Alabama Social Studies SS24.US1.20a
The Standard
- SS24.US1.20
- Compare and contrast the domestic agendas and accomplishments of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson.
Critique the effectiveness of national legislation passed during the Progressive Era in addressing concerns regarding business practices, including the Sherman Antitrust Act and the Clayton Antitrust Act.
2024 Alabama Course of Study: Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare the Sherman Act of 1890 with the Clayton Act of 1914. They explain which business practices each targeted and use examples to judge what the laws achieved and missed.
What Mastery Looks Like
- A student can explain how the 1911 Standard Oil breakup showed the Sherman Act could work, while uneven enforcement limited it. They can name a merger the Clayton Act might challenge and explain why the law did not ban every merger.
Common Misconceptions
- Students may think both laws passed during the Progressive Era, though the Sherman Act passed in 1890. They may also think the laws banned all large companies or all mergers, rather than practices that harmed competition.
How to Assess It
- Exit ticket: Did the Clayton Act address a weakness in the Sherman Act? Name one practice each law targeted and give one reason a law might fail to change business behavior.
Lesson moves
Ways to Teach It
Give groups four paper grocery stores; combine two in a mock merger, then ask whether the Clayton Act might challenge the deal.
Read a short account of Standard Oil's 1911 breakup, then ask: Did the Sherman Act work? Cite one success and one limit.
Read aloud cases involving price fixing, a merger eliminating a rival, and a routine merger; students raise law cards and defend each choice.
Show a headline about the proposed Kroger-Albertsons merger and a grocery map; students mark competitors and write one question a regulator should ask.
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