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518A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 15-1 15-2 15-3

TEACHAL American Literature Reading, URB p. 13

OL AL Geography and History, URB p. 3

OL AL History Simulations and Problem Solving, URB p. 9

BL OL ELL Reading Essentials and Note-Taking Guide* p. 165 p. 168 p. 171

OL Historical Analysis Skills Activity, URB p. 52

BL OL ELL Guided Reading Activities, URB* p. 78 p. 79 p. 80

BL OL AL ELL Content Vocabulary Activity, URB* p. 57

BL OL AL ELL Academic Vocabulary Activity, URB p. 59

OL AL Critical Thinking Skills Activity, URB p. 62 p. 62

BL OL ELL Reading Skills Activity, URB p. 51

BL ELL English Learner Activity, URB p. 55

OL AL Reinforcing Skills Activity, URB p. 61

BL OL AL ELL Differentiated Instruction Activity, URB p. 53

BL OL ELL Time Line Activity, URB p. 63

OL Linking Past and Present Activity, URB p. 64

BL OL AL ELL American Art and Music Activity p. 69

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 71

BL OL AL Economics and History Activity, URB p. 7

AL Enrichment Activity, URB p. 75

BL OL AL ELL American Biographies ✓ ✓

BL OL AL ELL Primary Source Reading, URB p. 65 p. 67

BL OL AL ELL Supreme Court Case Studies p. 33 p. 29

BL OL AL ELL The Living Constitution* ✓ ✓ ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓

Note: Please refer to the Unit 5 Resource Book for this chapter’s URB materials.

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning Guide

Key to Ability Levels

* Also available in Spanish

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

Chapter

Plus

All-In-One Planner and Resource Center

518B

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Music Hits Through History CD ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL The American Vision Video Program ✓ ✓ ✓ ✓ ✓

Teacher Resources

Strategies for Success ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 211 p. 212 p. 213 p. 215

BL OL AL ELL Authentic Assessment With Rubrics p. 35

BL OL AL ELL Standardized Test Practice Workbook p. 33

BL OL AL ELL ExamView® Assessment Suite 15-1 15-2 15-3 CH. 15

CLOSEBL ELL Reteaching Activity, URB p. 73

BL OL ELL Reading and Study Skills Foldables™ pp. 65–66

BL OL AL ELL American History in Graphic Novel p. 15

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch

• Differentiated Lesson Plans• Printable reports of daily

assignments• Standards Tracking System

Planning Guide

✓ Chapter- or unit-based activities applicable to all sections in this chapter.

Chapter

What is a Self-Check Quiz?A Self-Check Quiz is a set of 10 or more multiple-choice questions that assess student comprehension of the chapter.

How can a Self-Check Quiz help my students?A Self-Check Quiz is a quick and easy way for students to check how much they have learned and identify areas needing improvement. It allows students to:

Visit glencoe.com and enter a ™ code to go to a Self-Check Quiz.

• view their results immediately • view the correct answers • e-mail their results to you or themselves

• receive feedback on each question for where students can go to review topics they missed or had trouble answering

• view their results immediately • view the correct answers • e-mail their results to you or themselves

• receive feedback on each question for where students can go to review topics they missed or had trouble answering

Using Self-Check Quizzes Teach With Technology

518C

Visit glencoe.com and enter ™ code TAV9399c15T for Chapter 15 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget.

Student Teacher ParentMedia Library

• Section Audio ● ●

• Spanish Audio Summaries ● ●

• Section Spotlight Videos ● ● ●

The American Vision Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In Motion Animations ● ● ●

• Study Central™ ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ● ● ●

• Historical Thinking Activities ●

• Beyond the Textbook ● ● ●

Integrating TechnologyChapter

http://www.glencoe.com


518D

The following videotape programs are available from Glencoe as supplements to this chapter:

• Susan B. Anthony: Rebel for the Cause (ISBN 1-56-501646-7)

• Woodrow Wilson: Reluctant Warrior (ISBN 0-76-700101-X)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

®

The following articles relate to this chapter:

• “Roosevelt country: T.R.’s wilderness legacy,” by John L. Eliot and Farrell Grehan, September 1982.

• “Time Machine: Yosemite in Photos Then and Now,” by Claire Stanford, October 2005.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• ZipZapMap! USA (ZipZapMap!)

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.comwww.nationalgeographic.com/maps

Index to National Geographic Magazine:

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• Alice Paul, by Elizabeth Raum

For students at a Grade 9 reading level:• The Story of Susan B. Anthony, by Susan Clinton

For students at a Grade 10 reading level:• Susan B. Anthony: Daring to Vote, by Barbara Keevil

Parker

For students at a Grade 11 reading level:• Forward into Light: The Struggle for Woman’s

Suffrage, by Madeleine Meyers

For students at a Grade 12 reading level:• Failure Is Impossible: Susan B. Anthony in Her Own

Words, by Lynn Sherr

Reading List Generator

CD-ROM

• Timed Readings Plus in Social Studies helpsstudents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

ChapterAdditional Chapter Resources

http://www.aetv.com

http://www.historychannel.com

http://www.jametowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

518

U.S. EVENTSWORLD EVENTS

Chapter

The Progressive The Progressive Movement 1890 –1920SECTION 1 The Roots of Progressivism

SECTION 2 Roosevelt and Taft

SECTION 3 The Wilson Years

1889• Hull House opens

in Chicago

1890

1884• Toynbee Hall, first

settlement house, is established in London

1906• British pass

workers’ compensation law

1903• Russian Bolshevik Party

is established by Lenin

1900

B. Harrison 1889–1893

Cleveland 1893–1897

McKinley 1897–1901

T. Roosevelt 1901–1909

Women wearing academic dress march in a New York City parade for woman suffrage in 1910.

1902• Maryland passes first U.S.

workers’ compensation laws 1906• Pure

Food and Drug Act passed

1890• Jacob Riis’s How the Other

Half Lives is published

U.S. PRESIDENTS

(2)Museum of the City of New York Print Archives

518 Chapter 15 The Progressive Movement

FocusMAKING CONNECTIONSCan Politics Fix Social Problems? Ask students to suggest ways that they think today’s society might be improved and list their sugges-tions on the board. Discuss how these suggestions could be imple-mented and who would be responsible for them. OL

TeachThe Big Ideas As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questionsin the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page.

Section 1The Roots of Progressivism Essential Question: Why did many citizens call for reforms? (Some citizens wanted to restrict the power of big business; others wanted to improve living conditions in the cities; women sought the right to vote; others wanted to improve society overall.) Tell students that in this section they will learn about the social reforms that were carried out in the early 1900s. OL

Section 2Roosevelt and Taft Essential Question: What were the policies and achievements of the Roosevelt and Taft presidencies? (Answers might include the breaking up of the trusts, increased consumer protection, and better conservation of resources.) Tell students that this section will focus on the reforms achieved during the Roosevelt and Taft administrations. OL

Introducing

Chapter

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interac-tive graphic organizers that help students practice basic writing skills, review vocabu-lary terms, and identify main ideas. Instructions for creat-ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

519

1920

1913• Seventeenth

Amendment requires direct election of senators

1908• Germany limits

working hours for children and women

1910

Taft 1909–1913

Wilson 1913–1921

1911• British create

national health insurance program

1914• World War I

begins in Europe

1917• Russian

Revolution begins

1910• Mann-Elkins

Act passed1920• Nineteenth

Amendment gives women voting rights

Analyzing Reform Programs Create a Pocket Book Foldable that divides the Progressive agenda into political reforms and social reforms. Take notes on a wide range of reforms, placing each one in the proper column of the Foldable.

ProgressivePoliticalReform

ProgressiveSocial

Reforms

MAKING CONNECTIONS

Can Politics Fix Social Problems?Industrialization changed American society. Cities were crowded, working conditions were often bad, and the old political system was breaking down. These conditions gave rise to the Progressive movement. Progressives campaigned for both political and social reforms.

• What reforms do you think progressives wanted to achieve?

• Which of these reforms can you see in today’s society?

Chapter Audio

Chapter 15 The Progressive Movement 519

Visit glencoe.com

and enter code TAV9846c15 for Chapter 15 resources.

Visit glencoe.com and enter code TAV9399c15T for Chapter 15 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

More About the Photo Visual Literacy Before the ratification of the Nineteenth Amendment in 1920, women’s voting rights varied by state. Most Western states had already granted full suffrage to women. In many Midwestern states, women could vote for some political offices—such as president, city mayor, or school board mem-bers—but not all. Most Southern and Eastern states had not yet granted voting rights to women. In this 1910 photograph, members of the Collegiate Equal Suffrage League, wearing caps and gowns, participate in a suffrage demon-stration in New York City. In 1917 New York granted full suffrage to women.

Section 3The Wilson Years Essential Question: What reforms did President Wilson undertake? (tariff reforms, antitrust actions, and new business regulations) Tell students that in Section 3 they will learn about President Wilson’s policies during the first part of his administration. OL

Introducing

Chapter



BellringerDaily Focus Transparency 15-1

Section 1

The Roots of Progressivism

The Progressive Era was a time when many Americans tried to improve their society. They tried to make

government honest, efficient, and more democratic. The movement for women’s suffrage gained more support, as did efforts to limit child labor and reduce alcohol abuse.

The Rise of ProgressivismMAIN Idea Progressives tried to solve the social problems that arose as

the United States became an urban, industrialized nation.

HISTORY AND YOU What areas of public life do you believe need to be reformed? Read on to learn about a movement that tried to fix many of society’s problems.

Progressivism was a collection of different ideas and activities. It was not a tightly organized political movement with a specific set of reforms. Rather, it was a series of responses to problems in American society that had emerged from the growth of industry. Progressives had many different ideas about how to fix the problems they saw in American society.

Who Were the Progressives?Progressivism was partly a reaction against laissez-faire economics

and its emphasis on an unregulated market. Progressives generally believed that industrialization and urbanization had created many social problems. After seeing the poverty of the working class and the filth and crime of urban society, reformers began doubting the free market’s ability to address those problems.

Progressives belonged to both major political parties. Most were urban, educated, middle-class Americans. Among their leaders were journalists, social workers, educators, politicians, and members of the clergy. Most agreed that government should take a more active role in solving society’s problems. At the same time, they doubted that the government in its present form could fix those problems. They con-cluded that government had to be fixed before it could be used to fix other problems.

One reason progressives thought they could improve society was their strong faith in science and technology. The application of scientific knowledge had produced the lightbulb, the telephone, and the automobile. It had built skyscrapers and railroads. Science and technology had benefited people; thus, progressives believed using scientific principles could also produce solutions for society.

Section Audio Spotlight Video

Guide to ReadingBig IdeasGroup Action The progressives sought to improve life in the United States with social, economic, and political reforms.

Content Vocabulary• muckraker (p. 521)• direct primary (p. 522)• initiative (p. 523)• referendum (p. 523)• recall (p. 523)• suffrage (p. 524)• prohibition (p. 527)

Academic Vocabulary• legislation (p. 523)• advocate (p. 527)

People and Events to Identify• Jacob Riis (p. 521)• Robert M. La Follette (p. 522)• Carrie Chapman Catt (p. 525)

Reading StrategyOrganizing As you read about the beginnings of progressivism, complete a graphic organizer similar to the one below by filling in the beliefs of progressives.

ProgressiveBeliefs


Reading a Special Purpose Map

DAILY FOCUS SKILLS TRANSPARENCY 15-1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Explain to students that in order to read aspecial purpose map, they should examine the map todetermine the meaning of dates, symbols, and otherlabels that are used to provide information.

UNIT

5Chapter 15

Directions: Answer the followingquestion based on the map.

In which state did womenwho wished to vote benefitMOST from the passage ofthe 19th Amendment, whichgave women full suffrage?

A California

B Texas

C Virginia

D Ohio

SUFFRAGEFullPresidentialPrimaryNone

HI

AK

CA1911

WA1910

OR1912

MT1914

NV1914

ID1896

AZ1912

UT1870

WY1869

CO1893 KS

1912OK

1918

TX1918

AR1917

RI1917

SD1918

NY1917

ND1917 MN

1919

NE1917

IA1919

MO1919

IL1913

WI1919

IN1919

OH1919

MI1918

ME1919

TN 1919

VTNH

MACT

KYWV VA

NC

SCGAALMS

LA

NM

FL

NJPA

MDDE

Woman Suffrage, 1920

Chapter 15 • Section 1

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Organizing Info p. 521• Setting Purpose p. 522• Monitoring p. 526• Summarizing p. 526

Additional Resources• Guided Read., URB p. 78• Prim. Source, URB p. 65• Am. History in Graphic

Novel, p. 15

Teacher Edition• Making Inferences

p. 522• Pred. Consequences

p. 524

Additional Resources• Hist. Sim., URB p. 9• Inter. Pol. Cartoons, URB

p. 71• Quizzes and Tests, p. 211

Teacher Edition• Gifted Talented

pp. 523, 527

Additional Resources• Diff. Instr., URB p. 53• Academic Vocab. Act.,

URB p. 59• Eng. Learner Act., URB

p. 55• Foldables, pp. 65–66

Teacher Edition• Personal Writing p. 524

Additional Resources• Supreme Court Case

Studies, p. 33• Econ. and History Act.,

URB p. 7• Content Vocab. Act.,

URB p. 57

Teacher Edition• Reading a Time Line

p. 525

Additional Resources• Read. Essen., p. 165• Reinf. Skills Act., URB

p. 61• Read. Skills Act., URB

p. 51• Time Line Act., URB

p. 63

Guide to ReadingAnswers: Progressive Beliefs:Industrialization and urbanization created social problems; Free mar-ket unable to fix social problems; Government should address social problems; Government should be reformed; Business should be reg-ulated; Scientific principles useful in fixing social problems

To generate student interest and provide a springboard for discus-sion, access the Chapter 15, Section 1 video at glencoe.com or on the video DVD.

Focus

Resource Manager


Photography offered a new tool in combating injustice. One of the most famous early photojournalists was Jacob Riis, whose book, How the Other Half Lives, helped stir progres-sives to action:

PRIMARY SOURCE

“Look into any of these houses, everywhere the same piles of rags, of malodorous bones and musty paper. . . . Here is a ‘flat’ or ‘parlor’ and two pitch-dark coops called bed-rooms. Truly, the bed is all there is room for. The family teakettle is on the stove, doing duty for the time being as a wash-boiler. By night it will have returned to its proper use again, a practical illustration of how poverty in ‘the Bend’ makes both ends meet. One, two, three beds are there, if the old boxes and heaps of foul straw can be called by that name; a broken stove with crazy pipe from which the smoke leaks at every joint, a table of rough boards propped up on boxes, piles of rubbish in the corner. The closeness and smell are appalling. How many people sleep here? The woman with the red bandanna shakes her head sullenly, but the bare-legged girl with the bright face counts on her fingers—five, six!”

—from How the Other Half Lives

The Photojournalism of Jacob Riis

The MuckrakersAmong the first people to articulate pro-

gressive ideas was a group of crusading jour-nalists who investigated social conditions and political corruption. President Theodore Roosevelt nicknamed these writers “muck-rakers.” The term referred to a character in John Bunyan’s book Pilgrim’s Progress, who single-mindedly scraped up the filth on the ground, ignoring everything else. These jour-nalists, according to Roosevelt, were obsessed with scandal and corruption. Widely circulated, cheap newspapers and magazines helped to spread the muckrakers’ ideas.

Muckrakers uncovered corruption in many areas. Some concentrated on exposing the unfair practices of large corporations. In Everybody’s Magazine, Charles Edward Russell

attacked the beef industry. In McClure’s, Ida Tarbell published a series of articles critical of the Standard Oil Company. Other muckrakers targeted government and social problems. Lincoln Steffens reported on vote stealing and other corrupt practices of urban political machines. These articles were later collected into a book, The Shame of the Cities.

Still other muckrakers concentrated on social problems. In his influential book, How the Other Half Lives (1890), Jacob Riis pub-lished photographs and descriptions of the poverty, disease, and crime that afflicted many immigrant neighborhoods in New York City. By raising public awareness of these problems, the muckrakers stimulated calls for reform.

Describing How did the muck-rakers help spark the Progressive movement?

1. Analyzing Visuals What effect do Riis’s photos convey?

2. Making Inferences Based on the quotation above, how could you summarize Riis’s views on changing life in the slums?

▲ New York slum dwellers in this Jacob Riis photograph, taken about 1890, lived in wooden shacks in a city alley.

▲ Riis took this photograph of a crowded one-room apartment in a New York tenement in 1885.

Read litera-ture from the era on pages R72–R73 in the American Literature Library.

R


521


Learning how Government Affects People’s Lives

Step 1: Becoming a Progressive In the first of four activities for this chapter, students will relate their knowledge of the problems the progressives addressed to contemporary community issues. They will identify a community problem and suggest a solution.

Directions Have students review Section 1, noting the types of issues reformers tack-

led. Each student will then identify a prob-lem in his or her community that affects citizens’ lives today.

Identifying Problems and Solutions Students will either present to the class or write an analysis of the problem that includes these points: problem description, explanation of why they think the problem exists, and a statement about whether or how they believe government should go about solving the problem. If they believe the problem should not or cannot be solved

by government, students should explain why and what other resources should be used. OL (Project continued on page 534)

Teach

R Reading StrategyOrganizing Information Have students create a chart list-ing progressive actions discussed in this section, the social causes they represented, and their approaches to solving the problems. OL

Answers: 1. the hardships of poverty2. Slums are filthy, appalling

places that are unfit for peo-ple to live in and society must find a way to improve living conditions in poor neighborhoods.

Answer:Muckrakers raised awareness about corruption and social problems through their writing.

Hands-On Chapter Project

Step 1

The most deadly hurricane in United States history slammed into Galveston, Texas, on September 8, 1900, killing about 6,000 people. Because the political machine run-ning the city was incapable of responding to the disaster, local business leaders convinced the state to allow them to take control. The following April, Galveston introduced the commission system of local government, which replaced the mayor and city council with five commissioners. Sometimes referred to as the Galveston Plan, its constitutionality was confirmed and took effect.

Four of those commissioners were local business leaders. Reformers in other cities were impressed by the city’s rapid recovery. Clearly, the city benefited from dividing the government into departments under the supervision of an expert commissioner. Soon, other cities adopted either the commission or council-manager systems of government.

New Types of Government

▲

A house sits on its side after a hurricane ripped through Galveston, Texas, in September 1900.

Democratic Reforms Another group of progressives focused on

making the political system more democratic and more responsive to citizens. Many believed that the key to improving government was to make elected officials more responsive and accountable to the voters.

La Follette’s Laboratory of Democracy Led by Republican governor Robert M.La Follette, Wisconsin became a model of pro-gressive reform. La Follette attacked the way political parties ran their conventions. Party bosses controlled the selection of convention delegates, which meant they also controlled the nomination of candidates. La Follette pressured the state legislature to pass a law requiring par-ties to hold a direct primary, in which all party members could vote for a candidate to run in the general election. This and other successes earned Wisconsin a reputation as the “labora-tory of democracy.” La Follette later recalled:

Student Web Activity Visit glencoe.comand complete the activity on the Progressive movement.

Reforming Government MAIN Idea Progressives tried to make govern-

ment more efficient and more responsive to citizens.

HISTORY AND YOU How do you use your time and resources wisely? Read on to learn how progres-sives tried to make the government more efficient.

Progressivism included a wide range of reform activities. Different issues led to differ-ent approaches, and progressives even took opposing positions on how to address some problems. They condemned corruption in gov-ernment but did not always agree on the best way to fix the problem.

Making Government EfficientOne group of progressives focused on mak-

ing government more efficient by using ideas from business. Theories of business efficiency first became popular in the 1890s. Books such as Frederick W. Taylor’s The Principles of Scientific Management (1911) described how a company could increase efficiency by manag-ing time, breaking tasks down into small parts, and using standardized tools. In his book, Taylor argued that this “scientific method” of managing businesses optimized productivity and provided more job opportunities for unskilled workers. Many progressives argued that managing a modern city required the use of business management techniques.

Progressives saw corruption and ineffi-ciency in municipal government where, in most cities, the mayor or city council chose the heads of city departments. Traditionally, they gave these jobs to political supporters and friends, who often knew little about managing city services.

Progressives supported two proposals to reform city government. The first, a commis-sion plan, divided city government into several departments, each one under an expert com-missioner’s control. The second approach was a council-manager system. The city council would hire a city manager to run the city instead of the mayor. In both systems, experts play a major role in managing the city. Galveston, Texas, adopted the commission system in 1901. Other cities soon followed.

R

C


522


R Reading StrategySetting a Purpose Tell stu-dents that reading texts with a specific question in mind can provide a focus to help them better understand what they are reading. As they read the section titled “Making Government Efficient,” have students ask themselves how progressives attempted to combat corruption and inefficiency in municipal government. BL

C Critical ThinkingMaking Inferences Ask: Why was “laboratory of democracy” a good nickname for La Follette’s Wisconsin? (Wisconsin reformed the way political candidates were chosen. The direct primary gave political power to many instead of a few.) OL

Making Decisions Divide students into groups of four or five. Students will work together to plan the most efficient way to per-form a task. Ask: What is the most efficient way for your group to prepare thirty bag lunches? Tell students the bag lunches will contain: peanut butter and jam sandwiches, cleaned and sliced carrot sticks, and a piece of

fruit. Remind students to consider the manage-ment techniques of: managing time, breaking tasks into small parts, and using standardized tools. Ask groups to present their efficiency plans to the class. Then create a class plan. Encourage students to pick and choose the most efficient techniques from each group to create the overall plan. BL OL

Activity: Collaborative Learning

Additional Support


PRIMARY SOURCE

“It was clear to me that the only way to beat boss and ring rule was to keep the people thoroughly informed. Machine control is based upon misrepre-sentation and ignorance. Democracy is based upon knowledge. It is of first importance that the people shall know about their government and the work of their public servants.”

—from La Follette’s Autobiography

Wisconsin’s use of the direct primary soon spread to other states, but to force legislators to listen to the voters, progressives also pushed for three additional reforms: the initiative, the referendum, and the recall. The initiative per-mitted a group of citizens to introduce legisla-tion and required the legislature to vote on it. The referendum allowed citizens to vote on proposed laws directly without going to the legislature. The recall provided voters an option to demand a special election to remove an elected official from office before his or her term had expired.

Direct Election of Senators Progressives also targeted the Senate. As originally written, the federal constitution directed each state leg-islature to elect two senators. Political machines and business interests often influenced these elections. Some senators, once elected, repaid their supporters with federal contracts and jobs.

To counter Senate corruption, progressives called for direct election of senators by the state’s voters. In 1912, Congress passed a direct-election amendment. Although the direct election of senators was intended to end corruption, it also removed one of the state legislatures’ checks on federal power. In 1913 the amendment was ratified and became the Seventeenth Amendment to the Constitution.

Evaluating What was the impact of the Seventeenth Amendment? What prob-lem was it intended to solve?

Analyzing VISUALS

1. Differentiating In what forms of government do voters elect the City Council?

2. Analyzing In a mayor-council form of govern-ment, who is responsible to carry out policy?

Council-Manager Form

Mayor-Council Form

Commission Form

Source: The World Book Encyclopedia.



elect

carry out policy

carry out policy

appoints

pass ordinances;control funds

elect

elects

elect

actions approved byappoints

carry out policy

hires

D


523


D Differentiated Instruction

Gifted and Talented Have students research and write a report about a referendum issue. They should describe the referen-dum, present both sides of the issue, and report on the result of the vote. AL

Drafting an Initiative Divide the class into groups of three or four students and have the students work to identify a social or political problem they wish the legislature to address. After identifying a problem, the group should develop a proposal for the problem’s solution. Next, have group members write the text of their initiative, as it would be presented to legis-lators. Have groups read their initiatives to the

class. Encourage the class to discuss how effective the initiatives might be in addressing the problems they seek to solve. Ask: How does an initiative differ from a referendum? (An initiative is presented to legislators to be voted on, referendums are voted on directly by citizens.) OL

Answer:It led to the direct election of senators and was intended to counter Senate corruption.

Analyzing VISUALS

Answers:1. Mayor-Council and Council-

Manager forms2. Heads of city departments


AdditionalSupport

1872Susan B. Anthony votes illegally in the presidential election in Rochester, New York, claiming the Fourteenth Amendment gives her that right; she is arrested and found guilty

1848The fi rst women’s rights convention is held in Seneca Falls, New York, and issues a “Declaration of Rights and Sentiments”

▲ Women voting in Cheyenne, Wyoming,1869

▲ Susan B. Anthony

▲ Elizabeth Cady Stanton

Suffrage MAIN Idea Many progressives joined the move-

ment to win voting rights for women.

HISTORY AND YOU Do you remember reading about the Seneca Falls Convention in 1848? Read about the momentum of the women’s rights move-ment in the 1910s.

At the first women’s rights convention in Seneca Falls, New York, in 1848, Elizabeth Cady Stanton convinced the delegates that their first priority should be the right to vote. Decades later, universal woman suffrage—the right to vote—still had not been granted. It became a major goal for women progressives.

Early ProblemsThe woman suffrage movement got off to a

slow start. Some people threatened women suffragists and said they were unfeminine and immoral. Many of its supporters were aboli-tionists, as well. In the years before the Civil War, abolishing slavery took priority.

After the Civil War, Congress introduced the Fourteenth and Fifteenth Amendments to grant citizenship to African Americans and voting rights to African American men. Leaders of the woman suffrage movement wanted these amendments to give women the right to vote, as well. They were disappointed when Republicans refused.

The debate over the Fourteenth and Fifteenth Amendments split the suffrage movement into two groups: the New York City–based National Woman Suffrage Asso-ciation, which Elizabeth Cady Stanton and Susan B. Anthony founded in 1869, and the Boston-based American Woman Suffrage Association, which Lucy Stone and Julia Ward Howe led.

The first group wanted to focus on passing a constitutional amendment. The second group believed that the best strategy was convincing state governments to give women voting rights before trying to amend the Constitution. This split weakened the movement, and by 1900 only Wyoming, Idaho, Utah, and Colorado had granted women full voting rights.

For an example of the early woman suf-frage movement read “The Seneca Falls Declaration” on page R48 in Documents in American History.

1869Territory of Wyoming becomes the fi rst state or territory to grant women the right to vote

1890Elizabeth Cady Stanton becomes president of the National American Woman Suffrage Association

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W Writing SupportPersonal Writing Ask students to write a few paragraphs about whether abolition should have been given a higher priority than woman suffrage. Have students explain their reasoning. OL

C Critical ThinkingPredicting Consequences Ask: Do you think American women might have gained suf-frage sooner if the group agreed on a strategy? (Students’ answers will vary.) OL

Analyzing Primary Sources Have stu-dents work in groups to search the Internet for primary documents concerning woman suf-frage. For each event on the Woman Suffrage Movement time line, have student groups find a pertinent quote from a primary source such as a speech, article, book, or song. Have each group

recreate the time line using the quotes they selected for each date. Remind students to iden-tify the speaker and source of each quote on their time line. Have groups present their time lines and compare the quotes they selected. Ask: What do the quotes tell you about atti-tudes toward woman suffrage? OL


AdditionalSupport

1913Alice Paul and Lucy Burns found the Congressional Union for Woman Suffrage (later the National Woman’s Party), which uses civil dis-obedience to promote women’s suffrage

1920Nineteenth Amendment, granting women the right to vote, is ratifi ed

▲ Women and children march in a 1912 suffrage parade in New York City.

Analyzing TIME LINES1. Identifying In what state or territory were women first granted the right to vote?

2. Analyzing What region of the nation seemed most willing to grant woman suffrage without a national amendment?

WA1910

MT1914

UT1870

WY1869

CO1893

ID1896

CA1911

AZ1912

KS1912

OR1912

NV1914

NY1917

MI1918

OK1918

SD1918

ILNE OH

IN

VT NH

MA

CTPA NJ

DEMDWV VA

NC

SC

GAAL

FL

MS

LA

AR

TX

NM

KY

ND

RI

IA

ME

MN

MO

TN

WI

Full woman suffrage before1920, with date grantedPartial woman suffragebefore 1920No woman suffrage untilratification of NineteenthAmendment

Woman Suffrage, 1869–1920

Building Support In 1890 the two groups united to form

the National American Woman Suffrage Association (NAWSA) but still had trouble convincing women to become politically active. As the Progressive movement gained momen-tum, however, many middle-class women concluded that they needed the vote to pro-mote the reforms they favored. Many working-class women also wanted the vote to pass labor laws protecting women.

As the movement grew, women began lob-bying lawmakers, organizing marches, and delivering speeches on street corners. On March 3, 1913, the day before President Wilson’s inauguration, suffragists marched on Washington, D.C.

Alice Paul, a Quaker social worker who headed NAWSA’s congressional committee, had organized the march. Paul wanted to use protests to confront Wilson on suffrage. Other members of NAWSA who wanted to negotiate with Wilson were alarmed. Paul left NAWSA and formed the National Woman’s Party. Her

supporters picketed the White House, blocked sidewalks, chained themselves to lampposts, and went on hunger strikes if arrested.

In 1915 Carrie Chapman Catt became NAWSA’s leader and tried to mobilize the suf-frage movement in one final nationwide push. She also threw NAWSA’s support behind Wilson’s reelection campaign.

As more states granted women the right to vote, Congress began to favor a constitu-tional amendment. In 1918 the House of Representatives passed a women’s suffrage amendment. The Senate voted on the amend-ment, but it failed by two votes.

During the midterm elections of 1918, Catt used NAWSA’s resources to defeat two antisuf-frage senators. In June 1919 the Senate passed the amendment by slightly more than the two-thirds vote needed. On August 26, 1920, after three-fourths of the states had ratified it, the Nineteenth Amendment, guaranteeing women the right to vote, went into effect.

Evaluating How successful were women in lobbying for the Nineteenth Amendment?

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S Skill PracticeReading a Time Line Have students use the time line to determine the different tactics suffragists used to gain the right to vote. (holding conventions, attempting to vote, marching, civil disobedience) OL

Art Tell students that the 1913 suffrage parade in Washington, D.C., was filled with posters and pageantry. Gowned women rode horseback, and young girls carried posters with slogans such as “Votes for us when we are women!” Have students work in groups to research photo-

graphs of the parade. Then have each group create their own suffrage posters inspired by images they found through their research. Ask: Which symbols convey the most power-ful message? Have groups share their posters with the class. BL OL

Analyzing TIME LINES

Answers:1. Wyoming2. the West

Answer:In 1920 the Nineteenth Amendment was ratified.

Activity: Interdisciplinary Connection

AdditionalSupport

Fire broke out on the top floors of the Triangle Shirtwaist Company on March 25, 1911. Young women struggled against locked doors to escape. A few women managed to get out using the fire escape before it collapsed. The single elevator stopped running. Some women jumped from windows on the ninth floor to their death, while others died in the fire. Nearly 150 of the 500 employees lost their lives in the blaze. The Triangle factory was a nonunion shop. Health and safety issues were a major concern for unions. The disaster illustrated that fire pre-cautions and inspections were inadequate. Exit doors were kept locked, supposedly to prevent theft. As a result of the fire and loss of life, New York created a Factory Investigating Commission. Between 1911 and 1914, the state passed 36 new laws reforming the labor code.

A Tragedy Brings Reform

Reforming Society MAIN Idea Many progressives focused on social

welfare problems such as child labor, unsafe work-ing conditions, and alcohol abuse.

HISTORY AND YOU Have you heard of companies using “sweatshop” labor in foreign countries? Read on to learn how progressives tried to ban child labor and make factories safer for workers.

While many progressives focused on reform-ing the political system, others focused on social problems. These social-welfare progres-sives created charities to help the poor and disadvantaged. They also pushed for new laws they hoped would fix social problems.

Child LaborProbably the most emotional progressive

issue was the campaign against child labor. Children had always worked on family farms, but mines and factories presented more dan-gerous and unhealthy working conditions. Muckraker John Spargo’s 1906 book, The Bitter Cry of the Children, presented detailed evidence of child labor conditions. It told of coal mines that hired thousands of 9- or 10-year-old

“breaker boys” to pick slag out of coal, paying them 60 cents for a 10-hour day. It described the way that the work bent their backs perma-nently and often crippled their hands.

Reports like these convinced states to pass laws that set a minimum age for employment and established other limits on child labor, such as maximum hours children could work.

Health and Safety CodesMany adult workers also labored in difficult

conditions. When workers were injured or killed on the job, they and their families received little or no compensation. Progressives joined union leaders to pressure states for workers’ compensation laws. These laws estab-lished insurance funds that employers financed. Workers injured in accidents received pay-ments from the funds.

In two cases, Lochner v. New York (1905) and Muller v. Oregon (1908), the Supreme Courtaddressed government’s authority to regulate business to protect workers. In the Lochner case, the Court ruled that a New York law for-bidding bakers to work more than 10 hours a day was unconstitutional. The state did not have the right to interfere with the liberty of

▲ Firemen fight Triangle Shirtwaist fire, March 25, 1911. Analyzing VISUALS

1. Analyzing What do you observe about the efforts at fighting the fire in the photo at left?

2. Interpreting What clues in the photo at right suggest that at least some of the women who died were immigrants?

▲ Trade union members march in support of the women who died.

Student Skill Activity To learn how to create and modify a database, visit glencoe.com and complete the skill activity.

(r)UNITE HERE Archives, Kheel Center, Cornell University

R2

R1

R1



526

R1 Reading StrategyMonitoring Ask: What influ-enced states to pass child labor laws? (books such as The Bitter Cry of the Children) BL

R2 Reading StrategySummarizing Have students write a short summary of adult working conditions and the influ-ence of progressives and unions on labor laws. OL

Discussing Working Conditions Divide students into groups of 4 or 5. Have them use the Internet to research industrial accidents and unsafe conditions in such cases as the Wal-Mart Lock-Ins, 2003; Imperial Foods Fire, 1991; and the Kader Industrial Fire, 1993. Ask groups to write a report summarizing the accident or

working conditions they researched. Have stu-dents include in their report the impact, if any, of the incident on labor laws and working conditions. Students should share their reports with the class. Ask: What basic rights and working conditions do you think workers should be guaranteed? OL AL

Analyzing VISUALS

Answers:1. Students may note that the

spray from fire hoses barely reaches top floor and people are trapped in the building looking for help.

2. the protest signs mention Hebrew trades, some of the background signs are in other languages.

Activity: Technology Connection

Additional Support


Section 1 REVIEWemployers and employees. In the case of women working in laundries in Oregon, however, the Court upheld the state’s right to limit hours. The different judgments were based on gender differences. The Court stated that healthy mothers were the state’s concern and, therefore, the limits on women’s working hours did not violate their Fourteenth Amendment rights.

Some progressives also favored zoning laws as a method of protecting the public. These laws divided a town or city into zones for commercial, residential, or other development, thereby regu-lating how land and buildings could be used. Building codes set minimum standards for light, air, room size, and sanitation, and required buildings to have fire escapes. Health codes required restaurants and other facilities to maintain clean environments for their patrons.

The Prohibition MovementMany progressives believed alcohol explained many of soci-

ety’s problems. Settlement house workers knew that hard-earned wages were often spent on alcohol and that drunkenness often led to physical abuse and sickness. Some employers believed drinking hurt workers’ efficiency. The temperance movement—which advocated that people stop, or at least moderate, their alcohol consumption—emerged from these concerns.

For the most part, women led the temperance movement. In 1874 a group of women formed the Woman’s Christian Temperance Union (WCTU). By 1911 the WCTU had nearly 250,000 members. In 1893 evangelical Protestant ministers formed another group, the Anti-Saloon League. When the tem-perance movement began, it concentrated on reducing alcohol consumption. Later it pressed for prohibition—laws banning the manufacture, sale, and consumption of alcohol.

Progressives Versus Big BusinessMany progressives agreed that big business needed regulation.

Some believed the government should break up big companies to restore competition. This led to the Sherman Antitrust Act in 1890. Others argued that big business was the most efficient way to organize the economy. They pushed for government to regu-late big companies and prevent them from abusing their power. The Interstate Commerce Commission (ICC), created in 1887, was an early example of this kind of thinking.

Some progressives went even further and advocated socialism—the idea that the government should own and operate industry for the community. They wanted the government to buy up large companies, especially industries that affected everyone, such as utilities. At its peak, socialism had some national support. Eugene V. Debs, the former American Railway Union leader, won nearly a million votes as the American Socialist Party candidate for pres-ident in 1912. Most progressives and most Americans, however, believed the American system of free enterprise was superior.

Comparing In what ways were progressive efforts to end child labor and impose safety codes similar?

Study Central™ To review this section, go to glencoe.com and click on Study Central.

Vocabulary1. Explain the significance of: muckraker,

Jacob Riis, Robert M. La Follette, direct pri-mary, initiative, referendum, recall, suf-frage, Carrie Chapman Catt, prohibition.

Main Ideas2. Organizing Use a graphic organizer sim-

ilar to the one below to list the kinds of problems that muckrakers exposed.

Problems Exposed by Muckrakers

3. Summarizing How did initiative, refer-endum, and recall change democracy in the United States?

4. Stating What key provision did the Nineteenth Amendment make?

5. Describing Explain the various zoning laws and codes favored by progressives.

Critical Thinking6. Big Ideas Identify the different social

issues associated with progressives. How do these ideals influence society today?

7. Analyzing Visuals Study the charts on page 523. Which system gives voters the most control over department heads? How?

Writing About History8. Expository Writing Create a database

of progressive ideas of the period. Then write a one-page report using a word processor to summarize the progressive ideals.

527


527

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. Problems Exposed by Muckrakers: unfair practices by big business, corrupt govern-ment, inefficient government, poverty, child labor practices, adult labor conditions.

3. Initiatives permitted citizens to introduce legislation that lawmakers were required to vote on. Referendums allowed citizens to vote directly on proposed laws. Recall pro-vided voters with a way to remove politi-cians from office before their terms ended.

4. The Nineteenth Amendment granted women the right to vote.

5. Zoning laws divided areas into commercial or residential areas to regulate building and land use. Building codes regulated room size and required fire escapes.

6. Progressives were concerned with issues of social justice including poverty, fair labor practices, and reigning in big business. These concerns are still with us today and are major topics of public debate.

7. The commission form of government gives voters the most control over department heads because voters elect them directly.

8. Letters will vary but should give reasons for a clearly stated position.


Gifted and Talented Have students prepare a report on the Sherman Antitrust Act of 1890. Have them describe the condi-tions that contributed to the act, the support and opposition it faced, and what resulted from its enactment. AL

Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Have students summarize the influences pro-gressives had on society during this period in history.

Answer: Women formed suffrage and temperance organizations to push their agendas.

Section 1 REVIEW

Answers


Roosevelt and Taft

As president, Theodore Roosevelt extended the federal government’s ability to curb the power of big busi-

ness and to conserve natural resources. His successor, William Howard Taft, was less popular with progressives.

Roosevelt Revives the PresidencyMAIN Idea Theodore Roosevelt, who believed in progressive ideals for

the nation, took on big business.

HISTORY AND YOU How much do you think a president’s personal beliefs should shape national policy? Read on to learn how Theodore Roosevelt used his ideas to change trusts and big business.

Theodore Roosevelt became president at age 42—the youngest person ever to take office. Roosevelt was intensely competitive, strong-willed, and extremely energetic. In international affairs, Roosevelt was a Social Darwinist. He believed the United States was in competition with the other nations of the world and that only the fittest would survive. Domestically, however, Roosevelt was a com-mitted progressive, who believed that government should actively balance the needs of competing groups in American society.

“I shall see to it,” Roosevelt declared in 1904, “that every man has a square deal, no less and no more.” His reform programs soon became known as the Square Deal. To Roosevelt, it was not inconsistent to believe in Social Darwinism and progressivism at the same time.

Roosevelt Takes on the TrustsRoosevelt believed that trusts and other large business organiza-

tions were very efficient and part of the reason for America’s prosper-ity. Yet Roosevelt remained concerned that the monopoly power of some trusts hurt the public interest. His goal was to ensure that trusts did not abuse their power. When the New York Sun declared that Roosevelt was “bringing wealth to its knees,” the president disagreed. “We draw the line against misconduct,” he declared, “not against wealth.”

Roosevelt decided to make an example out of major trusts that he believed were abusing their power. His first target was J. P. Morgan’s railroad holding company, Northern Securities. Established in 1901, the company proposed, through an exchange of stock, to merge existing railroad systems to create a monopoly on railroad traffic in the Northwest. As a monopoly, Northern Securities would have no competition. Farmers and business owners feared it would raise rates and hurt their profits. In 1902 the president ordered the attorney

Section 2 Section Audio Spotlight Video

Guide to ReadingBig IdeasIndividual Action Presidents Theodore Roosevelt and William Taft worked to improve labor conditions, control big business, and support conservation.

Content Vocabulary• Social Darwinism (p. 528)• arbitration (p. 529)• insubordination (p. 535)

Academic Vocabulary• regulate (p. 530)• environmental (p. 532)

People and Events to Identify• Square Deal (p. 528)• United Mine Workers (p. 529)• Hepburn Act (p. 530)• Upton Sinclair (p. 530)• Meat Inspection Act (p. 530)• Pure Food and Drug Act (p. 530)• Gifford Pinchot (p. 532)• Richard A. Ballinger (p. 534)• Children’s Bureau (p. 535)

Reading StrategyNotes As you read about the Roosevelt and Taft administrations, use the headings of the section to create an outline similar to the one below.

Roosevelt and TaftI. Roosevelt Revives the Presidency

A.B.C.D.

II.




Analyzing Primary Sources


Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: HTeacher Tip: Have students find evidence in the primarysource quote to support their conclusions.UNIT

5Chapter 15

Directions: Answer the followingquestion based on the text.

With which of the followingstatements would JohnMuir most likely agree?

F Government should managewilderness like it managesfarms.

G Government should not pro-mote conservation.

H Government should help topreserve wilderness.

J Government should build newcities in the wilderness.

JOHN MUIR (1838–1914)

John Muir was a conservationist.

He worked with President Theodore

Roosevelt to create Yosemite

National Park and founded the

Sierra Club. President Roosevelt was

also a conservationist. He believed

that land should be managed like

cities—to benefit the people. John

Muir’s views about natural resources

are best expressed in his own words.

“. . . If the importance of forests

were at all understood, even from

an economic standpoint, their

preservaion would call forth the

most watchful attention of

government.”

Guide to ReadingAnswers: Roosevelt and Taft1. Roosevelt Revives the

Presidency A. Roosevelt Takes on the Trusts B. The Coal Strike of 1902 C. Regulating Big Business D. Consumer ProtectionII. Conservation A. Western Land Development B. Gifford Pinchot C. Roosevelt’s Legacy





Teacher Edition• Monitoring p. 533• Det. Importance p. 534• Academic Vocab. p. 535

Additional Resources• Guided Reading, URB

p. 79• Prim. Source Read., URB

p. 67

Teacher Edition• Det. Cause/Effect p. 529• Drawing Con. pp. 530,

532

Additional Resources• Quizzes and Tests,

p. 212• Crit. Think. Skills Act.,

URB p. 62• Linking Past/Present,

URB p. 64

Teacher Edition• Gifted/Talented p. 530

Teacher Edition• Persuasive Writing

p. 532

Additional Resources• Geo. and History, URB

p. 3• Supreme Court Case

Studies, p. 29• Econ. and History Act.,

URB p. 7

Teacher Edition• Visual Literacy p. 529

Additional Resources• Read Essen., p. 168• Hist. Analysis Skills Act.,

URB p. 52

Focus

Resource Manager


general to file suit under the Sherman Antitrust Act, charging the company was a “combi-nation in restraint of trade.”

Roosevelt’s action baffled J. P. Morgan. Expecting to resolve the suit without legal action, he inquired what could be done to “fix it up.” Unmoved, Roosevelt proceeded with the case. In 1904, in Northern Securities v. United States, the Supreme Court ruled that Northern Securities had indeed violated the Sherman Antitrust Act. Roosevelt proclaimed, “The most powerful men in the country were held to accountability before the law.” Newspapers hailed Roosevelt as a “trustbuster,” and his popularity with the American public soared.

The Coal Strike of 1902As president, Roosevelt regarded himself as

the nation’s head manager. He believed it was his job to keep society operating efficiently by mediating conflicts between different groups and their interests. In the fall of 1902, he put these beliefs into practice.

The previous spring, the United Mine Workers (UMW) had launched a strike by the anthracite (hard coal) miners of eastern Pennsylvania. Nearly 150,000 workers walked out, demanding increased pay, reduced work hours, and union recognition. Coal prices began to rise. Roosevelt viewed it as another example of groups pursuing their private inter-ests at the nation’s expense. If the strike dragged on too long, the country would face a coal shortage that could shut down factories and leave many homes unheated.

Roosevelt urged the union and the owners to accept arbitration—a settlement negoti-ated by an outside party. The union agreed; the mine owners did not. The mine owners’ stub-bornness infuriated Roosevelt, as well as the public. Roosevelt threatened to order the army to run the mines. Fearful of this, the mine owners finally accepted arbitration. By inter-vening in the dispute, Roosevelt took the first step toward establishing the federal govern-ment as an honest broker between powerful groups in society.

Roosevelt Versus the Trusts

Analyzing VISUALS1. Inferring Why do you think the scene is

set on Wall Street?

2. Analyzing What do the giants represent?

John D. Rockefeller, founder of Standard Oil, which controlled most oil production in the United States

Jay Gould was a well-known railroad speculator who had been involved in many scandals. At one point, he controlled the four largest western railroads, including the Union Pacific.

James J. Hill, founder of the Great Northern Railway Company and a partner with J. P. Morgan in Northern Securities

Theodore Roosevelt, shown standing in the middle of Wall Street carrying a sword labeled “Public Service”

J. P. Morgan controlled a huge banking and financial empire. He also created the U.S. Steel Corporation and helped finance several railroads.

S

C



529

Teach

S Skill PracticeVisual Literacy What is the cartoonist saying by picturing Roosevelt battling giants? (He is facing powerful forces.) OL

C Critical ThinkingDetermining Cause and Effect Ask: Why did the mine owners finally agree to arbitration? (Roosevelt threatened to order the army to run the mines.) OL

Literature Have student groups select a passage from The Jungle to present as a read-ing to the class. Ask groups to select a section in which there is both description and characters speaking dialogue. Have each group select a student to be the narrator and read descrip-tions; assign the characters to other students.

Have each group practice reading their sec-tions clearly and with feeling. When groups are ready, have them present their readings to the class. Encourage the class to discuss their reactions to the novel. Ask: If you wanted to influence changes in today’s society, what would you write about? AL

Analyzing VISUALS

Answers:1. Wall Street is the home of the

stock market.2. the trusts

Activity: Interdisciplinary Connection

AdditionalSupport

Regulating Big BusinessDespite his lawsuit against Northern

Securities and his role in the coal strike, Roosevelt believed most trusts benefited the economy and that breaking them up would do more harm than good. Instead, he proposed creating a new federal agency to investigate corporations and publicize the results. He believed the most effective way to keep big business from abusing its power was to keep the public informed.

In 1903 Roosevelt convinced Congress to create the Department of Commerce and Labor. The following year, this department began investigating U.S. Steel, a gigantic hold-ing company that had been created in 1901. Worried about a possible antitrust lawsuit, the company’s leaders met privately with Roosevelt and offered a deal. They would open their account books and records for examina-tion. In exchange, if any problems were found, the company would be advised privately and allowed to correct them without having to go to court.

Roosevelt accepted this “gentlemen’s agreement,” as he called it, and soon made similar deals with other companies. These arrangements gave Roosevelt the ability to regulate big business without having to sac-rifice economic efficiency by breaking up the trusts.

In keeping with his belief in regulation, Roosevelt pushed the Hepburn Act through Congress in 1906. This act was intended to strengthen the Interstate Commerce Commission (ICC) by giving it the power to set railroad rates. At first, railroad companies were suspicious of the ICC and tied up its deci-sions by challenging them in court. Eventually, the railroads realized that they could work with the ICC to set rates and regulations that limited competition and prevented new com-petitors from entering the industry. Over time, the ICC became a supporter of the railroads’ interests, and by 1920 it had begun setting rates at levels intended to ensure the industry’s profits.

Consumer ProtectionBy 1905 consumer protection had become a

national issue. That year, a journalist named Samuel Hopkins Adams published a series of

articles in Collier’s magazine describing the patent medicine business.

Many companies patented and marketed potions they claimed would cure a variety of ills. Many of these medicines were little more than alcohol, colored water, and sugar. Others contained caffeine, opium, cocaine, and other dangerous compounds. Consumers had no way to know what they were taking, nor did they receive any assurance that the medicines worked as claimed. Adams’s articles pointed out that these supposed cures could cause health problems. The articles in Collier’s out-raged many Americans.

Many Americans were equally concerned about the food they ate. Dr. W. H. Wiley, chief chemist at the United States Department of Agriculture, had issued reports document-ing the dangerous preservatives being used in what he called “embalmed meat.” Then, in 1906, Upton Sinclair published his novel The Jungle. Based on Sinclair’s close obser-vations of the slaughterhouses of Chicago, the powerful book featured appalling descrip-tions of conditions in the meatpacking industry:

PRIMARY SOURCE

“[T]here would come all the way back from Europe old sausage that had been rejected, and that was [moldy] and white—it would be dosed with borax and glycerine, and dumped into the hoppers, and made over again for home consumption. . . . There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about [upon] it.”

—from The Jungle

Sinclair’s book was a best-seller. It made consumers ill—and angry. Many became veg-etarians after reading the book. Roosevelt and Congress responded with the Meat Inspection Act, passed in 1906. It required federal inspec-tion of meat sold through interstate commerce and required the Agriculture Department to set standards of cleanliness in meatpacking plants. The Pure Food and Drug Act, passed on the same day in 1906, prohibited the manu-facture, sale, or shipment of impure or falsely labeled food and drugs.

Identifying What term was used to describe Roosevelt’s policies and how accurate was it?

C

D


530


C Critical ThinkingDrawing Conclusions Ask: When the ICC limited com-petition among railroads and began setting rates to ensure industry profits, was it betraying its original mission? Why or why not? (Student responses will vary.) OL AL


Gifted and Talented Have students research early 20th cen-tury ads for patent medicines and compare them to ads for present-day medicines. How are they simi-lar and different? AL

Comparing and Contrasting National Parks Divide students into small groups. Have each group research and create a guide for a national park. Guides should include a general history of the park, the park’s mission, and points of interest. Ask students to include pho-tographs of the park in their guides. Students

may produce their guides as a pamphlet, slide show, or live presentation. Encourage groups to share their guides with the class. Ask stu-dents to compare the features of various parks. Ask: In what ways are the parks similar and different? BL OL

Answer:Roosevelt’s policies were called a “Square Deal.” This term was accurate because he attempted to protect all Americans through industry regulation.


Additional Support

Supreme

Court Cases

Name oooooooooooooooooooooooooooooooooooooooooooooooooooooo Date oooooooooooooooooooooooo Class ooooooooooooooooo

Supreme Court Case Studies 29

(continued)

Supreme Court Case Study 15Extending the Meaning of the Commerce Clause

Northern Securities Company v. United States, 1904★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ Background of the Case ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

In 1890 Congress passed the Sherman Antitrust Act to curb the growing power of monopoliesin the United States. The act made it illegal for businesses engaged in interstate commerce tocombine for the purpose of reducing or restraining competition. The wording of the act wasvague, however, because it did not make clear what the word commerce meant. In an 1895 caseinvolving the E. C. Knight Company, the Supreme Court had ruled that the company had notviolated the antitrust law, even though the purchase of four additional refineries gave the com-pany almost complete control of the manufacturing of sugar in the United States. For theantitrust law to be effective, it was clear that the Supreme Court would have to interpret themeaning of commerce more broadly.

In 1901 the Northern Securities Company, a holding company, was formed by combiningthe ownership of two major railroads that served the Northwest, running parallel lines fromthe Great Lakes and the Mississippi River to the Pacific Ocean at Puget Sound. With thismonopoly of ownership, consumers and businesses of the Northwest were at the mercy of onecompany that controlled the freight rates of goods brought into and out of the area.

In 1903 the federal government brought suit against the Northern Securities Company as partof its “trust-busting” campaign. The government charged that the company was a monopoly pursuing restraint of trade in violation of the Sherman Antitrust Act and demanded that thecompany be dissolved.

Constitutional Issue ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Did Congress exceed its constitutional authority to regulate interstate commerce when it enacted the Sherman Antitrust Act?

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ The Supreme Court’s Decision ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

In a 5 to 4 ruling, the Court held that the Northern Securities Company should be dissolvedbecause the arrangement was an illegal combination in restraint of interstate commerce andthus violated the Sherman Antitrust Act. Justice John Marshall Harlan wrote that a combinationneed not be directly involved in commerce in order to restrain it or to have the potential torestrain it. In this case Harlan found restraint of trade due to suppression of competition resulting from combining competing railroads: “. . . it is manifest that, if the Antitrust Act is held not to embrace a case such as is now before us, the plain intention of the legislative branchof the Government will be defeated. If Congress has not, by the words used in the act, describedthis and like cases, it would, we apprehend, be impossible to find words that would describethem.” Harlan rejected the view that the state that charters a corporation should regulate thatcorporation, saying: “It means nothing less than that Congress, in regulating interstate commerce, must act in subordination to the will of the States when exerting their power to create corporations. No such view can be entertained for a moment.”

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★ Northern Securities v. United States, 1904Background to the CaseIn 1901 three powerful businessmen, J. P. Morgan, James J. Hill, and Edward H. Harriman, created Northern Securities—a holding company that owned the majority of the stock in several major railroads. The government sued the company for violating the Sherman Antitrust Act, and a court ordered the company broken up.

How the Court RuledThe Constitution gives the federal government the power to regulate interstate commerce—but did “commerce” mean all business activity, or just the movement of goods across state lines? The owners of Northern Securities argued that their company was a holding company set up to buy stock. It had been created legally under New Jersey law, and federal laws should not apply because the company itself did not engage in interstate commerce. In a 5-4 decision, the Court concluded that the commerce clause allows the federal government to regulate the ownership of companies.

PRIMARY SOURCE

The Court’s Opinion“No state can, by merely creating a corporation . . . project

its authority into other states, and across the continent, so as to prevent Congress from exerting the power it possesses under the Constitution over interstate and international commerce. . . .

. . . Every corporation created by a state is necessarily subject to the supreme law of the land. . . . In short, the court may make any order necessary to bring about the dissolution or suppression of an illegal combination that restrains interstate commerce. All this can be done without infringing in any degree upon the just authority of the states.

—Justice John Marshall Harlan, writing for the Court

Analyzing Supreme Court Cases

▲ President Roosevelt once said “Speak softly and carry a big stick.” This cartoon shows Roosevelt swinging his stick and knocking down the trusts—and everything else, as well.

Can Government Regulate Business Activity?

PRIMARY SOURCE

Dissenting Views“Commerce depends upon population, but Congress could

not, on that ground, undertake to regulate marriage and divorce. If the act before us is to be carried out according to what seems to me the logic of the argument . . . I can see no part of the conduct of life with which . . . Congress might not interfere.

. . . This act is construed by the Government to affect the purchasers of shares in two railroad companies because of the effect it may have . . . upon the competition of these roads. If such a remote result of the exercise of an ordinary incident of property and personal freedom is enough to make that exercise unlawful, there is hardly any transaction concerning commerce between the States that may not be made a crime by the fi nding of a jury or a court.”

—Justice Oliver Wendell Holmes, dissenting

1. Interpreting How does Justice Harlan view the rights of states and the authority of Congress?

2. Defining How does Justice Harlan refer to the Sherman Antitrust Act?

3. Analyzing What does Justice Holmes fear in narrowly applying a law?

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TeachFive months into his presidency, Roosevelt took on the richest man in the country, J. Pierpont Morgan. Morgan was an international investment banker who made his money from the many trusts he ran. He used his wealth to support and influence politicians. When Roosevelt brought suit against his railroad company, Northern Securities, Morgan was surprised and furious. Morgan wanted to settle things quietly between him-self and the president. Roosevelt said no because he believed the public interest had to be protected.

Answers:1. The authority of Congress

supercedes the rights of states.

2. as a Constitutional power3. Congress could interfere in

all areas of life.

Case Study 15: Northern Securities v. United States, p. 29

Differentiated Instruction Strategies BL Restate the constitutional issue at

stake in your own words. AL According to the decision, Congress

was allowed and not allowed to take certain actions. Create a graphic orga-nizer that details this.

ELL Explain to a partner the issue that brought the case to the Supreme Court and its resolution.

Objective: Learn how the Constitution is applied to a Supreme Court case.

Focus: Identify the central issue of the case.Teach: Discuss the Court’s opinion.Assess: Explain the importance of the case (broad

interpretation of Congressional power).Close: Write a paragraph summarizing the case.

Analyzing a Supreme Court Decision

Differentiated Instruction

ConservationMAIN Idea New legislation gave the federal

government the power to conserve natural resources.

HISTORY AND YOU Have you ever visited a national park or forest? Read on to find out how Roosevelt made some national parks and forests possible.

Roosevelt put his stamp on the presidency most clearly in the area of environmental con-servation. Realizing that the nation’s bountiful natural resources were being used up at an alarming rate, Roosevelt urged Americans to conserve those resources.

An enthusiastic outdoorsman, Roosevelt valued the country’s minerals, animals, and rugged terrain. He cautioned against unreg u-lated exploitation of public lands and believed in conservation to manage the nation’s resources. Roosevelt argued that the govern-ment must distinguish “between the man who skins the land and the man who develops the country. I am going to work with, and only with, the man who develops the country.”

Western Land Development Roosevelt quickly applied his philosophy

in the dry Western states, where farmers and city dwellers competed for scarce water. In 1902 Roosevelt supported passage of the Newlands Reclamation Act, authorizing the use of federal funds from public land sales to pay for irrigation and land development proj-ects. The federal government thus began trans-forming the West’s landscape and economy on a large scale.

Gifford Pinchot Roosevelt also backed efforts to save the

nation’s forests through careful management of the timber resources of the West. He appointed his close friend Gifford Pinchot to head the United States Forest Service estab-lished in 1905. “The natural resources,” Pinchot said, “must be developed and preserved for the benefit of the many and not merely forthe profit of a few.”

As progressives, Roosevelt and Pinchot both believed that trained experts in forestry and resource management should apply the same

scientific standards to the landscape that oth-ers were applying to managing cities and industry. They rejected the laissez-faire argu-ment that the best way to preserve public land was to sell it to lumber companies, who would then carefully conserve it because it was the source of their profits. With the president’s support, Pinchot’s department drew up regu-lations controlling lumbering on federal lands. Roosevelt also added over 100 million acres to the protected national forests and established five new national parks and 51 federal wildlife reservations.

Roosevelt’s Legacy President Theodore Roosevelt changed the

role of the federal government and the nature of the presidency. He used his power in the

Should Resources Be Preserved?The origins of the environmentalist movement can be traced back to the Progressive Era. Then, as now, people disagreed over the best approach to the environment. Their disagreements were represented in the differing views of John Muir, founder of the Sierra Club, who worked with Roosevelt to create Yosemite National Park, and Gifford Pinchot, head of the U.S. Forest Service under Theodore Roosevelt. Muir was a preservationist, hoping that wild places could be left as they were. Pinchot was a conservationist who believed in man-aging the use of land for the benefit of the nation’s citizens.

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UNBELIEVABLE LANDSCAPESCongress created the first national park,

Yellowstone, on March 1, 1872. For yearsbefore this historic event, it was difficult forpeople to believe such an incredible placeexisted. In 1806 John Colter was with theLouis and Clark expedition, the Corps ofDiscovery, when it was returning to St.Louis, Missouri. He left the Corps ofDiscovery and set out on his own as a furtrapper. When Colter later returned to St.Louis, he told people about the fantasticlandscapes he had seen in what wouldeventually become Yellowstone NationalPark. No one believed his stories, especiallyhis descriptions of spouting springs. Whenothers returned from that area with similarstories, they were scoffed at as well. Finally,in 1870 an official exploration party of nine-teen men from the Montana territory docu-mented and confirmed the previous reportsof the natural wonders at Yellowstone.

VOLCANIC LEGACYYellowstone has a diverse landscape that

includes mountains, valleys, lakes, streams,forests, plateaus, and a multitude ofwildlife. Yellowstone also has some uncom-mon features like hot springs, mud pots,fumaroles, and, rarest of all, spectaculargeysers. (See Figure 1 for descriptions ofthese features.) These areas of hydrothermalactivity—hot underground water rising tothe earth’s surface—played a major role inattracting interest to preserve Yellowstone.

The hydrothermal phenomena are con-stant reminders of Yellowstone’s volcanichistory. Three volcanic eruptions thatcaused violent and sudden changes in theearth’s surface occurred here beginning twomillion years ago. The center of each of thevolcanoes collapsed, forming a large

depression or basin called a caldera. Themost recent eruption occurred 600,000 yearsago. It formed a caldera 28 miles by 47miles in the center of Yellowstone. (SeeFigure 2 for the location of the caldera.) A large pool of magma—hot, molten rock—still lies beneath the caldera. The magmaprovides the heat required for the hotsprings, mud pots, fumaroles, and geysers.

GEYSERSA geyser is a special type of hot spring

that periodically shoots water and steamout of the ground. Three conditions, notoften found together, are required to cause

GEOGRAPHY AND HISTORY ACTIVITY 5★

Yellowstone National Park: A Natural Treasure

Figure 1—Hydrothermal Features Found at

Yellowstone National ParkHot Springs Springs of water that are

heated naturally by magma in the earth.

Mud Pots Formed from acid that dis-solves the surrounding rockinto fine particles of clay andsilica. These particles mix withthe small amounts of hotwater to create a kind of mud.The resulting mud pots boiland bubble like oatmeal thatbecomes thick when cooking.

Fumaroles Steam vents at the surface ofthe earth. Intense heat boilsaway the water before it hasa chance to reach the surface.

Geysers A special type of hot springthat periodically shoots waterand steam into the air due tothe buildup of steam inunderground chambers.

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C Critical ThinkingDrawing Conclusions Ask: How did Roosevelt’s per-sonal experience influence his environmental policies? (As an enthusiastic outdoorsman, he placed a great value on protecting the environment.) OL

W Writing SupportPersuasive Writing Write a paragraph that supports or dis-putes the idea that because it is in the best interest of lumber com-panies to conserve forests, the government should stay out of regulating forest conservation. Use facts to support your position. OL AL

Differentiated Instruction Strategies BL Research to find or draw diagrams of

the hydrothermal features found at Yellowstone National Park.

AL Describe a scenario in which Yellowstone is not a national park.

ELL Research to find a “Did You Know” fun fact about Yellowstone National Park.

Objective: Understand a result of the conservation movement.

Focus: Describe the features of Yellowstone National Park and why it has been preserved.

Teach: Explain how Yellowstone National Park set a precedent for future national parks.

Assess: Explain why conservation is important.Close: Cite other examples of “national treasures.”Geography and

History Activity, URB p. 3

Yellowstone National Park: A Natural Treasure


White House to present his views, calling it his “bully pulpit.” Increasingly, Americans began looking to the federal government to solve the nation’s economic and social problems.

Under Roosevelt, the power of the execu-tive branch of government had dramatically increased. The Hepburn Act gave the Interstate Commerce Commission the power to set rates, the Meat Inspection Act stated that the Agriculture Department could inspect food, the Depart ment of Commerce and Labor could monitor business, the Bureau of Corporations could investigate corporations and issue reports, and the attorney general could rapidly bring antitrust lawsuits under the Expedition Act.

Examining How did Roosevelt’s policies help the conservation of natural resources?

Taft’s ReformsMAIN Idea William Howard Taft broke with

progressives on tariff and conservation issues.

HISTORY AND YOU Have you ever been judged in comparison with the accomplishments of a sibling or friend? Read on to learn how Taft had to deal with comparisons with Roosevelt.

Roosevelt believed William Howard Taft to be the ideal person to continue his policies. Taft had worked closely with Roosevelt. He had served as a judge, as governor of the Philippines, and as Roosevelt’s secretary of war. Taft easily received his party’s nomination. His victory in the general election in November 1908 was a foregone conclusion. The Democratic candidate, William Jennings Bryan, lost for a third time.

Gifford PinchotChief of U.S. Forest Service

PRIMARY SOURCE

“The first principle of con-servation is development, the use of the natural resources now existing on this continent for the benefit of the people who live here now. There may be just as much waste in neglecting the development and use of cer-tain natural resources as there is in their destruction. . . .

Conservation stands emphatically for the development and use of water-power now, without delay. It stands for the immediate construction of navigable waterways . . . as assistants to the railroads. . . .

In addition . . . natural resources must be developed and preserved for the benefit of the many, and not merely for the profit of the few.”

—from The Fight for Conservation

YES

1. Contrasting How do the two men differ in their views about nature?

2. Making Connections Which view do you think is more common today? Why do you think so?

3. Speculating Which viewpoint do you think was more likely to be held by ranchers and farmers in California in the early twentieth century?

John MuirSierra Club Founder

PRIMARY SOURCE

“The making of gardens and parks goes on with civiliza-tion all over the world, and they increase both in size and number as their value is recognized.

Everybody needs beauty as well as bread, places to play in and pray in, where Nature may heal and cheer and give strength to body and soul alike. . . . Nevertheless, like any-thing else worth while . . . they have always been subject to attack by despoiling gainseekers . . . eagerly trying to make everything immediately and selfishly commercial, with schemes disguised in smug-smiling philanthropy, industriously, shampiously crying, ‘Conservation, conserva-tion, panutilization,’ that man and beast may be fed and the dear Nation made great.“

—from The Yosemite

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533

R Reading StrategyMonitoring Ask: During Roosevelt’s presidency, which bureau was charged with inspecting food? (the Agriculture Department) BL

Answer:He regulated use of public lands and supported conservation acts such as the Newlands Reclamation Act.

Extending the Content

Conservationists Gifford Pinchot and John Muir were friends who shared a love of nature. But their friendship ended in a bitter disagree-ment over Yosemite National Park in the Sierra Nevada mountains of California.

The dispute focused on the desire of some to dam a river in the park to supply drinking water

for San Francisco, California. Muir argued that it was the right of all Americans to enjoy the undisturbed beauty of nature. Pinchot felt that natural resources should be used wisely to meet the needs of people. In 1913 Congress decided the issue by passing the Raker Act, which allowed the dam to be built.

AdditionalSupport

Answers:1. Muir believed that wild places

should be left as they are. Pinchot believed in managing the use of land to benefit citizens.

2. Students should back up their positions.

3. Most students will say that ranchers and farmers would likely support the idea of man-aging natural resources because their livelihoods depended on access to land and water.

In 1900, 18 percent of children were employed. Mary Harris Jones, “Mother” Jones, as she was called, campaigned against child labor. After working with children in an Alabama cotton mill, she wrote, “Little girls and boys . . . reaching thin little hands into the machinery to repair snapped threads. They replaced spindles all day long; all night through . . . six-year-olds with faces of sixty did an eight-hour shift for ten cents a day . . .”

Using posters like the one shown at right to build public support, the cam-paign against child labor made steady progress. Between 1880 and 1910, 36 states passed laws on the minimum age for manufacturing workers.

Campaigning Against Child Labor

The Payne-Aldrich Tariff Like many progressives, Taft believed high

tariffs limited competition, hurt consumers, and protected trusts. Roosevelt had warned him to stay away from tariff reform because it would divide the Republican Party. Taft, how-ever, called Congress into special session to lower tariff rates.

As Roosevelt predicted, the tariff debate divided progressives, who favored tariff reduc-tion, and conservative Republicans who wanted to maintain high tariffs. In the prolonged negotiations on the bill, Taft’s support for tariff reductions wavered, and then collapsed. In the end, Taft signed into law the Payne-Aldrich Tariff, which cut tariffs hardly at all and actu-ally raised them on some goods.

Progressives felt outraged by Taft’s decision: “I knew the fire had gone out of [the progressive movement],” recalled the head of the U.S. Forest Service, Gifford Pinchot, after Roosevelt left office. “Washington was a dead town. Its leader

was gone, and in his place [was] a man whose fundamental desire was to keep out of trouble.”

Ballinger Versus Pinchot With Taft’s standing among Republican pro-

gressives deteriorating, a sensational contro-versy broke out late in 1909 that helped permanently destroy Taft’s popularity with reformers. Many progressives were unhappy when Taft replaced Roosevelt’s secretary of the interior, James R. Garfield, an aggressive con-servationist, with Richard A. Ballinger, a more conservative corporate lawyer. Suspicion of Ballinger grew when he tried to make nearly a million acres of public forests and mineral reserves available for private development.

In the midst of this mounting concern, Gifford Pinchot charged the new secretary with having once plotted to turn over valuable public lands in Alaska to a private business group for personal profit. Taft’s attorney gen-eral investigated the charges and decided they

▲ At a Georgia cotton mill in 1909, two boys keep a spinning machine running by repairing broken thread and replacing bobbins as they are filled.

Analyzing VISUALS1. Analyzing What in the photo indicates that the

children could easily be injured?

2. Hypothesizing What effect do you think the images on the inset poster may have had on people in the early 1900s?

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Step 2: Create a Conservation Poster To reinforce the ways in which government’s conservation efforts affect people’s lives, each student will choose a conserved area of the country, such as Yellowstone National Park (or a local one), and create an anno-tated poster.

Directions Have students use library or Internet resources to trace or copy a map of

their chosen conserved area. They will then draw or paste pictures of the plant and ani-mal life it protects, and any recreation it provides.

Analyzing Special-Purpose Maps In a box on the poster, students should add and complete these bulleted items: Date Preserved, Reason for Preservation (value to society), Conservation Authority (legislation or other action that protected the area), and Recent Action (efforts to expand or develop the site, legal action, and so on). Display the

posters in the classroom or somewhere else in the school. OL (Project continued on page 537)

534

R Reading StrategyDetermining Importance Ask: What did progressives sus-pect when Ballinger attempted to make public forests and min-eral reserves available for private development? (He was more loyal to business than to a progressive agenda.) OL

Analyzing VISUALS

Answers:1. One of the boys is barefoot.2. Student answers will vary but

might include that people felt sorry for the boy and wanted to make sure the same thing did not happen to others.


Step 2

REVIEWwere groundless. Not satisfied, Pinchot leaked the story to the press and asked Congress to investigate. Taft fired Pinchot for insubordination, or disobedience to authority. The congres-sional investigation cleared Ballinger.

By the second half of his term of office, many Americans believed that Taft had “sold the Square Deal down the river.” Popular indig-nation was so great that the congressional elections of 1910 resulted in a sweeping Democratic victory, with Democrats taking the majority in the House, and Democrats and progressive Republicans grabbing control of the Senate from conservative Republicans.

Taft’s AchievementsDespite his political problems, Taft also had several successes.

Although Roosevelt was nicknamed the “trustbuster,” Taft was a strong opponent of monopoly and actually brought twice as many antitrust cases in four years as his predecessor had in seven. In other areas, too, Taft pursued progressive policies. Taft estab-lished the Children’s Bureau in 1912, an agency that investi-gated and publicized the problems of child labor. The agency exists today, and deals with issues such as child abuse prevention, adoption, and foster care.

The Ballinger-Pinchot controversy aside, Taft was also a dedi-cated conservationist. His contributions in this area actually equaled or surpassed those of Roosevelt. He set up the Bureau of Mines in 1910 to monitor the activities of mining companies, expand the national forests, and protect waterpower sites from private development. Most of the new and emerging technolo-gies in the minerals field were partly made possible by the exis-tence of the Bureau of Mines.

After Taft took office in 1909, Roosevelt left for a big-game hunt in Africa, followed by a tour of Europe. He did not return to the United States until June 1910. Although disturbed by stories of Taft’s “betrayal” of progressivism, Roosevelt at first refused to criticize the president.

In October 1911 Taft announced an antitrust lawsuit against U.S. Steel, claiming that the company’s decision to buy the Tennessee Coal and Iron Company in 1907 had violated the Sherman Antitrust Act. The lawsuit was the final straw for Roosevelt. As president, he had approved U.S. Steel’s plan to buy the company.

Roosevelt believed Taft’s focus on breaking up trusts was destroying the carefully crafted system of cooperation and regu-lation that Roosevelt had established with big business. In November 1911 Roosevelt publicly criticized Taft’s decision. Roosevelt argued that the best way to deal with the trusts was to allow them to exist while continuing to regulate them.

After Roosevelt broke with Taft, it was only a matter of time before progressives convinced him to reenter politics. In late February 1912, Roosevelt announced that he would enter the presidential campaign of 1912 and attempt to replace Taft as the Republican nominee for president.

Evaluating How did Taft’s accomplishments regarding conservation and trust-busting compare to Roosevelt’s?

Section 2


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535

Vocabulary1. Explain the significance of: Square Deal,

Social Darwinism, United Mine Workers, arbitration, Hepburn Act, Upton Sinclair, Meat Inspection Act, Pure Food and Drug Act, Gifford Pinchot, Richard A. Ballinger, insubordination, Children’s Bureau.

Main Ideas2. Explaining What was the intent of the

Hepburn Act?

3. Describing How did Roosevelt’s policies change the Western landscape?

4. Discussing How did Taft help conserva-tion efforts and child labor problems?

Critical Thinking5. Big Ideas How did Upton Sinclair con-

tribute to involving the federal govern-ment in protecting consumers?

6. Organizing Use a graphic organizer to list Taft’s progressive reforms.

Taft’s Progressive Reforms

7. Analyzing Visuals Study the photo on page 534. Could this photo be used to rally the cause against child labor? Explain the dangerous elements of the job.

Writing About History8. Expository Writing Suppose that you

are living in the early 1900s and have just read Sinclair’s The Jungle. Write a letter to a friend summarizing the plot and how it characterizes the Progressive Era.


535

R Reading StrategyAcademic Vocabulary Have students demonstrate their understanding of the word insub-ordination by using it correctly in a sentence. OL

Assess


CloseSummarizing Ask: What was the response of progressives to presidents Roosevelt and Taft? (Roosevelt was very popular with progressives. Taft was not popular with progressives despite his accomplishments regarding anti-trust and conservation.) OL


2. It was intended to strengthen the Interstate Commerce Commission by giving it the authority to set railroad rates.

3. Roosevelt supported passage of the Newland Reclamation Act, which autho-rized use of federal funds from sale of public lands for irrigation and land develop-ment projects.

4. Taft set up the Bureau of Mines to monitor mining companies, expanded national for-

ests, and protected waterpower sites. He established the Children’s Bureau to investi-gate and publicize problems of child labor.

5. He wrote a novel about the meatpacking industry called The Jungle. It publicized dis-gusting industry practices.

6. Taft’s Progressive Reforms: Children’s Bureau, Bureau of Mines, antitrust lawsuit against U.S. Steel

7. This photo could be used to rally against child labor. Children could easily get hurt on the job because their small hands were

used to fix machines. Also, child laborers worked long hours with little pay.

8. Writing will vary but should explain that Sinclair’s investigation of the meatpacking industry spurred people to work for change.

Answer: Taft brought more antitrust cases than Roosevelt, and his conser-vation efforts at least equaled those of Roosevelt.

Section 2 REVIEW

Answers


Focus The Wilson Years

Woodrow Wilson, a progressive Democrat, won the election of 1912. While in office, he supported

lower tariffs, more regulation of business, and creation of a federal reserve banking system.

The Election of 1912MAIN Idea Woodrow Wilson was elected after Republican voters split

between Taft and Roosevelt.

HISTORY AND YOU Do you remember a catchy slogan from a political campaign? Read about the competing slogans and platforms in the 1912 election.

The 1912 presidential campaign featured a current president, a former president, and an academic who had entered politics only two years earlier. The election’s outcome determined the path of the Progressive movement.

Picking the CandidatesBelieving that President Taft had failed to live up to progressive

ideals, Theodore Roosevelt informed seven state governors that he was willing to accept the Republican nomination. “My hat is in the ring!” he declared. “The fight is on.”

The struggle for control of the Republican Party reached its climax at the national convention in Chicago in June 1912. Conservatives rallied behind Taft. Most of the progressives supported Roosevelt. When it became clear that Taft’s delegates controlled the nomina-tion, Roosevelt decided to leave the party and campaign as an independent.

Declaring himself “fit as a bull moose,” Roosevelt became the presidential candidate for the newly formed Progressive Party, which quickly became known as the Bull Moose Party. Because Taft had alienated so many groups, the election of 1912 became a contest between two progressives: Roosevelt and the Democratic candidate, Woodrow Wilson.

After a university teaching career that ended in his becoming the president of Princeton University, Woodrow Wilson entered politics as a firm progressive. As governor of New Jersey, he pushed through one progressive reform after another. He signed laws that introduced the direct primary, established utility regulatory boards, and allowed cities to adopt the commissioner form of government. In less than two years, New Jersey became a model of progressive reform.

Section 3 Section Audio Spotlight Video

Guide to ReadingBig IdeasIndividual Action Woodrow Wilson increased the control of the government over business.

Content Vocabulary• income tax (p. 538)• unfair trade practices (p. 539)

Academic Vocabulary• academic (p. 536)• unconstitutional (p. 540)

People and Events to Identify• Progressive Party (p. 536)• New Nationalism (p. 537)• New Freedom (p. 537)• Federal Reserve Act (p. 539)• Federal Trade Commission (p. 539)• Clayton Antitrust Act (p. 539)• National Association for the Advance-

ment of Colored People (p. 541)

Reading StrategyOrganizing As you read about pro-gressivism during the Wilson adminis-tration, complete a chart similar to the one below by listing Wilson’s progres-sive economic and social reforms.

Economic Reforms Social Reforms



Comparing and Contrasting


Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: Answers should conclude that the twoapproaches were different. Roosevelt favoredstrengthening the federal government’s role in theeconomy, whereas Wilson favored reducing its role.Teacher Tip: Tell students to look for clues in thedescriptions that indicate differences.

UNIT

5Chapter 15

THE ELECTION OF 1912

THEODORE ROOSEVELT VS. WOODROW WILSON

NEW NATIONALISM –Roosevelt’s approach to economic reform:

• Proposes a more powerful federal government andstrong executive to regulate big business

• Favors legislation to protect women andchildren in the labor force

• Supports workers’ compensation for those injured on the job

NEW FREEDOM –Wilson’s approach to economic reform:

• Proposes dismantling, not regulating,monopolies in business

• Favors reducing the power of the federalgovernment in the economy

• Favors competition of many small firmsover the efficiency of one large firm

Directions: Answer the followingquestion based on the informationat left.

Both candidates for thepresidency in 1912 support-ed progressivism, or reform.Do you think theirapproaches to economicreform were similar or dif-ferent? Explain your answer.




Teacher Edition• Skimming, p. 538• Monitoring, p. 539• Identifying, p. 540

Additional Resources• Guided Reading, URB

p. 80

Teacher Edition• Det. Cause/Effect p. 538

Additional Resources• Quizzes and Tests,

p. 213

Teacher Edition• Gifted/Talented p. 539

Additional Resources• Enrich. Act., URB p. 75• Amer. Art/Music, URB

p. 69• Authentic Assessment,

p. 35• Reteaching Act., URB

p. 73

Teacher Edition• Expository Writing

p. 541

Teacher Edition• Reading a Chart, p. 537

Additional Resources• Read Essen., p. 171


Guide to ReadingAnswers:Economic ReformsLowered tariffsTaxed earningsEstablished federal reserve systemCreated Federal Trade CommissionSocial ReformsAttempted to regulate child laborEstablished 8-hour day for railroad workersProvided farmers with low-interest loans


Resource Manager


New Nationalism Versus New Freedom

Wilson Versus RooseveltThe election of 1912 was a contest between

two progressives with different approaches to reform. Roosevelt accepted the large trusts as a fact of life and set out proposals to increase regulation. Roosevelt also outlined a complete program of reforms. He favored legislation to protect women and children in the labor force and supported workers’ compensation for those injured on the job. Roosevelt called his program the New Nationalism.

Wilson countered with what he called the New Freedom. He criticized Roosevelt’s New Nationalism for supporting “regulated monop-oly.” Monopolies, he believed, should be destroyed, not regulated. Wilson argued that

Roosevelt’s approach gave the federal govern-ment too much power in the economy and did nothing to restore competition. Freedom, in Wilson’s opinion, was more important than efficiency. “The history of liberty,” Wilson declared, “is the history of the limitation of governmental power. . . . If America is not to have free enterprise, then she can have free-dom of no sort whatever.”

As expected, Roosevelt and Taft split the Republican voters, enabling Wilson to win the Electoral College with 435 votes and the elec-tion, even though he received less than 42 per-cent of the popular vote.

Summarizing Who were the major candidates in the election of 1912?

WILSON’S NEW FREEDOM

“Combinations in industry [trusts] are the result of an imperative economic law which cannot be repealed by political legislation. . . . The way out lies, not in attempting to prevent such combinations, but in completely controlling them in the interest of the public welfare. . . . The absence of an effective state, and, especially national, restraint upon unfair money getting has tended to create a small class of enormously wealthy and economically powerful men. . . . The prime need is to change the conditions which enable these men to accu-mulate power.”

—from The New Nationalism

ROOSEVELT’S NEW NATIONALISM

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LA10

MS10

AL12

GA14

FL6

TN12

IL29

IN15

OH24

WV8 VA

12 MD8

DE3

NJ14

CT7

RI5PA

38

KY13

SC9

NC12

PresidentialCandidate

WilsonRooseveltTaft

PopularVotes

6,293,4544,119,2073,483,922

% ofPopular

Vote

41.86%27.40%23.17%

ElectoralVotes

435888

* Eleven voters in California voted for Roosevelt and two for Wilson.

Presidential Election of 1912

1. Analyzing Visuals From which state did Roosevelt gain the most Electoral College votes?

2. Analyzing Primary Sources How do Wilson and Roosevelt differ on trusts?

3. Making Generalizations What can you generalize about the two men based solely on their appearance in giving a speech?

See StudentWorksTM Plus or glencoe.com.

“I am perfectly willing that [a business] should beat any competitor by fair means . . . But there must be no squeezing out the beginner . . . no secret arrangements against him. All the fair competition you choose, but no unfair competition of any kind. . . . A trust is an arrangement to get rid of competition. . . . A trust does not bring efficiency . . . it buys efficiency out of business. I am for big business, and I am against the trusts . . . any man who can put others out of business by making the thing cheaper to the consumer . . . I take off my hat to . . . “

—from The New Freedom

(b)The Granger Collection, New York

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Step 3

Teach

S Skill PracticeReading a Chart Ask: Did most of the electorate vote for Woodrow Wilson or for other candidates? (Though Wilson received the most votes [6,294,345 votes], most of the electorate voted for the other two candidates [a total of 7,603,129 votes]) BL OL


Step 3: Presentations Students will work in groups to present the community problem they researched or their conserva-tion posters.

Directions Have students work together as a team to present a community problem and its resolution to the class. Students may also choose to present their conservation posters.

Representing Information Give students time to prepare for their presentations. They may role play or use media other than their posters to present the information. Encourage students to state the topic clearly, describe it, and summarize the information. OL (Project continued on the Visual Summary page)

Answers: 1. Pennsylvania2. Wilson is completely against

trusts; Roosevelt wants to control them.

3. Wilson is more reserved while Roosevelt is larger than life.

SummarizingWilliam Howard Taft,Theodore Roosevelt, and Woodrow Wilson


538

Chapter 15 • Section 3 sonally lobbied members of Congress to sup-port the tariff reduction bill. Not even Roosevelt had taken such an active role in promoting legislation.

Wilson believed that lowering tariffs would benefit both American consumers and manu-facturers. If tariff rates were lowered, he rea-soned, the pressure of foreign competition would lead American manufacturers to improve their products and lower their prices. In the long term, businesses would benefit from the “constant necessity to be efficient, economical, and enterprising.”

In 1913 Congress passed the Underwood Tariff, and Wilson signed it into law. This law reduced the average tariff on imported goods to about 30 percent of the value of the goods, or about half the tariff rate of the 1890s.

An important section of the Underwood Tariff Act provided for levying an income tax,or a direct tax on the earnings of individuals. The Constitution originally prohibited direct taxes on individuals. Ratification of the Sixteenth Amendment in 1913, however, gave the federal government the power to tax the income of individuals directly.

Wilson’s ReformsMAIN Idea President Wilson reformed tariffs

and banks and oversaw the creation of the Federal Trade Commission.

HISTORY AND YOU Are you aware of recent economic concerns and presidential responses to them? Read to learn of Wilson’s economic actions after his election.

The new chief executive lost no time in embarking on his program of reform. “The president is at liberty, both in law and con-science, to be as big a man as he can,” Wilson had once written. “His capacity will set the limit.” During his eight years as president, Wilson demonstrated his executive power as he crafted reforms affecting tariffs, the banking system, trusts, and workers’ rights.

Reforming Tariffs Five weeks after taking office, Wilson

appeared before Congress, the first president to do so since John Adams. He had come to present his bill to reduce tariffs. Wilson per-

The Federal Reserve

Why Was the Federal Reserve Created?• to create national supervision of the banking industry• to decentralize banking institutions and access to credit• to prevent recurring “panics,” such as the Panic of 1907• to allow the demands of business to control the expand-

ing and contracting of currency

What Does the Federal Reserve Do?• controls the money supply and credit policies• raises interest rates to member banks in times of plenty

so that people won’t borrow or spend too much money• lowers interest rates to member banks during recessions

so that people can more easily obtain needed credit• supervises and supports Federal Reserve banks in twelve

regions • buys and sells government bonds and other securities

Progressives Reform the Economic SystemDuring Wilson’s presidency, Congress passed several major reforms affecting the nation’s economy. The Federal Reserve and the Federal Trade Commission were created, federal income tax was introduced, and unions were legalized.

Los Angeles

Portland Helena

Salt Lake City

Denver

El Paso Dallas

HoustonNewOrleans

Miami

Jacksonville

Birmingham

LittleRock Memphis

Nashville

Kansas City

Minneapolis

Chicago

Buffalo Pittsburgh

Boston

Baltimore

Philadelphia

New York

St. Louis Louisville Richmond

CincinnatiCleveland

Detroit

AtlantaCharlotte

San Antonio

OklahomaCity

OmahaSan Francisco

Seattle

12

12

12

10

11

9

7

12

34

5

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Federal Reserve District Federal Reserve Bank Federal Reserve Branch Bank

6

Federal Reserve System

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R Reading StrategySkimming Have students glance at the text under the heading “Wilson’s Reforms.” Ask: About what key issues do you expect to learn? (tariff and tax reform) BL

C Critical ThinkingDetermining Cause and Effect Ask: What effect did Wilson believe lowering tariffs would produce? (improved prod-ucts and lower prices) OL

Analyzing the Federal Reserve Have stu-dents find a current news article about the Federal Reserve. Ask them to write a brief sum-mary of the news story. Then have students list actions taken by the Federal Reserve in the news story. Have students match those actions with

the functions of the Federal Reserve listed in the infographic “Progressives Reform the Economic System.” Encourage volunteers to share their summaries and action lists. Ask: What are the intended consequences of the actions taken by the Federal Reserve? OL AL

Activity: Economics Connection

Additional Support

539


Other Reforms

Why Was the Federal Trade Commission Created?• to advise business people on the legality of their

actions• to protect consumers from false advertising• to investigate unfair trade practices

What Was the Clayton Antitrust Act?• outlawed unfair trade practices• made it illegal for a company to hold stock in

another, if by doing so, it reduced competition• made owners and directors of businesses guilty of

violating antitrust laws criminally liable • allowed private parties who had been injured by

trusts to collect any damages in legal suits• banned use of injunctions against strikes• farm and labor organizations could no longer be con-

sidered illegal combinations in restraint of trade

Reforming the BanksThe United States had not had a central

bank since the 1830s. During the economic depressions that hit the country periodically after that time, hundreds of small banks col-lapsed, wiping out the life savings of many of their customers.

To restore public confidence in the bank-ing system, President Wilson supported the establishment of a federal reserve system. Banks would have to keep a portion of their deposits in a regional reserve bank, which would provide a financial cushion against unanticipated losses. The Federal Reserve Act of 1913 created 12 regional banks to be super-vised by a Board of Governors, appointed by the president. This allowed national super-vision of the banking system. The Board could set the interest rates the reserve banks charged other banks, thereby indirectly con-trolling the interest rates of the entire nation and the amount of money in circulation. The Federal Reserve Act became one of the most significant pieces of legislation in American history.

Antitrust Action During his campaign, Wilson had promised

to restore competition to the economy by breaking up monopolies. Roosevelt had argued this was unrealistic, because big businesses were more efficient and unlikely to be replaced by smaller, more competitive firms. Once in office, Wilson’s opinion shifted and he came to agree with Roosevelt. Progressives in Congress, however, continued to demand action against big business.

In the summer of 1914, at Wilson’s request, Congress created the Federal Trade Com-mission (FTC) to monitor American business. The FTC had the power to investigate com-panies and issue “cease and desist” orders against companies engaging in unfair trade practices, or those that hurt competition. The FTC could be taken to court if a business dis-agreed with its rulings.

Wilson did not want the FTC to break up big business. Instead, it was to work toward limiting business activities that unfairly limited competition. He deliberately appointed con-servative business leaders to serve as the FTC’s first commissioners.

Unsatisfied by Wilson’s approach, progres-sives in Congress responded by passing the Clayton Antitrust Act in 1914. The act out-lawed certain practices that restricted competi-tion. For example, it forbade agreements that required retailers who bought from one com-pany to stop selling a competitor’s products. It also banned price discrimination. Businesses could not charge different customers different prices. Manufacturers could no longer give dis-counts to some retailers who bought a large vol-ume of goods, but not to others. Farm and labor organizations could no longer be considered illegal combinations in restraint of trade. The passing of the Clayton Antitrust Act corrected deficiencies in the Sherman Antitrust Act of 1890, which was the first federal antitrust law.

Before the Clayton act passed, labor unions lobbied Congress to exempt unions from anti-trust legislation. The Clayton Antitrust Act specifically declared that its provisions did not apply to labor organizations or agricultural organizations. When the bill became law, Samuel Gompers, the head of the American Federation of Labor, called the act the workers’“Magna Carta” because it gave unions the right to exist.

Analyzing VISUALS1. Analyzing What do the Federal Trade Commission

and the Clayton Antitrust Act have in common?

2. Identifying What do you notice about the West-ern states and the locations of the Federal Reserve Banks? Why do you think this pattern exists?

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R Reading StrategyMonitoring Ask: Why did the Federal Reserve Act require banks to keep a portion of their deposits in a regional reserve bank? (to provide a financial cushion against unanticipated losses) BL OL


Gifted and Talented Have students research the Clayton Antitrust Act and the Sherman Antitrust Act and list their similari-ties and differences. AL

Locating Information Tell students that Samuel Gompers was one of the founders of the American Federation of Labor. Gompers was also active in the effort to persuade Congress to exempt unions from antitrust legislation. Break the class up into groups and have them research Gompers’ life. Assign groups areas of

research including: Gompers’ early life, his work with the Cigar Makers’ Union, formation of the American Federation of Labor, his political involvement with the Democratic Party, and his death and legacy. Have groups prepare a short report from their research and present it to the class. OL AL


AdditionalSupport

Analyzing VISUALS

Answers:1. They regulate big business to

promote fair competition.2. There are fewer Federal

Reserve Banks in the West (District 12) because the West had a smaller population.

W.E.B. Du Bois was one of six founders of the NAACP. In The Crisis, the journal of the NAACP, Du Bois wrote:

PRIMARY SOURCE

“The object of this publication is to set forth those facts and arguments which show the danger of race preju-dice. . . . It takes its name from the fact that the editors believe that this is a critical time in the history. . . . Catholicity and tolerance, reason and forbearance can today make the world-old dream of human brotherhood approach realiza-tion: while bigotry and prejudice, emphasized race consciousness and force can repeat the awful history of the contact of nations and groups in the past. We strive for this higher and broader vision of Peace and Good Will.”

—from The Crisis, November 1910

Progressivism’s Legacy and Limits MAIN Idea Progressivism changed many peo-

ple’s ideas about the government’s role in social issues.

HISTORY AND YOU Do you believe that groups of people have been left out of “the American dream”? Read on to find out about progressivism’s failures and successes.

During his presidency, Wilson had built upon Roosevelt’s foundation. He expanded the role of the federal government and the power of the president.

A New Kind of GovernmentProgressivism made important changes in

the political life of the United States. Before this era, most Americans did not expect the government to pass laws protecting workers or regulating big business. In fact, many courts had previously ruled the passage of such laws unconstitutional.

Regulating BusinessDespite his accomplishments, Wilson was

not guaranteed reelection. In the congressio-nal elections of 1914, Democrats suffered major losses. The Republican Party was also not likely to be divided as it had been in the election of 1912.

In 1916 Wilson signed the first federal law regulating child labor. The Keating-Owen Child Labor Act prohibited the employment of children under the age of 14 in factories pro-ducing goods for interstate commerce. In 1918 the Supreme Court declared the law unconsti-tutional on the grounds that child labor was not interstate commerce and therefore only states could regulate it. Wilson’s effort, how-ever, helped his reputation with progressive voters. Wilson also supported the Adamson Act, which established the eight-hour work-day for railroad workers, and the Federal Farm Loan Act, which helped provide farmers with loans at low interest rates.

Evaluating What was the impact of the passage of the Sixteenth Amendment?

1. Analyzing According to Du Bois, why was the magazine given its name?

2. Analyzing Primary Sources What “vision” does Du Bois recommend to his readers?

Founding of the NAACP

▲ W.E.B. Du Bois works with his staff in the office of The Crisis.

▲ The first issue of The Crisis, November 1910

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The Progressive Movement, 1890–1920

A. PRE-READING ACTIVITY

Previewing the MaterialDirections: Before reading the primary source quotation from Robert M. La Follette on page 523, answer the following questions.

1. Progressives criticized governments in which elected leaders chose their friends andsupporters to fill important jobs. Why might this be a problem?

2. What might be a good way to make government more efficient and accountable to thevoters?

B. PRE-READING ACTIVITY

Vocabulary Review Reviewing the words and expressions below will help you understand the reading.

boss and ring rule: a way of running a government in which a small group controls government and the people have little say about its decisions

thoroughly (adv.): completelyinformed (adj.): having knowledgemachine (n.): piece of equipment or tool; a powerful political group under the leadership

of a boss that acts like a machinemisrepresentation (n.): the act of giving a false idea of someone or somethingignorance (n.): the lack of knowledgeimportance (n.): significance or meaninggovernment (n.): political systempublic servant (n.): a government official or employee

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English Learner Activity 15 ★ ★ ★ ★ ★

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Economics and History Activity 5

The Role of GovernmentSuppose you invent a mechanism that

will improve ship navigation in fog. Nowsuppose you show it to a big shipbuildingcompany, it steals your idea, and thenincreases its business significantly becauseits ships now have this wonderful devicefor safely navigating in fog. You do not seea dime of profit. What would you do? Youwould likely look to the government forassistance. Why? One of the government’sroles in our economy is to enforce contractsand protect property rights.

THE GOVERNMENT AND THE ECONOMYIn 1776 economist Adam Smith described

a system in which government has little todo with a nation’s economic activity. He saidthat individuals left on their own wouldwork for their own self-interest. In doing so,they would be guided to use resources effi-ciently and thus achieve the maximum goodfor society. However, in some instances thegovernment does become involved in theU.S. free market economy. The chart belowstates five ways in which government mightintervene in the economy.

EFFICIENCY AND COMPETITIONIn economics, efficiency is maximum

productivity that meets society’s goals.Market efficiency is created through compe-tition. Competition means that producersare rivals with other producers for profits;workers are rivals with other workers forwages; and buyers are rivals with otherbuyers for goods and services. These rival-ries create efficiency. For example, produc-ers who charge more than their rivals willnot get buyers, so competition holds downthe prices of goods and services and makesthem affordable to more people.

COMPETITION AND MONOPOLIESAs noted in number 5 on the chart, the

government may intervene in the econ-omy to promote competition and, thus, efficiency. A market failure occurs when aproblem in the market causes inefficiency.Monopolies cause market failure becausethey reduce competition. The late 1800s andearly 1900s in America saw the creation ofmany monopolies, called trusts. Some ofthe common practices these trusts used tounfairly crush competition were:

Five Government Roles in the Economy

1. Enforcing Law

2. Ensuring EconomicStability

3. RedistributingIncome

4. Providing PublicGoods

5. RegulatingEconomic Activity

The government enforces contracts and property rights.

The government tries to stabilize the economy through fiscal andmonetary policies to shield citizens from inflation, unemployment,and recession.

The government redistributes income. For example, it uses tax revenues to support those unable to help themselves.

The government provides certain important public services that the market cannot provide, such as national defense or systems ofcourts and schools.

The government intervenes in the economy by passing workplace and product safety standards and by promoting competition.

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13

Imperialism and Progressivism

INTRODUCTIONAt the beginning of the 1900s, new and growing industries offered the American people

more opportunities than ever before. Under the surface of this growth and prosperity,however, the United States faced serious problems. The cities were growing too fast tomaintain decent housing and services for their populations. Few laws regulated workingconditions in the factories. Writers began to use their words to expose political corruptionand social evils.

When the Great War broke out in Europe in 1914, President Woodrow Wilson askedAmericans to remain “neutral in fact as well as in name.” Eventually, neutrality remainedimpossible. In 1917 American troops entered World War I, one of the bloodiest conflicts inworld history.

from The Battle With the SlumJacob A. Riis

GUIDED READING As you read, note how Riis compares the slum to an enemy that must be conquered. Then answer the questions that follow.

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About the Selection Jacob A. Riis (1849–1914) immigrated to the UnitedStates from Denmark when he was 21 years old. Living in New York City, Riisrecognized the cycle of poverty and its effects on the home and community.When he became a newspaper reporter, he drew attention to the fight for socialimprovement, and his most famous book, How the Other Half Lives, actually ledto reforms in tenement housing. In The Battle With the Slum (1902), Riis warnsabout the effects of not helping the impoverished.

★

The slum is as old as civilization. Civilizationimplies a race to get ahead. In a race there

are usually some who for one cause or another can-not keep up, or are thrust out from among their fel-lows. They fall behind, and when they have been leftfar in the rear they lose hope and ambition, and giveup. Thenceforward, if left to their own resources,they are the victims, not the masters of their envi-ronment; and it is a bad master. They drag oneanother always farther down. The bad environment

becomes the heredity of the next generation. Then,given the crowd, you have the slum ready-made.The battle with the slum began the day civilizationrecognized in it her enemy. . . . When a man isdrowning, the thing to do is to pull him out of thewater; afterward there will be time for talking it over.We go at it the other way in dealing with our socialproblems. The wise men had their day, and theydecided to let bad enough alone; that it was unsafeto interfere with “causes that operate sociologically,”

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Making Inferences

LEARNING THE SKILL To be an effective reader, you must search for clues to the meaning of the text. It is

a bit like being a detective, because some of these clues are not stated openly. Youhave to search for them by making inferences, or “reading between the lines.” Thissimply means that because the author cannot include all of the details about a givensubject, it is your job, as the reader, to infer those details. You can use what youalready know to come up with possible explanations for what is happening in thetext. By using your knowledge, along with making predictions and asking questions,you can put together the hidden details about the text. In this way, you can betterunderstand its meaning.

PRACTICING THE SKILLDIRECTIONS: Read the following paragraph describing the progressives. Use your knowl-edge about social problems in industrial cities and its corruption to make inferences aboutthe type of reforms this group is likely to support on a separate sheet of paper.

Progressives generally believed that industrialization and urbanization had created many socialproblems. Progressivism was partly a reaction against laissez-faire economics and its emphasis onan unregulated market. After seeing the poverty of the working class and the filth and crime ofurban society, reformers began doubting the free market's ability to address those problems.

APPLYING THE SKILL DIRECTIONS: Use your ability to make inferences about the three presidents in this chapterand their actions regarding big business. On a separate sheet of paper, make a table withthree columns and four rows. The three columns should be labelled “Roosevelt,” “Taft,” and“Wilson.”

The four rows should be labelled as follows:

Row 1: President's Political Party/Beliefs

Row 2: Predictions about the President's Actions

Row 3: Questions about Events During Administration

Row 4: Inferences about President's Actions

Fill in the chart with information you have already learned about each president’s politicalparty. Make predictions about what each president might do, given what you already know.Ask questions about what events might affect each president’s actions. Then, using all ofthese clues, make inferences about the actions each president took to regulate big business.

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Reading Skills Activity 15★

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BL Reading Skills Activity, URB p. 51

OL American Literature Reading, URB pp. 13–14

ELL English Learner Activity, URB pp. 55–56

R Reading StrategyIdentifying Ask: Why did the Supreme Court declare the Keating-Owen Child Labor Act unconstitutional? (Child labor was not interstate commerce and therefore only states could regulate it.) BL OL

Answers: 1. The magazine took the name

“The Crisis” to reflect that it was a critical time in history.

2. One of peace and goodwill among all races

Answer: The Sixteenth Amendment made it legal for the federal govern-ment to directly tax individual income.

Leveled Activities


REVIEWBy the end of the Progressive Era, however, both legal and

public opinion had shifted. Increasingly, Americans expected the government, particularly the federal government, to play a more active role in regulating the economy and solving social problems.

The Limits of Progressivism The most conspicuous limit to progressivism was its failure to

address racial and religious discrimination. African Americans themselves, however, were absorbing the reform spirit, which fueled their longstanding desire for advancement.

In 1905 W.E.B. Du Bois and 28 other African American leaders met at Niagara Falls to demand full rights for African Americans. They met on the Canadian side of the falls because no hotel on the American side would accept them. There, they launched what became known as the Niagara Movement. This meeting was one of many steps leading to the founding of the NationalAssociation for the Advancement of Colored People(NAACP) in 1909. Du Bois and other NAACP founders believed that voting rights were essential to end lynching and racial discrimination. “The power of the ballot we need in sheer self-defense,” Du Bois said, “else what shall save us from a second slavery? Freedom too, the long-sought we still seek,—the free-dom of life and limb, the freedom to work and think, the freedom to love and aspire. Work, culture, liberty,—all these we need, not singly, but together.”

In 1908 race riots in Springfield, Illinois, shocked many people, including Mary White Ovington, a settlement house worker. She had been studying African Americans in New York, determined to do something to improve their situation. Other progressives, including Jane Addams of Hull House, and muckrakers Ida Wells-Barnett and Lincoln Steffens, joined Ovington in calling for change. Capitalizing on Springfield as Lincoln’s hometown and his centennial birthday on February 12, 1909, they organized a national conference to take stock of the progress in emancipa-tion. At a second conference the following year, the NAACP was born. Through Du Bois, the members learned of the Niagara Movement, and the two groups eventually merged.

African Americans were not the only minority group facing discrimination. Jewish people also lived in fear of mob violence. In 1913 Leo Frank, a Jew being tried in Atlanta for a murder he did not commit, was sentenced to death. Although his sentence was changed to life imprisonment, a mob lynched him two years later.

In this context, lawyer Sigmund Livingston started the Anti-Defamation League (ADL) to combat stereotypes and discrimi-nation. The ADL worked to remove negative portrayals of Jews in movies, in print, and on stage. For example, the League protested an army manual published during World War I that targeted Jews as likely to pretend to be sick to escape work or battle. When the ADL complained, President Wilson had the manual recalled.

Evaluating How did progressivism change American beliefs about the federal government?

Section 3


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Vocabulary1. Explain the significance of: Progressive

Party, New Nationalism, New Freedom, income tax, Federal Reserve Act, Federal Trade Commission, unfair trade practices, Clayton Antitrust Act, National Association for the Advancement of Colored People.

Main Ideas2. Discussing Explain how Wilson won the

presidency without winning the popular vote.

3. Identifying Why did Wilson propose the Federal Reserve system?

4. Organizing Use a graphic organizer sim-ilar to the one below to list the effects progressivism had on American society.

Effects of Progressivism

Critical Thinking5. Big Ideas What new federal agencies

increased the government’s power to reg-ulate the economy?

6. Forming an Opinion Which of Wilson’s reforms do you consider to be most impor-tant? Why?

7. Analyzing Visuals Study the chart on page 538. What was the purpose of the Federal Reserve?

Writing About History8. Expository Writing Suppose that you

are a newspaper editor during Wilson’s administration. Write an article about the failure of Progressives to address African American reform issues.

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W Writing SupportExpository Writing Have stu-dents research a progressive fig-ure (such as Jane Addams, Lincoln Steffens, or Sigmund Livingston) and write a short report on their life and accomplishments. OL AL

Assess


CloseSummarizing Ask: What economic reforms did President Wilson institute? (Wilson lowered tariffs, created the Federal Reserve and the Federal Trade Commission.) OL


2. Although Wilson did not win a majority of the popular vote, he won in the Electoral College.

3. to restore public confidence in the banking system

4. expanded democracy, improved quality of life, expanded role of government, increased regulation of business and banking

5. Federal Reserve System, Federal Trade Commission

6. Students’ answers will vary but should include a reasonable argument.

7. The purpose of the Federal Reserve was to require banks to set aside a portion of their deposits in a regional bank to protect against unanticipated losses.

8. Students’ editorials will vary but should point out specific shortcomings and sug-gest ways that the progressives could have addressed these social problems.

Section 3 REVIEW

Answer: expanded democracy and raised expectations of the federal gov-ernment’s role in the economy and society

Answers


Chapter 15 • Visual Summary

542

You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Causes of the Progressive Movement• People thought progress in science and knowledge could

improve society.

• People thought immigration, urbanization, and industrialization had created social problems.

• People thought laissez-faire economics and an unregulated mar-ket led to social problems and that government could fi x them.

• Political corruption prevented the government from helping its citizens.

▲

In 1910 a young boy works in a glass factory, an example of the type of child labor progressive reformers wanted to end.

Effects on Politics• Cities begin adopting commission and city-manager forms of

government.

• States begin to adopt the direct primary system, allowing voters to choose candidates for offi ce.

• States begin to allow initiatives, referendums, and recall votes.

• Seventeenth Amendment is ratifi ed, requiring direct election of senators.

• Nineteenth Amendment is ratifi ed, guaranteeing women the right to vote.

Effects on Business and Society• Interstate Commerce Commission is strengthened.

• Consumer protection laws are passed.

• Federal Trade Commission is created.

• Federal Reserve System is created to regulate the money supply.

• Clayton Antitrust Act grants labor unions more rights.

• Zoning laws and building codes improve urban housing.

• Child labor laws are passed, regulating time and conditions for minors to work.

• Workers’ compensation laws are passed.

• Temperance movement begins seeking limitations on the production and consumption of alcohol.

▲ Trade unions begin their march honoring victims of the Triangle Shirtwaist Factory fi re.

▲

Women march in 1916 in support of Woodrow Wilson’s efforts to grant women the right to vote.

VISUAL SUMMARYChapter



Step 4: Wrap Up


Step 4: Wrap Up This activity will syn-thesize the causes of the Progressive Movement and its effects on people’s lives by personalizing the issues.

Directions Divide the class into six teams. Each team should select one presenter to take on the role of an individual whose life was affected by the Progressive Movement (such as a former child laborer now enrolled

in school, a woman voting for the first time, and so on). To avoid duplication among the teams, have each team announce which role their presenter will play. If there are duplicates, assign another role to one of the teams. Be sure at least one team covers the effects of progressivism on some aspect of business, society, and politics.

Analyzing Information Team members will collaboratively write a journal page from the perspective of the presenter. Each journal page should describe vividly the

person’s life before and after the reform resulting from progressives’ efforts. It should also mention the legislation or other action that made the reform possible. Presenters will read the group’s journal page to the class. The rest of the class may want to ask the presenters questions. To make the pre-sentations more lively and memorable, pre-senters may wish to carry relevant signs, dress in costumes, or hold up photos. OL

Summarizing Ask: Which progressive reforms were attempts to lessen problems from laissez-faire economic practices? (labor laws, health and safety codes, antitrust laws, govern-ment oversight agencies, consumer protection laws, conservation efforts, tariff reforms) OL

Expository Writing The Children’s Bureau was established in 1912 by President Taft. The agency is still in existence. Research the agency and write a short report of its history. Ask: How has the mission of the Children’s Bureau changed since it was established in 1912? OL AL


Chapter 15 • Assessment

543

Need Extra Help?

Reviewing VocabularyDirections: Choose the word or words that best complete each sentence.

1. The term “muckraker” was used in the early 1900s to describe

A street sweepers.

B investigative journalists.

C farmers.

D garden designers.

2. Women spent more than 70 years actively seeking , or the right to vote.

A initiative

B petition

C recall

D suffrage

3. The temperance movement was linked to the of alcohol.

A prohibition

B production

C reduction

D requisition

4. When Gifford Pinchot leaked a story to the press against William Taft’s will, the president fired him for

A arbitration.

B prohibition.

C insubordination.

D initiation.

5. The Federal Trade Commission was created to combat monopolies and trusts. It did this, in part, by preventing

A unfair trade practices.

B Social Darwinism.

C insubordination.

D regulation.

Reviewing Main IdeasDirections: Choose the best answers to the following questions.

Section 1 (pp. 520–527)

6. Progressivism used the principles of science to solve prob-lems resulting from

A industrialization and urbanization.

B global warming and fossil fuel use.

C the outbreak of war and proliferation of weapons.

D epidemic diseases and plagues.

7. Which of the following allowed proposed legislation to be placed on the ballot for voter approval?

A direct primary

B referendum

C initiative

D veto

8. What did the Nineteenth Amendment accomplish?

A It required colleges to accept women.

B It guaranteed child care for workers’ children.

C It granted women the right to vote.

D It guaranteed equal pay for equal work.

Section 2 (pp. 528–535)

9. Theodore Roosevelt became known as a trustbuster for his actions against

A the Northern Securities company.

B the United Mine Workers.

C the automobile industry.

D national parks.

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You can eliminate some answers by using your own knowledge and common sense. Read through each option and decide if it fits with what you know; if it does not, discard it.

TEST-TAKING TIP

ASSESSMENTChapter


Answers and AnalysesReviewing Vocabulary

1. B Muckrakers brought to light urban and social problems by writing about them in newspa-pers, magazines, and books. They were called muckrakers by President Roosevelt. Muck is another word for dirt. These writers exposed the dirt and corruption.

2. D Suffrage is the right to vote. Initiative, petition, and recall are political ways that people can affect legislation or remove elected officials from office.

3. A It is important that students connect the temperance move-ment with the prohibition of alco-hol. Temperance means restraint. Those in favor of temperance did not just want to reduce alcohol, they wanted to eliminate it. Production is the opposite of the correct answer. Requisition is to acquire something.

4. C A subordinate is someone of lower status than someone else. For example, an employee is a subordinate of a boss. Insub-ordination is when a subordinate rebels against the superior. In this case, Taft, the boss, fired Pinchot, the subordinate, for disobeying orders.

5. A Unfair trade practices are actions that hurt competition. The FTC worked to prevent unfair competition rather than breaking up big businesses.

Reviewing Main Ideas

6. A Progressives sought to make social progress. That means they wanted to solve problems, as the question states. During the late nineteenth century, industrializa-tion and urbanization were the driving forces behind society’s problems.

7. B Review with students these important political terms. The direct primary allows all members of a political party to vote for candi-dates to run in the general election. Referendum allows proposed legislation to be submitted to the voters, initiative allowed citizens to introduce legislation that the legislature was required to vote on, and veto is the power to reject a bill.

8. C The Nineteenth Amendment granted women the right to vote.

9. A To answer this question, students should be aware of the dominance of the railroad industry at the time. Roosevelt’s busting of J.P. Morgan’s Northern Securities led newspapers to hail him as a trustbuster.

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Need Extra Help?

WA1889

MT

UT

WY

CO

ID

CA1910

AZ

KS1900

OR1902

NV

NYMI

OK1907

SD1906

IL

NE1906 OHIN

VT NH

MA

CTPANJ

1910DEMDWV VA

NC1900

SC1890

GA1906

AL1906

FL1904

MS1904

LA

AR1901

TX1890

NM

KY1900

ND1906

RIIA

1901

MEMN1902

MO1904

TN

WI1900

Reformers control state legislaturesReformers influence state governmentReformers not effectiveDate reformers came to power1900

Progressives and State Governments, 1889–1912

10. Upton Sinclair’s novel The Jungle was instrumental in expos-ing which industry?

A steel

B meatpacking

C oil

D alcohol

11. President Taft broke with Roosevelt and progressives over

A unions.

B child labor.

C trust-busting.

D tariffs.

Section 3 (pp. 536–541)

12. How did President Wilson attempt to reform the banking industry?

A He created the Federal Reserve System.

B He vetoed the Underwood Tariff Act.

C He opposed the Sixteenth Amendment.

D He refused to break up monopolies.

13. What did Du Bois and other NAACP founders believe was essential to end racial violence?

A establishment of African American colleges

B higher-paying jobs for low-income citizens

C voting rights for African Americans

D private schools for African American children

Critical ThinkingDirections: Choose the best answers to the following questions.

14. How did Wisconsin governor Robert M. La Follette help to expand democracy in the United States?

A by favoring women’s suffrage

B by requiring political parties to hold a direct primary

C by allowing recall elections to remove elected officials from office before the end of his or her term

D by providing for absentee ballots to voters

Base your answers to questions 15 and 16 on the map below and on your knowledge of Chapter 15.

15. Which state came under the control of reformers before Wisconsin?

A Florida

B Oregon

C Washington

D Nebraska

16. According to the map, what generalization can you make about progressives in state governments?

A Progressives were most active in the Pacific Northwest, the Great Plains, and the South.

B They had no influence in the New England states.

C Reformers controlled few state legislatures by 1910.

D Reformers had little success in the Deep South.

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ASSESSMENTChapter


10. B The easiest way for stu-dents to remember that The Jungle dealt with the meatpacking industry is to remember that there are animals in the jungle, and ani-mals are used for meat. None of the other answer choices deal with animals.

11. D Taft was warned by Roosevelt to stay away from tariff reform, because of the problems it would cause, but Taft did not lis-ten and it hurt him politically.

12. A The establishment of the Federal Reserve System had far-reaching significance. This is a good opportunity to discuss the role the Federal Reserve took in regulating the economy, and to discuss the role it plays today in setting monetary policy.

13. C The NAACP believed voting rights were essential, because if African Americans could not vote and take part in government, how could they change it? Discuss with students how this was similar to the colonists wanting the right to vote and have a say in legislation governing them.

Critical Thinking

14. B La Follette’s requiring politi-cal parties to hold direct primaries caused a monumental change in party politics.

15. C Students should locate the state in each answer choice and make note of the date listed. Reformers came to power in Washington in 1889.

16. A States in which reformers controlled state legislatures are shaded in the lightest gray. These states are concentrated in the Pacific Northwest, Great Plains, and South.

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Need Extra Help?

17. The Progressive movement strengthened the cause of women’s suffrage by

A drawing attention to child labor.

B encouraging trustbusting.

C making government more efficient.

D showing women they needed the vote to get the reforms they wanted.

Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and on your knowledge of Chapter 15.

Source: S.D. Ehrhart, Puck, February 24, 1909

18. How does the cartoon portray William Howard Taft?

A as eager to see Roosevelt leave the White House

B as Roosevelt’s equal in every way

C as a servant walking off with Roosevelt’s big stick

D as a nursemaid to the baby, Roosevelt’s policies

Document-Based QuestionsDirections: Analyze the document and answer the short-answer questions that follow the document.

Lucy Haessler writes of her childhood memories surrounding the woman suffrage movement:

“The suffragettes had a big headquarters in down-town Washington. My mother would take me up there on Saturdays when she volunteered to help out with mailings. The backbone of the suffrage movement was composed of well-to-do, middle-class women, both Republicans and Democrats. There weren’t many working-class women in the movement. . . .

The suffragettes organized pickets and marches and rallies. I was only ten years old the first time I went to a march with my mother. She told me, ‘Oh, you’re too young, you can’t go.’ But I said, ‘I am going, because you’re going to win the right to vote and I’m going to vote when I’m grown-up.’ So she let me march. . . . The more marches that were held, the more you could feel the movement just building and building. . . .”

—quoted in The Century for Young People

19. Who does Haessler say were the backbone of the movement? Why do you think working-class women were not involved?

20. Why did Haessler want to march when she was only ten years old?

Extended Response 21. Upton Sinclair and other muckrakers took on the social ills

of their day, forcing passage of legislation such as the Pure Food and Drug Act. Select one social problem of modern life and write a persuasive essay that suggests legislation to address the issue. The essay should include an introduction, several paragraphs, and a conclusion that supports your position.

If You Missed Questions . . . 17 18 19 20 21Go to Page . . . 522–525 533–535 524–525 524–525 521–527

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ASSESSMENTChapter


For additional test practice, use Self-Check Quizzes—Chapter 15 at glencoe.com.

Have students visit the Web site at glencoe.com to review Chapter 15 and take the Self-Check Quiz.

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

17. D Showing women they needed the vote to get the reforms they wanted.

18. D Review the cartoon with students. Roosevelt is standing on the steps, smiling and taking the baby (with a blanket titled “my policies”) from Taft. The baby represents Roosevelt’s policies. Taft is dressed as a nurse-maid (note the frilly cap and apron). Taft is the nursemaid to Roosevelt’s policies.

Document Based Questions19. The backbone of the movement was well-to-do, middle-class women. Working-class women may have lacked the time to get involved and may have been less educated about political issues.

20. She wants to march because she expects her mother and the suffragettes to succeed and looks forward to being able to vote herself.

Extended Response21. Answers will vary. Students must select and focus on one social problem. Essays must follow proper format for a persuasive essay and include support from the text. Some possible social problems are global warming, poverty, education inequalities, and racism. Accept any problem a student chooses to write about that is appropriate and pertains to the topic.

