Industrialization, Urbanization, Immigration, Progressive Reform *

Industrialization (CA HSS Standards 11.1.4, 11.2.4,6)

• Students define industrialization as “an umbrella term that describes the major changes in technology, transportation, communication, the economy, and political system that fostered the growth—allowed for ballooning prosperity at the turn of the century.” (CA HSS Framework, 381) Including the emergence of robber barons and anti-union tactics (CA HSS Framework, 381)
• Students understand the ways that individuals responded to industrialization including changes to farmers and the growth of the labor movement. (CA HSS Framework, 382, 384)

Urbanization (CA HSS Standards 11.2.1-2)

• Students define urbanization as the process by which individuals move into city centers which leads to “[changes to] the way that ordinary people lived, worked, and interacted with one another.” (CA HSS Framework, 383)
• Students examine the effects of urbanization on individuals including:
  • the ways workers, in particular immigrants, lived in unsafe conditions after finding work “in urban factories where low wages, long hours, child labor, and dangerous working conditions were all commonplace.” (CA HSS Framework, 384)
  • how “thriving urban centers became havens for the middle-class single women who played an important role in the settlement house movement.” (CA HSS Framework, 386)
  • the emergence of “new forms of commercialized entertainment such as amusement parks, dance halls, and movie theaters, and engaged in less restricted forms of intimacy, alarming some middle class reformers. The more anonymous environment of cities also made space for men and women seeking relationships with one another and with someone of the same sex.  By the end of the century, concepts of homosexuality and heterosexuality became defined as discrete categories of identity.” (CA HSS Framework, 386) (FAIR Act Alignment)

Immigration (CA HSS Standards 11.1.4, 11.2.2)

• Students explore the different waves of immigration including:
  • “A distinct wave of southern and eastern European immigration between the 1890s and 1910s (distinct from an earlier mid-nineteenth-century wave of immigration that resulted from European developments such as the Great Irish Famine) brought tens of millions of darker skinned, non-English-speaking, non-Protestant migrants to American cities.” (CA HSS Framework, 383)
  • “Asian immigration [that] continued to affect the development of the West despite a series of laws aimed to restrict migration from the Western Hemisphere.” (CA HSS Framework, 383)
  • “The southwest borders continued to be quite fluid, making the United States an increasingly diverse nation in the early twentieth century.” (CA HSS Framework, 383)
• Students examine the “anti-immigrant, anti-Catholic, anti-Semitic, and moralizing campaigns of violence and intimidation [launched by the Ku Klux Klan]” as well as “vice squads [that] targeted speakeasies, communities of color, and LGBT venues.” (CA HSS Framework, 395)
• Students investigate the legal challenges and restrictions to immigration including:
  • “The Chinese Exclusion Act of 1882 and the Alien Land Act of 1913.” (CA HSS Framework, 383)
  • “United States v. Bhagat Singh Thind (1923) [which ruled] that the country could restrict the right to naturalization based on race.” (CA HSS Framework, 395)
  • “Congress, encouraged by eugenicists who warned of the “degradation” of the population, restricted immigration by instituting nationality quotas the following year in 1924.” (CA HSS Framework, 395)

Progressivism (CA HSS Standards 11.2.3, 8-9)

• Students define progressives as “a group of reformers—broadly termed progressives—[who] emerged around the turn of the century and sought to remedy some of the problems arising from industrialization. Primarily composed of white, middle-class, Protestant, college educated people (often women), progressives aimed to identify urban problems, work closely with communities to solve them, and then lobby the government to institute broader reforms to prevent future suffering.” (CA HSS Framework, 386-387)
• Students examine the goals of progressives as:
  • Building “new political parties, such as the Populists and Progressive Party, around the cause of reform [which] ultimately failed.”(CA HSS Framework, 387)
  • Expanding “the role of the federal government in regulating business, commerce, labor, mining, and agriculture during the administrations of Presidents Roosevelt, Taft, and Wilson. (CA HSS Framework, 387)
  • Regulating “child labor, the minimum wage, the eight-hour day, and mandatory public education, as well as [supplying] women in many states with the vote. (CA HSS Framework, 387)

Foreign Policy (CA HSS Standards 11.4.1-4)

• Students examine “American foreign policy aimed to promote business interests abroad because of concerns about oversaturated markets at home. This concern for encouraging open markets that would be friendly to business interests became tied to promotion of American-style democracy and civilizing missions.” (CA HSS Framework, 389)
• Students consider “the nation’s objectives and attitudes about other nations and diverse people in analyzing its immigration policy, limitations, and scrutiny of those already in the U.S., and exclusion of people considered to have disabilities, as well as foreign policy, including the American Open Door policy, and expansion into the South Pacific and Caribbean following the Spanish-American and Philippine-American Wars.”