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

  1. Explain horizontal integration.
  2. Explain vertical integration.
  3. 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

  1. How are all of the listed labor unions similar?
  2. In what ways were the listed labor unions different?

Pages 106-110

  1. Explain the causes of a population shift from rural to urban environments in the 1890s.
  2. Provide details on tenements.
  3. Explain some of the public health concerns in the cities in the late 1800s.
  4. Provide details on the safety concerns people faced living in the cities.

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


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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.
  1. In what ways are the lives of the working class an example of this period being called The Gilded Age?
  1. Predict: what are things that will need to happen in order to improve life for the working class?

Details:

Notes:

  1. Define a muckraker. Why were they called “muckrakers”?
  1. Why did muckrakers do what they did?
  1. Write a few details for each of the muckrakers and reformers (who are they, what did they focus on, why, etc.)
  2. Upton Sinclair
  1. Jacob Riis
  1. Ida Tarbell
  1. Jane Addams
  1. John Muir
  1. Susan B. Anthony

Analysis

  1. In what ways did the muckrakers change America?
  1. 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

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  1. What is your immediate reaction to reading this excerpt?
  1. Why do you think Sinclair wrote about such disgusting things?
  1. Why do you think things like this happened in the meat industry?
  1. How do you think the American people reacted to this novel?
  1. How do you think the government reacted to this novel?

Notes

  • What did The Jungle lead to?

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Labor Issues of the Progressive Era

Child Labor

Photo 1

  1. Describe what you see.
  1. What questions does this photos raise in your mind?

Photo 2

  1. Describe what you see.
  1. What questions does this photos raise in your mind?

Photo 3

  1. Describe what you see.
  1. What questions does this photos raise in your mind?

Photo 4

  1. Describe what you see.
  1. What questions does this photos raise in your mind?

Photo 5

  1. Describe what you see.
  1. What questions does this photos raise in your mind?

Photo 6

  1. Describe what you see.
  1. What questions does this photos raise in your mind?

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?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

Working Conditions

Document 1

  1. Who is the author? When was it written?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

Document 2

  1. Who is the author? When was it written?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

Document 3

  1. Who is the author? When was it written?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

Cartoon 1

  1. What do you see in the cartoon, including objects and people, as well as caption and words in the cartoon.
  1. Which of the things in the cartoons are symbols? What do you think the symbols mean?
  1. Explain the message of the cartoon.
  1. What people or groups would agree/disagree with the cartoon’s message? Why?

Rise of Organized Labor

Document 1

  1. Who is the author? When was it written?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

Document 2

  1. Who is the author? When was it written?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

Cartoon 1

  1. What do you see in the cartoon, including objects and people, as well as caption and words in the cartoon.
  1. Which of the things in the cartoons are symbols? What do you think the symbols mean?
  1. Explain the message of the cartoon.
  1. 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?
  1. Why do you think this graph was created?
  1. What question(s) does this document raise in your mind?

Document 4

  1. Who is the author? When was it written?
  1. What are two things the author said that you think are important?
  1. Why do you think this document was written?
  1. What question(s) does this document raise in your mind?

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 oftrustees
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.
  1. Provide details to explain why you placed the person where you did:
  2. Rockefeller
  1. Morgan
  1. Vanderbilt
  1. 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?
  1. What were 3 things they complained about?
  1. Are you surprised by any of the grievances?
  1. 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