism” (685)
Anti-evolutionism (685)
“eugenics” (692)
John T. Scopes (685)
William Jennings Bryan (685-686)
Clarence Darrow (685)
Effect of Prohibition (674)
Bootleggers (674)
Speakeasies (674)
“Al” Capone (674)
Repeal of Prohibition (686-687)
(New) Ku Klux Klan (673)
Black militance (673)
Marcus Garvey, his legacy (674)
Universal Negro Improvement Association (UNIA) (674)
Shifting attitude towards sex (646, 692)
New Woman (692)
Flappers (632, 647, 692)
Feminism (632)
Margaret Sanger (647)
Amelia Earhart (692)
Impact of 19th Amendment (665, 690)
Carrie Chapman Catt (665)
National Women’s Party (691)
Equal Rights Amendment (ERA) (691)
Women in politics (691)
Planned Parenthood (691)
Standard 3B
The student understands how a modern capitalist economy emerged in the 1920s.
Car culture economy (676)
Henry Ford (629, 676)
Assembly Line, Model T (630, 676-677)
General Motors (GM) (676-677)
Electricity (677)
General Electric (631)
Appliances (631)
Wright Brothers (631)
Charles Lindbergh (693)
Airline industry expansion (692)
Titanic (631)
Radio Corporation of America (RCA) (677)
National Broadcasting Company (NBC) (678)
Post-war depression (681)
Farmers (681)
McNary-Haugen Plan (692)
Veto of McNary-Haugen by Coolidge (692)
Standard 3C
The student understands how new cultural movements reflected and changed American society.
Youth consumer culture (688)
Increase in high school and college education (689)
College experience (689)
Vaudeville (633)
Motion Pictures (633, 645-646, 678)
Charlie Chapman (645, 678)
Paramount Pictures, Metro-Goldwyn-Mayer (MGM), Warner Brothers (678)
The Jazz Singer (678)
Broadway (684)
Radio Corporation of America (RCA) (677)
National Broadcasting Company (NBC) (678)
Mass advertising (678-679)
Modern Abstract Painting (631)
Frank Lloyd Wright, skyscrapers, Rockefeller Center (685)
Sinclair Lewis (683)
Time Magazine (684)
Ernest Hemingway (684)
F. Scott Fitzgerald, The Great Gatsby (684)
T.S. Eliot (684)
Harlem Renaissance (674, 682)
Great Migration (644-645; 682)
WEB DuBois (682)
The Crisis, NAACP (682)
The New Negro , Alain Locke(682)
Langston Hughes (682-683)
Zora Neale Hurston (683)
Claude McKay (673, 683)
Impact of Harlem Renaissance (683)
Jazz Age (683)
Louis Armstrong (683)
Bessie Smith, blues (683)
“Duke” Ellington (683)
Boxing: “Jack” Johnson (632)
Boxing: “Jack” Dempsey v. “Gene” Tunney
Baseball: World Series (632)
Baseball: Chicago White Sox 1919 World Series Scandal (690)
Baseball: Babe Ruth, NY Yankees (690)
Baseball: Negro Leagues, Josh Gibson (690)
Football: College Football (689)
Football: National Professional Football League (689)
Standard 3D
The student understands politics and international affairs in the 1920s.
Waning of Progressivism (664-665)
“Return to Normalcy” (666)
Women in politics (665)
Women in the Workforce (692)
Teapot Dome Scandal, Albert Fall (681)
Harding Scandals (681)
Alfred B. Smith, NY (682)
“Keep it Cool with Coolidge” (681)
Andrew Mellon tax cut (681)
Washington Naval Conference (675)
Four Power Treaty (675)
Nine Power Treaty (676)
Coolidge: Sentiment for Peace (693)
Troubles in Latin America (693)
Financial Aid to Germany, Soviet Union, China (693)
Kellogg- Briand Pact (693)