Progressivism Mr. White’s US History I, Fall 2012

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Section 1

The Origins of Progressivism Political, economic, and social change in late

19th century America leads to broad progressive

reforms.

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Four Goals of Progressivism

Concerns of Progressives • Early 1900s, middle-class reformers address

problems of 1890s

• Different reform efforts collectively called

progressive movement

• Reformers aim to restore economic opportunity,

correct injustice by:

- protecting social welfare, promoting moral

improvement

- creating economic reform, fostering efficiency

The Origins of Progressivism 1

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Continued . . .

Protecting Social Welfare • Social Gospel, settlement houses inspire other

reform groups

• Florence Kelley, political activist, advocate for

women, children

- helps pass law prohibiting child labor, limiting

women’s hours

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continued Four Goals of Progressivism

Promoting Moral Improvement • Some feel poor should uplift selves by improving

own behavior

• Prohibition—banning of alcoholic drinks

• Woman’s Christian Temperance Union spearheads

prohibition crusade

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Continued . . .

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continued Four Goals of Progressivism

Creating Economic Reform • 1893 panic prompts doubts about capitalism;

many become socialists

• Muckrakers—journalists who expose corruption

in politics, business

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Fostering Efficiency • Many use experts, science to make society,

workplace more efficient

• Louis D. Brandeis uses social scientists’ data in trial

• Scientific management—time and motion studies

applied to workplace

• Assembly lines speed up production, make people

work like machines

- cause high worker turnover

Cleaning Up Local Government

Reforming Local Government • Reformers try to make government efficient,

responsive to voters

• Some cities adopt government by commission

of experts

• Many use council-manager: people elect council

that appoints manager

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Reform Mayors • Hazen Pingree of Detroit tackles taxes, transit

fares, corruption

• Socialist Tom Johnson of Cleveland fights

corrupt utility companies

Reform at the State Level

Reform Governors • Governors push states to pass laws to regulate

large businesses

• Robert M. La Follette is 3-term governor, then

senator of Wisconsin

- attacks big business

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Protecting Working Children • Child workers get lower wages, small hands handle

small parts better

- families need children’s wages

• National Child Labor Committee gathers evidence of

harsh conditions

• Labor unions argue children’s wages lower all wages

• Groups press government to ban child labor,

cut hours Continued . . .

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continued Reform at the State Level

Efforts to Limit Working Hours • Muller v. Oregon—Court upholds limiting women

to 10-hour workday

• Bunting v. Oregon—upholds 10-hour workday

for men

• Reformers win workers’ compensation for families

of injured, killed

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Continued . . .

continued Reform at the State Level

Reforming Elections • Oregon adopts secret ballot, initiative,

referendum, recall

• Initiative—bill proposed by people, not

lawmakers, put on ballots

• Referendum—voters, not legislature, decide if

initiative becomes law

• Recall—voters remove elected official through

early election

• Primaries allow voters, not party machines, to

choose candidates

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Direct Election of Senators • Seventeenth Amendment permits popular

election of senators

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The Origins of Progressivism

SMART

Assessment Mr. White’s US History 1

Question #1

Which of these was NOT a goal of the

Progressive movement?

A. Moral improvement

B. Social welfare

C. Manifest destiny

D. Economic reform

Question #2

Which of these organizations’ main goal

was to end the consumption of alchohol?

A. Women’s Christian Temperance Union

B. United States Sanitary Commission

C. Young Men’s Christian Association

D. Salvation Army

Question #3

Which of these describes when voters can

originate laws themselves?

A. Election primary

B. Recall

C. Referendum

D. Initiative

Question #4

Which of these describes when voters can

choose, by popular vote, to remove a person from public office?

A. Election primary

B. Recall

C. Referendum

D. Initiative

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Section 2

Women in Public Life As a result of social and economic change,

many women enter public life as workers and

reformers.

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Women in the Work Force

Changing Patterns of Living • Only middle-, upper-class women can devote

selves to home, family

• Poor women usually have to work for wages

outside home

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Farm Women • On Southern, Midwestern farms, women’s roles

same as before

• Perform household tasks, raise livestock, help

with crops

Continued . . .

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continued Women in the Work Force

Women in Industry • After 1900, 1 in 5 women hold jobs; 25% in

manufacturing

• 50% industrial workers in garment trade; earn half

of men’s wages

• Jobs in offices, stores, classrooms require high

school education

• Business schools train bookkeepers,

stenographers, typists

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Domestic Workers • In 1870, 70% of employed women do domestic

work

• Many African-American, immigrant women do

domestic labor

- married immigrants take in piecework, boarders

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Women Lead Reform

Women Get Involved • Many female industrial workers seek to reform

working conditions

• Women form cultural clubs, sometimes become

reform groups

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Women in Higher Education • Many women active in public life have attended

new women’s colleges

• 50% college-educated women never marry;

many work on social reforms

Continued . . .

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Map

continued Women Lead Reform

Women and Reform • Women reformers target workplace, housing,

education, food, drugs

• National Association of Colored Women (NACW)—

child care, education

• Susan B. Anthony of National American Woman

Suffrage Assoc. (NAWSA)

- works for woman suffrage, or right to vote

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A Three-Part Strategy for Suffrage • Convince state legislatures to give women right

to vote

• Test 14th Amendment—states lose representation

if deny men vote

• Push for constitutional amendment to give women

the vote

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Women in Public Life

SMART

Assessment Mr. White’s US History 1 Class

Question #1

Which of these groups of women would

be most likely to work in a factory or industrial job to provide income for their

families in this time?

A. Upper-class (wealthy)

B. Middle-class

C. Lower-class (poor)

D. Farm

Question #2

Women who worked in industrial

jobs were most likely to fill jobs in

which of these trades?

A. Manufacturing

B. Management

C. Finance

D. Legal services

Question #3

Susan B. Anthony is most famous

for:

A. Discovering a new comet

B. Leading the woman’s suffrage

movement

C. Being the first American woman to earn a professional degree

D. Being the first American woman elected to national political office

Question #4

NACW stands for:

A. National Alliance of College Women

B. National Association for Colored Women

C. National Association of Clubs for Women

D. National Association of Childcare Workers

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OBJECTIVE – TEDDY

ROOSEVELT’S SQUARE

DEAL

• After this lesson, we should

be able to:

• Relate the creation of African

American advocacy organizations to

United States Supreme Court

decisions and state and local

governmental policies.

AND…

• Compare and contrast issues

involved in the struggle between

the unregulated development of

natural resources and efforts to

conserve and protect natural

resources during the period of

industrial expansion.

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Section 3

Teddy Roosevelt’s Square Deal As president, Theodore Roosevelt works to give

citizens a Square Deal through progressive reforms.

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A Rough-Riding President

Roosevelt’s Rise • Theodore Roosevelt has sickly childhood, drives

self in athletics

• Is ambitious, rises through New York politics to

become governor

• NY political bosses cannot control him, urge run for

vice-president

Teddy Roosevelt’s Square Deal 3

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The Modern Presidency • President McKinley shot; Roosevelt becomes

president at 42

• His leadership, publicity campaigns help create

modern presidency

• Supports federal government role when states do not

solve problems

- Square Deal—Roosevelt’s progressive reforms

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Using Federal Power

Trustbusting • By 1900, trusts control about 4/5 of U.S. industries

• Roosevelt wants to curb trusts that hurt public interest

- breaks up some trusts under Sherman Antitrust Act

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1902 Coal Strike • Coal reserves low; forces miners, operators to

accept arbitration

• Sets principle of federal intervention when strike

threatens public

Continued . . .

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Railroad Regulation • Roosevelt pushes for federal regulation to control

abuses

- Elkins Act—stops rebates, sudden rate changes

- Hepburn Act—limits passes, ICC to set

maximum rates

continued Using Federal Power

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Health and the Environment

Regulating Foods and Drugs • Upton Sinclair’s The Jungle—unsanitary

conditions in meatpacking

• Roosevelt commission investigates, backs up

Sinclair’s account

• Roosevelt pushes for Meat Inspection Act:

- dictates sanitary requirements

- creates federal meat inspection program

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Pure Food and Drug Act • Food, drug advertisements make false claims;

medicines often unsafe

• Pure Food and Drug Act halts sale of

contaminated food, medicine

- requires truth in labeling Continued . . .

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continued Health and the Environment

Conservation and Natural Resources • 1887, U.S. Forest Bureau established, manages

45 million acres

• Private interests exploit natural environment

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Conservation Measures • Roosevelt sets aside forest reserves, sanctuaries,

national parks

• Believes conservation part preservation, part

development for public

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Roosevelt and Civil Rights

Civil Rights at the Turn of the 20th Century • Roosevelt does not support civil rights for African

Americans

• Supports individual African Americans in civil

service

- invites Booker T. Washington to White House

• NAACP—National Association for the

Advancement of Colored People

- goal is full equality among races

• Founded 1909 by W. E. B. Du Bois and black,

white reformers

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Teddy Roosevelt’s

Square Deal

SMART

Assessment Mr. White’s US History 1

Question #1

Which of these best describes how Teddy Roosevelt affected the role of the President in the United States? A. He strengthened it.

B. He weakened it.

C. He kept it generally the same.

D. None of the above.

Question #2 What did Teddy Roosevelt do to help the 1902

Coal Miner Strike?

A. He didn’t do anything; he didn’t think the President should step in.

B. He called out the army to put down the strike.

C. He threatened to have the government take over the coal mines; the strikers and owners then sat down and worked out an agreement.

D. He fired the owners of the mine and made the mine government property.

Question #3 Which of these was NOT something that

Teddy Roosevelt did to help the country’s health?

A. Set up a commission to investigate the meat-packing industry.

B. Supported the Meat Inspection Act to have meat inspected for safety.

C. Supported the Pure Food and Drug Act to make medicines and foods safe.

D. Pushed for universal health care for everyone in the country.

Question #4 Which of these was NOT something that

Teddy Roosevelt did to protect the country’s environment?

A. Set aside 148 million acres of land as federally protected.

B. Pushed Congress to pass a law requiring more fuel-efficient cars.

C. Established 50 wildlife sanctuaries and national parks.

D. None of the above.

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Question #1

In what state was Teddy Roosevelt a

member of the legislature?

A. Delaware

B. Pennsylvania

C. New Jersey

D. New York

Question #2

Which event(s) spurred Teddy Roosevelt

to go west?

A. His failure to be elected to the state

assembly

B. The death of his mother and wife

C. His victory at the battle of San Juan Hill

D. His decision to run for president

Question #3

What was Teddy Roosevelt’s first job in the federal

government?

A. Assistant Secretary of the Navy

B. Secretary of State

C. Vice President

D. President

Question #4

How did Roosevelt encourage the creation of the

Panama Canal?

A. He encouraged a Panamanian revolution against the

Colombian government

B. He raised taxes on Americans to fund the creation of

the canal

C. He used the United States Army to invade Panama

D. He encouraged Americans to vote for a constitutional

amendment to create the canal

Question #5

A. Which of these was NOT a goal of the

Bull-Moose or Progressive party under

Teddy Roosevelt?

A. Limiting working hours

B. Abolishing child labor

C. Women’s suffrage

D. Expansion of national defense spending

OBJECTIVE – PROGRESSIVISM

UNDER TAFT AND WILSON’S NEW

FREEDOM

After this lesson, we should

be able to:

•Evaluate the effectiveness of

Progressive reforms in preventing

unfair business practices and

political corruption and in

promoting social justice.

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Section 4

Progressivism Under Taft Taft’s ambivalent approach to progressive reform

leads to a split in the Republican Party and the loss

of the presidency to the Democrats.

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Taft Becomes President

Taft Stumbles • 1908, Republican William Howard Taft wins with

Roosevelt’s support

• Has cautiously progressive agenda; gets little credit

for successes

• Does not use presidential bully pulpit to arouse public

opinion

Progressivism under Taft 4

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Continued . . .

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The Payne-Aldrich Tariff • Taft signs Payne-Aldrich Tariff—compromise bill,

moderate tariffs

• Progressives angry, think he abandoned low tariffs,

progressivism

continued Taft Becomes President

Disputing Public Lands • Conservationists angry Richard A. Ballinger named

interior secretary

- Ballinger puts reserved lands in public domain

• Interior official protests action, is fired, writes

magazine exposé

• Gifford Pinchot head of U.S. Forest Service

- testifies against Ballinger

- is fired by Taft

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Problems within the Party • Republicans split over Taft’s support of House

Speaker Joseph Cannon

• Cannon weakens progressive agenda; progressives

ally with Democrats

• 1910 midterm elections, Democrats get control of

House

The Republican Party Splits

Continued . . .

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The Bull Moose Party • 1912 convention, Taft people outmaneuver

Roosevelt’s for nomination

• Progressives form Bull Moose Party; nominate

Roosevelt, call for:

- more voter participation in government

- woman suffrage

- labor legislation, business controls

• Runs against Democrat Woodrow Wilson, reform

governor of NJ

continued The Republican Party Splits

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The Election • Wilson endorses progressive platform called the

New Freedom

- wants stronger antitrust laws, banking reform,

lower tariffs

- calls all monopolies evil

• Roosevelt wants oversight of big business; not all

monopolies bad

• Socialist Party candidate Eugene V. Debs wants to

end capitalism

• Wilson wins great electoral victory; gets majority in

Congress

Democrats Win in 1912

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Section 5

Wilson’s New Freedom Woodrow Wilson establishes a strong reform

agenda as a progressive leader.

Wilson Wins Financial Reforms

Wilson’s Background • Wilson was lawyer, professor, president of Princeton,

NJ governor

• As president, focuses on trusts, tariffs, high finance

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Two Key Antitrust Measures • Clayton Antitrust Act stops companies buying

stock to form monopoly

• Ends injunctions against strikers unless threaten

irreparable damage

• Federal Trade Commission (FTC)—new

“watchdog” agency

- investigates regulatory violations

- ends unfair business practices Continued . . .

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A New Tax System • Wilson pushes for Underwood Act to substantially

reduce tariffs

• Sets precedent of giving State of the Union

message in person

• His use of bully pulpit leads to passage

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continued Wilson Wins Financial Reforms

Federal Income Tax • Sixteenth Amendment legalizes graduated federal

income tax

Federal Reserve System • Federal Reserve System—private banking

system under federal control

• Nation divided into 12 districts; central bank in

each district

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Local Suffrage Battles • College-educated women spread suffrage

message to working-class

• Go door-to-door, take trolley tours, give speeches

at stops

- some adopt bold tactics of British suffragists

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Women Win Suffrage

Catt and the National Movement • Carrie Chapman Catt, head of NAWSA,

stresses organization, lobbying

• National Woman’s Party aggressively pressures

for suffrage amendment

• Work of patriotic women in war effort influences

politicians

• 1920 Nineteenth Amendment grants women

right to vote

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Wilson and Civil Rights • As candidate, wins support of NAACP for favoring

civil rights

• As president, opposes antilynching legislation

• Appoints fellow white Southerners to cabinet who

extend segregation

• NAACP feels betrayed; Wilson self-defense

widens rift

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The Limits of Progressivism

The Twilight of Progressivism • Outbreak of World War I distracts Americans;

reform efforts stall

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Mr. White’s US History 1

Question #1 Taft mainly chose to run for President

because he was supported by:

A. Franklin Roosevelt

B. Woodrow Wilson

C. Teddy Roosevelt

D. Grover Cleveland

Question #2 Which of these best describes Taft’s leadership style?

A. Aggressive – he used the power of the Presidency to accomplish his goals

B. Abusive – he went too far many times in using his power as president

C. Limited power – he stayed within what he believed were the limits on the president’s power

D. Micro-managing – he oversaw every detail of his presidency

Question #3 Which of these was the main reason that Teddy

Roosevelt chose to run against Taft in the election of 1912?

A. He believed that Taft was allowing many progressive reforms to fail or go away

B. He believed that Taft was abusing his presidential power

C. He disagreed with Taft’s support for Cuban rebels in the Spanish-American war

D. He disagreed with Taft’s proposal for a League of Nations to solve international disputes

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Question #4 Which of these best describes Woodrow Wilson’s

approach toward tariffs?

A. He supported strong protective tariffs for American industry

B. He supported tariffs in order to raise money for the government

C. He opposed tariffs and supported free international trade

D. He was indifferent, and didn’t pay much attention to tariffs during his Presidency

Question #5 This was put in place by Woodrow

Wilson as a way of helping to regulate business:

A. Income tax

B. Federal Trade Commission

C. Stock Market Commission

D. Federal Trade Regulators

Question #6 The 16th amendment to the United

States Constitution provided for:

A. The direct election of senators

B. The right to vote for women

C. The prohibition of alcoholic beverages

D. The federal income tax

Question #7 The 19th Amendment to the United

States Constitution provided for:

A. The direct election of senators

B. The right to vote for women

C. The prohibition of alcoholic beverages

D. The federal income tax