progressivism | us history · web viewpages 92-97 explain some of the negatives of “company...

Progressivism | US History

Progressive Unit Homework

Homework 3.1 – Due:

Pages 79-84

1. Explain the Bessemer process.

2. Explain why time zones were created.

3. Describe the new industries that developed in the South in the 1880s.

4. What is the three-legged stool that industry rests upon? What did the South lack?

5. Explain the impact the boll weevil had upon cotton in the South.

6. Provide details on how industrialization changed daily life.

7. Explain some of the environmental concerns that came with industrialization.

Graphic – Page 87

8. Explain horizontal integration.

9. Explain vertical integration.

10. When businesses horizontally integrate they create a monopoly, which is illegal. Explain why a monopoly is illegal.

Homework 3.2 – Due:

Pages 92-97

1. Explain some of the negatives of “company towns”.

2. Provide details on the Homestead Strike.

3. Provide details on the Pullman Strike.

4. Explain the lasting impact of labor unions.

Graphic “Influential Labor Unions” – Page 95

5. How are all of the listed labor unions similar?

6. In what ways were the listed labor unions different?

Pages 106-110

7. Explain the causes of a population shift from rural to urban environments in the 1890s.

8. Provide details on tenements.

9. Explain some of the public health concerns in the cities in the late 1800s.

10. Provide details on the safety concerns people faced living in the cities.

Progressivism Project – Proficiency Assessment

Dates of lab workdays: ____________________________________________

[assignments will not be accepted for full credit after the first day of the project]

Final Due Date for Project: _____________________________

Intro to Progressivism

Gilded Age

· _____________ through the early ______________

· Gilded is “something covered thinly with gold leaf or gold paint”

· Why would a time period be referred to as “gilded”?

· Mark Twain co-wrote “The Gilded Age: A Tale of Today” in ____________

· satirizes the greed and corruption of post-Civil War America

Progressive Era

· _____________ through the ______________

· A period of ____________________ _____________________ and _____________ ____________________ in the United States

Gilded Age and Progressive Era Overlap

· How can a time period be both “gilded” and “progressive”?

Who were the Progressives?

· Loosely defined political movement – The Progressive _______________________

· Progressives were concerned about:

· the _____________ of _____________________

· the effects of _____________________________ and urbanization

· social disorder, ______________________, and political ___________________

What were the goals of the Progressives?

· Wanted the federal government to ensure social justice through reforms:

· end __________________ of _________________ - unfair privilege, monopolies, urban government corruption

· replace ________________ ______________________ with _________________ versions of traditional institutions

· based upon the belief that that government _________________ and ________________ intervene in society and the economy to protect the common good of individuals

· elevate the ______________ _____________ above __________-_______________

As the video plays, list out the key issues that will need to be dealt with during the Progressive Era.

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Immigration

Muckrakers and Reformers

Cities During the Progressive Era

Progressive Era to New Era, 1900-1929

In the early 1900s, the United States entered a period of peace, prosperity, and progress. In the nation's growing cities, factory output grew, small businesses flourished, and incomes rose. As the promise of jobs and higher wages attracted more and more people into the cities, the U. S. began to shift to a nation of city dwellers. By 1900, 30 million people, or 30 percent of the total population, lived in cities.

The mass migration of people into the cities enriched some people but caused severe problems for others. For the emerging middle class, benefiting from growing incomes and increases in leisure time, the expanding city offered many advantages. Department stores, chain stores, and shopping centers emerged to meet the growing demand for material goods. Parks, amusement parks, and baseball stadiums were built to meet aesthetic and recreational needs. Transportation systems improved, as did the general infrastructure, better meeting the increased needs of the middle and upper class city dwellers.

Thousands of poor people also lived in the cities. Lured by the promise of prosperity, many rural families and immigrants from throughout the world arrived in the cities to work in the factories. It is estimated that by 1904 one in three people living in the cities was close to starving to death. For many of the urban poor, living in the city resulted in a decreased quality of life. With few city services to rely upon, the working class lived daily with overcrowding, inadequate water facilities, unpaved streets, and disease. Lagging far behind the middle class, working class wages provided little more than subsistence living and few, if any, opportunities for movement out of the city slums.

1. Compare and contrast the lives of the Middle Class and the lives of the Working Class.

2. In what ways are the lives of the working class an example of this period being called The Gilded Age?

3. Predict: what are things that will need to happen in order to improve life for the working class?

Details:

Notes:

4. Define a muckraker. Why were they called “muckrakers”?

5. Why did muckrakers do what they did?

6. Write a few details for each of the muckrakers and reformers (who are they, what did they focus on, why, etc.)

a. Upton Sinclair

b. Jacob Riis

c. Ida Tarbell

d. Jane Addams

e. John Muir

f. Susan B. Anthony

Analysis

7. In what ways did the muckrakers change America?

8. Give one or two examples of modern day “muckrakers” – be sure to provide a reason why they would be considered a muckraker.

Introduction

During the early part of the 20th century in the United States there were very few regulations on food and drugs. Some medicines contained dangerous ingredients that weren’t listed on the package and some foods were produced in factories that left much to be desired. The following is a short excerpt from The Jungle, by Upton Sinclair, detailing some of the conditions in factories.

Excerpt

It was only when the whole ham was spoiled that it came into the department of Elzbieta. Cut up by the two-thousand-revolutions-a-minute flyers, and mixed with half a ton of other meat, no odor that ever was in a ham could make any difference. There was never the least attention paid to what was cut up for sausage; there 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 that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption germs. 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 on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread, and meat would go into the hoppers together. This is no fairy story and no joke; the meat would be shoveled into carts, and the man who did the shoveling would not trouble to lift out a rat even when he saw one – there were things that went into the sausage in comparison with which a poisoned rat was a tidbit. There was no place for the men to wash their hands before they ate their dinner, and so they made a practice of washing them in the water that was to be ladled into the sausage. There were the butt-ends of smoked meat, and the scraps of corned beef, and all the odds and ends of the waste of the plants, that would be dumped into old barrels in the cellar and left there. Under the system of rigid economy which the packers enforced, there were some jobs that it only paid to do once in a long time, and among these was the cleaning out of the waste barrels. Every spring they did it; and in the barrels would be dirt and rust and old nails and stale water – and cartload after cartload of it would be taken up and dumped into the hoppers with fresh meat, and sent out to the public's breakfast. Some of it they would make into "smoked" sausage – but as the smoking took time, and was therefore expensive, they would call upon their chemistry department, and preserve it with borax and color it with gelatine to make it brown. All of their sausage came out of the same bowl, but when they came to wrap it they would stamp some of it "special," and for this they would charge two cents more a pound.

Questions

1.

2. What is your immediate reaction to reading this excerpt?

3. Why do you think Sinclair wrote about such disgusting things?

4. Why do you think things like this happened in the meat industry?

5. How do you think the American people reacted to this novel?

6. How do you think the government reacted to this novel?

Notes

· What did The Jungle lead to?

Labor Issues of the Progressive Era

Child Labor

Photo 1

1. Describe what you see.

2. What questions does this photos raise in your mind?

Photo 2



Photo 3



Photo 4



Photo 5



Photo 6



Photo Analysis

Based on what you see in these photos, what can you infer or conclude about life in the early 1900s?

Document 1

1. Who is the author? When was it written?

2. What are two things the author said that you think are important?

3. Why do you think this document was written?

4. What question(s) does this document raise in your mind?

Working Conditions

Document 1





Document 2





Document 3





Cartoon 1

1. What do you see in the cartoon, including objects and people, as well as caption and words in the cartoon.

2. Which of the things in the cartoons are symbols? What do you think the symbols mean?

3. Explain the message of the cartoon.

4. What people or groups would agree/disagree with the cartoon’s message? Why?

Rise of Organized Labor

Document 1





Document 2





Cartoon 1

1. What do you see in the cartoon, including objects and people, as well as caption and words in the cartoon.

2. Which of the things in the cartoons are symbols? What do you think the symbols mean?

3. Explain the message of the cartoon.

4. What people or groups would agree/disagree with the cartoon’s message? Why?

Document 3

1. What are two things from this information that you think are important?

2. Why do you think this graph was created?


Document 4





Robber Barons or Captains of Industry?

Theodore Roosevelt

Personality

· Competitive

· Strong willed

· Energetic

Politics

· Progressive

· Republican

· “Square Deal”

Presidency

1901 – McKinley dies and TR becomes president

1904 – TR elected

Conservation

· Preserve the wilderness

· Added 100+ million acres to national forests

· Established 5 new national parks

· Created 51 federal wildlife reservations

Monopolies and Trusts

__________________________________

situation in which there is a single supplier or seller of a good or service for which there are no close substitutes

Example:

________________________________________

an arrangement by which stockholders in several companies transfer their shares to a single set of trustees

in exchange, stockholders received a certificate entitling them to a specified share of the consolidated earnings of the jointly managed companies

· Sherman Anti-Trust Act

· Passed in 1890 – public opposition to economic power being controlled by the trusts

· US Congress prohibited _________________ or ___________________________ of any kind

· Not strongly enforced for many years

· 1911 – found ______________________ _________ in violation of the Sherman Anti-Trust Act

Teddy Roosevelt and Business

· TR and Business: ___________________ of businesses and trusts, believed they were efficient and part of the reason for US prosperity

· However, he worried that some trusts were hurting the public interests

· Began working to get rid of many trusts – TR became known as a “________________ ________________________”

Were the founders of American industry

"Robber Barons" or "Captains of Industry?"

The wave of industrialism that we have been studying was often driven by a few great men known as industrialists. There can be no mistaking their motives: wealth. There is some debate, however, on how history should portray these industrialists.

Some feel that the powerful industrialists of the gilded age should be referred to as "robber barons." This view accentuates the negative. It portrays men like Vanderbilt and Rockefeller and Ford as cruel and ruthless businessmen who would stop at nothing to achieve great wealth. These "robber barons" were accused of exploiting workers and forcing horrible working conditions and unfair labor practices upon the laborer.

Another view of the industrialist is that of "captain of industry." The term captain views these men as ingenious and industrious leaders who transformed the American economy with their business skills. They were praised for their skills as well as for their philanthropy (charity).

In reality the debate over robber barons and captains of industry mirrors views of industrialism itself. Just as there were both positives and negatives to industrialism there were positives and negatives to the leaders of industrialism.

In your small group, divide up the four profiles. Each member needs to read and write down details on their assigned person. Do not yet fill out the Robber Baron or Captain of Industry Portion.

Once every person is doing reading and synthesizing the information, go around your group and share details. Write details for the three other profiles.

When you have details for all for people, discuss as a group what information makes that person a robber baron and what information makes that person a captain of industry.

Person

Details

Robber Baron – supporting details

Captain of Industry – supporting details

John D. Rockefeller

Person

Details

Robber Baron – supporting details

Captain of Industry – supporting details

Andrew Carnegie

JP Morgan

Cornelius Vanderbilt

1. Below, place each of the men on the half circle.

Robber Baron

Captain of Industry

2. Provide details to explain why you placed the person where you did:

a. Rockefeller

b. Morgan

c. Vanderbilt

d. Carnegie

The Progressive Presidents

For each president, research the topic listed and briefly summarize what the law/idea accomplished. Include additional details as needed.

Theodore Roosevelt

Anti-Trust Action

Meat Inspection Act

Pure Food and Drug Act

Conservation

William Howard Taft

Anti-Trust Action

Bureau of Mines and the

Children’s Bureau

Mann Elkins Act

Other Details

Woodrow Wilson

Clayton Anti-Trust Act

Federal Reserve Act

Federal Trade Commission

Other Details

John Green | Progressive Presidents | Crash Course US History #29

President Theodore Roosevelt (1901-1909)

President William Howard Taft (1909-1913)

1912: A Three Way Election

President Woodrow Wilson (1913-1921)

Panama Canal

Analysis

You have investigated three Progressive presidents. Which one did the most to help the life of the common man? Provide at least three specific details to support your opinion.

Suffrage

The Declaration of Sentiments

1. Why did the women at Seneca Falls choose to copy the Declaration of Independence?

2. What were 3 things they complained about?

3. Are you surprised by any of the grievances?

4. Do any of the grievances seem like they’re still true today?

Frederick Douglass and Sojourner Truth

1. Do you agree with Frederick Douglass or Sojourner Truth? Why?

Anti-Suffragists

1. In the 19th, and early 20th Centuries, why do you think so many people opposed women’s suffrage?

Molly Elliot Seawell

1. What is her argument? What evidence does she use to support her argument?

2. What does this document suggest about the assumptions that people held about women in 1911?

Anti-Suffrage Newspaper

1. According to this document, why were people opposed to women’s suffrage?

2. Try to see things from the anti-suffragist perspective—(let’s assume that they’re not just mean)—why is women’s suffrage scary to them?

3. Do you think the reasons for opposing suffrage were political (men didn’t want to lose their political positions) or social reasons (ideas about women’s place in society)? Why?

Map of Women’s Suffrage Before 1920

1. Hypothesize: why were some of the Western states open to women’s suffrage long before the Eastern states?

The Next Generation

1. Which strategy do you think is smarter? Why? How does this strategy do a better job of leading to Women’s suffrage than the one you did not pick?

19th Amendment

Passed in ______________

The right of citizens of the United States to vote shall not be denied or abridged by the ______________ or by any ______________ on account of ______________. Congress shall have the power to enforce this article by appropriate legislation.

Iron Jawed Angels

Movie Details

For the most part, this movie is historically accurate but there are a few things that are glossed over or that lack accuracy that should be pointed out. Below are some key points we want to emphasize.

Some Inaccuracies

· Alice Paul’s love interest, Mr. Weismann, is a fictional character. His role in the movie is two-fold, it allows for dialog that gives the audience a better understanding of who Alice Paul is and it shows the importance of political cartoonists during this period.

· Senator Leighton and his wife, Emily, are also fictional characters. The purpose of their roles is to show how many elected officials began to shift their views on suffrage and to show how some wealthy women became involved in the suffrage movement. There is no evidence that a Senator’s wife was ever arrested as part of the suffrage movement.

· Lucy Burns was arrested three times, it was during her third time in jail that her arms were handcuffed above her head for the night (called “The Night of Terror”). The other women followed suit in solidarity.

· There were two prison facilities that the women were sent to: Occoquan Workhouse and District of Columbia Jail. The movie only shows Occoquan. Alice Paul spent most of her time in the District Jail.

· Mr. Burn, the Tennessee legislator that surprised everyone by voting to ratify the 19th Amendment, didn’t receive a telegram from his mother during the meeting, rather he had a letter she had sent him earlier that he carried in his pocket when he went in for the ratification vote. [Dear Son: Hurrah and vote for suffrage! Don't keep them in doubt! I notice some of the speeches against. They were bitter. I have been watching to see how you stood, but have not noticed anything yet. Don't forget to be a good boy and help Mrs. Catt put the "rat" in ratification.]

Historically Accurate Portrayals

· The treatment of the marchers during the parade and women on the picket line

· Alice Paul did indeed use Susan B. Anthony’s desk

· The women picketing outside the White House were called, “Silent Sentinels”, the signs they held were often Wilson’s own words

· The forced feeding of those on hunger strike (note: Alice Paul started the hunger strike while in District Jail and word traveled through the jail system to the suffragists in the Occoquan Workhouse where they began a hunger strike as well)

Additional Info

· Alice Paul and Lucy Burns are the leaders of the NWP (National Women’s Party)

· The NWP is not a part of the NAWSA, rather a group that has left the NAWSA to create their own party. Both the NWP and NAWSA have the goal of achieving suffrage for women, but their methods for getting there are different. NWP will focus on getting an amendment to the US Constitution, while NAWSA will focus on women gaining the right to vote state-by-state.

· There is animosity between Alice Paul (NWP) and Mrs. Carrie Chapman Catt, the leader of the NAWSA that is never reconciled

Movie Questions

1. What was the women’s suffrage movement?

2. When the women were picketing the White House what do you think caused the citizens, mainly men, to act the way they did? Explain.

3. Explain why some were so resistant to creating an amendment that would allow women to vote.

4. “In oranges and women courage is often mistaken for insanity.” Explain the meaning of this statement.

5. Describe what happened August 18, 1920 and explain why it was such a significant event.

6. Why is the movie entitled “Iron Jawed Angels,” and do you think it is a fitting title?

7. Towards the end of the movie Alice Paul is offered a seat by an older group of suffragists who were not in prison. Why do the older women offer their seats, what is the significance of this act?

8. Why does President Wilson change his stance and decided to endorse a constitutional amendment for women’s suffrage?

9. Prior to the 19th Amendment, 15 states had already given women full voting rights. At least five territories allowed women to vote and four states gave women the right to vote for president (though not in other elections). With this in mind, why do you think the suffragists were so insistent upon an amendment to the Constitution granting women the right to vote?

Progressivism Assessment

Problem/Issue Possible Topics

· Urban

· City planning

· City development

· Transportation: Subways, horses to street cars

· Tenements

· Urban Poor

· Philanthropic organizations

· Sanitation

· Politics

· Roosevelt – National Parks – Trustbusting

· Plessy vs. Ferguson

· Immigration

· Food/Drug Safety

· Business

· Robber Barons

· Monopolies and Trusts

· Standard Oil

· Child Labor

· Labor and working conditions

HS.1: Evaluate continuity and change over the course of United States history.

HS.2: Analyze the complexity and investigate causes and effects of significant events in U.S. history.

Project:

Create a newspaper about the Progressive Era.

Specific Requirements:

· Choose two of the problems/issues with society during the Progressive Era

· Choose problems/issues that were either not covered in class or not thoroughly covered in class – ask your teacher for help if you’re not sure

· For each problem/issue create a headline that gets readers attention

· For each problem/issue write a minimum of two paragraphs including all of the following information (one paragraph for each area):

1. Describe the problem/issue and explain the impact historically

2. Describe the historical solutions to the problem/issue

· For each problem/issue include two historical pictures (must be from that time period)

· Find a political cartoon of the Progressive Era and included a 3-4 sentence analysis

· For your analysis consider including:

1. historical context, message, intended audience and potential impact

· Choose one aspect of pop culture from the Progressive Era

· Write a minimum of a one paragraph explanation of your topic choice

Pop Culture Possible Topics

· Mining, Technology- Where, What

· Ranching, Open Range- Cattle Drive

· Bell, Telephone- AT&T

· Edison, Electricity

· Railroad

· Carnegie and Steel Industry, Morgan U.S. Steel

· Rockefeller, Standard Oil, Oil Industry

· Skyscrapers, Elevator

· Mass Transit, Cable Car, Electric Streetcar, Subway System

· Amusement Parks, Coney Island

· Barnum and Bailey/Circus

· Sports -Types of Sports, Hero’s, 1860-1900

· Vaudeville and Ragtime, Music Phonograph,

· Salvation Army and The YMCA

· The Gasoline Powered Car

· Photography

· New York City

· San Francisco

· Chicago

· Airplanes/Wright brothers

· Fashion

· Ellis Island

Use the space below to brainstorm ideas for topics for the various requirements.

Requirement

Ideas

Problem/Issue #1

Problem/Issue #2

Political Cartoon

Pop Culture

1

2

3

4

5

Problem/Issue #1

{Double Weighted}

Requirements

Two Paragraphs

- describe and historical impact

- historical solutions

Two Images

Information is lacking or is inaccurate regarding the problem/issue.

OR

One of the required elements is not present.

Information includes identification and historical impact of the problem/issue and the historical solutions to the problem. However, the information is at times inaccurate or lacks thoroughness or depth of understanding.

Information includes identification and historical impact of the problem/issue, and the historical solutions to the problem. Information is complete and accurate, but not especially thorough. Two images are included for the topic.

Information includes a description and historical impact of the problem/issue, and an understanding of the historical solutions to the problem/issue. Two images are included (one shows the problem/issue and the other shows the solution).

Information includes a thorough description and historical impact of the problem/issue, and a significant understanding of the historical solutions to the problem/issue. Two images are included and enhance the understanding of the topic.

Problem/Issue #2

{Double Weighted}

Requirements

Two Paragraphs

- describe and historical impact

- historical solutions

Two Images

Information is lacking or is inaccurate regarding the problem/issue.

OR

One of the required elements is not present.

Information includes identification and historical impact of the problem/issue and the historical solutions to the problem. However, the information is at times inaccurate or lacks thoroughness or depth of understanding.

Information includes identification and historical impact of the problem/issue, and the historical solutions to the problem. Information is complete and accurate, but not especially thorough. Two images are included for the topic.

Information includes a description and historical impact of the problem/issue, and an understanding of the historical solutions to the problem/issue. Two images are included (one shows the problem/issue and the other shows the solution).

Information includes a thorough description and historical impact of the problem/issue, and a significant understanding of the historical solutions to the problem/issue. Two images are included and enhance the understanding of the topic.

Political Cartoon and Analysis

Political cartoon is either not present or is not related to the time period.

Political cartoon, though present, lacks analysis or accuracy and/or thoroughness within the analysis.

Political cartoon fits in with the time period and the analysis shows a general understanding of the message, audience and impact.

Political cartoon is relevant to the time period and the analysis shows a strong understanding of the message, audience and impact.

Political cartoon is very relevant to the time period and the analysis shows an in-depth and thorough understanding of the message, audience and impact.

Pop Culture

The pop culture portion is either not present or is not applicable to the time period.

The topic may be applicable to the time period, but details are lacking or inaccurate.

The topic is applicable to the time period. Details are accurate.

The topic is applicable to the time period. Details are thorough.

The topic is applicable to the time period. Details are complete, concise, and are very thorough.

Overall Score

score will be based upon the proportion of items in each category {remember problem/issues are double weighted}

Basic Themes of Progressivism

Democracy

Temperance

Racial Progressivism

Economic Progressivism

Conservation

Workers' Rights

progressivism | us history · web viewpages 92-97 explain some of the negatives of “company...

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