US History
Mrs. Kelliher
Gilded Age to
Progressive Era writing Prompt
Essential Question: How did industrialization and urbanization
during the Gilded Age (economic changes) lead to progressive era reforms
(reform movements and equality)?
Part I:
Use the table below to document at least 3 examples between economic
systems, reform movements, and equality.
See the example below.
Part II.
Write a 5 paragraph essay answering this question. Describe
how the industrialization and
urbanization during the Gilded Age (economic changes) lead to progressive era
reforms (reform movements and equality)?
You will
use your three examples as your body paragraphs. We will work in the library Thursday
11/15. Essays will be due by Friday,
11/16.
Economic Systems
(industrialization/urbanization)
|
Reform movements and/or
Equality
|
As
a result of industrialization, food production shifted to large factories in
big cities (rather than farms) that had unsanitary conditions. These unsanitary conditions caused many to
get sick or ill. Additionally, the
factory system meant that many laborers to work long hours in dangerous
conditions.
|
Reform
movement: Meat Inspection Act (1906),
and Pure Food and Drug Act (1006/1911) were passed partially in response to
Upton Sinclair’s The Jungle. These
acts were meant to both improve the working conditions, as well as improve
the quality of the product created by the food processing plants.
|
Exemplary
|
Accomplished
|
Developing
|
Beginning
|
|
Organization
and Clarity
|
Superb
organization of thoughts and purpose; main points explicitly identified,
fluid, and explained with masterful detail and confidence.
|
Strong
organization of thoughts and purpose; main points effectively identified and
explained with interesting and logical detail.
|
Some
organization of thoughts and purpose; generalized points that are fragmented
and difficult to follow.
|
Little to no
organization; scattered thoughts with no clear purpose.
|
Content
Knowledge
|
Exceptional
depth of knowledge demonstrated, masterfully utilizing both prior and new
information to elaborate on the topic; utilizes highly effective supporting
evidence
|
Proficient
depth of knowledge demonstrated, appropriately accessing both prior and new
information to discuss the topic; utilizes logical and effective supporting
evidence.
|
Uncomfortable
command of knowledge demonstrated, with limited and/or disconnected use of
prior and new information on the topic; supporting evidence is limited and/or
weak.
|
Confused
and/or disinterested grasp of knowledge with limited capability to connect
prior and new information on the topic; little to no supporting evidence.
|
Teacher
Comments:
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