These flashcards provide definitions and a review of the terms associated with the Industrial Revolution and laissez-faire economics.

Upton Sinclair wrote The Jungle to expose the appalling working conditions in the meat-packing industry. His description of diseased, rotten, and contaminated meat shocked the public and led to new federal food safety laws.

This inquiry leads students through an investigation of Containment. By investigating the compelling question “Was Containment a Success?” students evaluate the need for and policies of containment. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students make judgments on the policies of containment. Students create an evidence-based argument about the relative success or failure of containment.

An article written by Cesar Chavez that appeared in the farm workers' underground newspaper, El Malcriado, on January 16, 1965, at the beginning of the Delano, California grape strike.

In this lesson students will read, analyze, and assess two texts—the “Gospel of Wealth” (1889), an essay by the industrialist Andrew Carnegie, and What Is Man? (1906), a Socratic dialogue/short story by the American humorist Mark Twain—that address the ideas of destiny, free will, human nature, and philanthropy. The students will then engage in a written and oral debate with their classmates using quotations from these texts and their own words.

The papers of A. Philip Randolph document his protests against segregation, particularly in the armed forces and defense industries during the war. Randolph led a successful movement during World War II to end segregation in defense industries by threatening to bring thousands of blacks to protest in Washington, D. C., in 1941. The threatened March on Washington in 1941 prompted President Franklin D. Roosevelt to issue Executive Order 8802, stating that there should be "no discrimination in the employment of workers in defense industries or government because of race, creed, color or national origin." The Committee on Fair Employment Practices was established to handle discrimination complaints.

The goal of this inquiry is to help students understand the various factors that caused the United States to be on the winning side in World War II. The compelling question “Why was the US on the winning side of World War II?” engages students with both the economic and military factors that contributed to a successful war effort. Students start with an examination of the home front before looking at military factors in the wars in Europe and the Pacific. Students should be able to articulate a variety of factors that caused the Allied victory

William Graham Sumner, a sociologist at Yale University, penned several pieces associated with the philosophy of Social Darwinism. In this document, Sumner explains his vision of nature and liberty in a just society.

This reading provides information regarding women's role in the temperance movement of the early 1880s.

Over the course of two lessons, students will analyze primary source documents in order to examine the factors that contributed to the exclusion of American women from the right to vote and the battle for full enfranchisement. They will read and interpret complex documents, engage in discussions, and, in order to demonstrate comprehension, answer critical thinking questions

Smithsonian. Collection of primary resources shows students the changing role of women during WWII. Each photograph includes guiding questions for discussion. Can be used in many different ways.

This inquiry leads students through an investigation of voting rights in America. By investigating the compelling question “Was the vote enough?” students evaluate both sides of the early twentieth century quest to expand suffrage to women. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students determine if getting the vote was enough to give women full social and political equality. Students create an evidence-based argument about whether or not the vote is enough.

This resource is from the Utah Division of Archives and Records Service. This primary source set is designed to help students learn about Women's Suffrage and the 19th Ammendment from a government and politics perspective as well as through the eyes of average Utahns and their experiences.

This lesson provides an opportunity to analyze written texts and political cartoons in order to both understand the
participation of Black soldiers in World War I and sharpen literacy skills related to the distinction between imply
and infer, an essential skill tied to both historical thinking and literacy.

World War I led to many changes at home for the United States. As international migration slowed considerably, the availability of wartime factory jobs led half a million African Americans to leave the South and move to northern and western cities for work. But the US government also stifled dissent during World War I with restrictions on freedom of speech and antiwar protest.

This resource is from the Utah Division of Archives and Records Service. This primary source set is designed to help students learn about World Wars I and II from a government and politics perspective as well as through the eyes of average Utahns and their experiences.

A song documenting the strategies that farm workers use to gain civil rights such as picketing, fighting, striking, and organizing.