High School U.S. History Worksheet (Due Wednesday, December 17th)
Chapter 11
The Progressive Era, 1890-1920
Section 1: The Drive for Reform
Objectives:
 Identify the causes of Progressivism and compare it to Populism
 Analyze the role that journalists played in the Progressive Movement
 Evaluate some of the social reforms that Progressives tackled
 Explain what Progressives hoped to achieve through political reforms
Terms and People:
1. Progressivism -
2. muckraker -
3. Lincoln Steffens -
4. Jacob Riis -
5. Social Gospel -
6. settlement house -
7. Jane Addams -
8. direct primary -
9. initiative -
10. referendum -
11. recall Short Answer:
12. Progressives came from many walks of life. They came from both political parties, all
social classes, ethnic groups and religions. What beliefs did all of them have in
common?
13. How were Progressives similar to the Populist Movement of the late 1800s?
14. What problems did Progressive reformers hope to solve?
15. Analyzing Political Cartoons: On page 293 of your textbook, analyze the political cartoon
and answer the following:
a. What symbols represent the corruption of city government?
b. According to the cartoonist, what is the effect of the street railroad monopoly on
the taxpayer?
16. Why did Theodore Roosevelt used the term muckraker to describe Progressive
journalists?
17. Why was the work of the muckrakers so effective in bringing about reform?
18. What role did journalists and other writers play in the Progressive movement?
19. Analyzing Visuals: Look at the pictures at the bottom of pages 294-295 in your textbook,
then answer the following:
a. What do Riis’s images reveal about the conditions of city slums?
20. Rapid industrialization, massive immigration, and urbanization at the end of the
nineteenth century caused many major problems. How did Progressives work to
improve life in the cities?
21. What disaster happened in March 1911, that focused Americans on the need to protect
workers? Please provide a detailed account.
22. Explain how Progressives reformed election rules.
23. What gains did Robert LaFollette of Wisconsin achieve?
Section 2: Women Make Progress
Objectives:
 Analyze the impact of changes in women’s education on women’s roles in society.
 Explain what women did to win workers’ rights and to improve family life.
 Evaluate the tactics women used to win passage of the Nineteenth Amendment.
Terms and People:
24. Florence Kelley -
25. NCL -
26. temperance movement -
27. Margaret Sanger -
28. Ida B. Wells -
29. suffrage -
30. Carrie Chapman Catt -
31. NAWSA -
32. Alice Paul -
33. Nineteenth Amendment -
Short Answer:
34. What hardships did women face at this time?
35. Why did women want the right to vote?
36. What steps did women take to win workers’ rights?
37. Who did Carrie Chapman Catt’s “society plan” depend upon?
Section 3: The Struggle Against Discrimination
Objectives:
 Analyze Progressives’ attitudes toward minority rights.
 Explain why African Americans organized.
 Examine the strategies used by members of other minority groups to defend their rights.
Terms and People:
38. Americanization -
39. Booker T. Washington -
40. W.E.B. Du Bois -
41. Niagara Movement -
42. NAACP -
43. Urban League -
44. Anti-Defamation League -
45. mutualistas -
Short Answer:
46. What attitudes did most Progressives hold about minorities and immigrant groups?
47. Comparing Viewpoints: Read the Comparing Viewpoints section at the bottom of page
309 of your text, then answer the following question:
a. How did the views of Washington and Du Bois about the nature of civil rights
differ?
48. Why did African Americans and others decide it was time to organize against
discrimination?
49. What strategies did other minority groups use to defend their rights?
50. Essay Question: In order to make it to a point in which I could make each question
worth two points, it is essential that we have a 50th question. This question is very
simple, and hopefully, if you answer it, you will not share your answer with anyone else.
This question is to simply make sure that everyone is reading the questions and doing
their work. Many times, when students see a long paragraph such as this, they will
simply skip it, not wanting to put in the effort to read. Make sure you read the whole
question, then simply write Blair Baseball below. Again, I ask that you do not share your
answer with anyone else, so that I can tell who is reading the question. As you can see,
this is not really an essay question, I am simply trying to make this a long as possible to
see how long you will read it. Pretty cool, huh. I’m sure this will not fool anybody, since
those who will read all of this will agree to alert the others. I hope not, but it could
happen. Either way, it is only worth two points. Thanks for reading the whole question.