The Progressive Era
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING The Progressive Era
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Acts, Amendments, and Reform - What Did They Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Short Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Strike! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Improving the Lives of Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
“As Your President, I Promise…” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
© Copyright 2003 • AIMS Multimedia • The Progressive Era • #2728
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Patricia A. Peirson.
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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© Copyright 2003 • AIMS Multimedia • The Progressive Era • #2728
FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
media or content areas.
Link to the World
in the program. Your students
These activities offer ideas
will have opportunities to make discoveries
for connecting learners’
meaning.
classroom activities to their
and formulate ideas on their own, based on
Curriculum Connections
suggested
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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© Copyright 2003 • AIMS Multimedia • The Progressive Era • #2728
for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
Additional
understand,
Programs
retain,
and
recall
the
Choose the best way for students to
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read Title Themes, Overview, and
learned, and to provide them with
Objectives to become familiar with
practice in test-taking procedures.
program content and expectations.
Reproducible Activities
•
The AIMS Teaching Module provides a
•
Use
Use the Culminating Activity as a forum
Viewing
for students to display, summarize,
to specifically reinforce the content of this
suggestions to introduce the topic to
extend, or share what they have
learning unit. Whenever applicable, they
students.
learned with each other, the rest of the
selection of reproducible activities, designed
Preparation
for
school,
are arranged in order from low to high
difficulty
level,
to
allow
a
seamless
facilitation of the learning process. You may
organization.
Viewing
•
Set up viewing monitor so that all
students have a clear view.
choose to have students take these activities
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
learning range, you may choose to
Checking Vocabulary
have students view Title together or in
The checking Vocabulary activity provides
small groups.
the opportunity for students to assess their
knowledge of new vocabulary with this word
game or puzzle. The format of this
•
or
Some students may benefit from
viewing the video more than one time.
vocabulary activity allows students to use the
related words and phrases in a different
context.
5
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a
local
community
The Progressive Era
Themes
big business more responsible through regulations
Introduction to the Program
of various kinds. They sought to improve living
“The Progressive Era” explores the United States’
conditions for those who lived in slum areas, to
The early 20th century was an era of business
early 20th Century reform movement, with partic-
improve working conditions in factories, and to
expansion and progressive reform in the United
ular focus on national interest in reducing the
address issues concerning the environment and
States. It was a period of confidence and opti-
influence of big business on government. Themes
conservation of resources. Their efforts extended
mism.
addressed in this thought-provoking program
to making America a more democratic place,
political/social reform groups emerged in the
include the early voices of reform, reform at the
which meant expanding the right to vote to
early year of that century, each with the goal of
local and national levels, and the limits of the
women and initiating a number of election
making American society a better and safer place
Progressive movement. Within these thematic sec-
reforms such as the secret ballot, the initiative, the
to live. Point out that many reforms initiated by the
tions, there is examination of the concepts of
recall, and the direct primary.
Progressives impact life today - for example, the
Explain
to
students
that
several
patronage, populism and socialism, muckraking,
The Progressive movement gained momentum
existence of federal civil service, income tax,
evolving state government, labor regulation, trust-
and followers as Americans read the work of writ-
women’s right to vote, the secret ballot, federally
busting, election reforms, suffrage, the roots of
ers and journalists who exposed the corruption in
mandated safe and sanitary working conditions,
prohibition, conservation, the Pure Food and Drug
government and business and described the
national parks, the protection of natural resources,
Act, and the progressive strides toward reform ini-
deplorable life of many working class Americans.
and the federal reserves system (the cornerstone
tiated by presidents Theodore Roosevelt, William
It enjoyed the political support of governors, state
of our economy even today). In the program they
Howard Taft, and Woodrow Wilson.
senators, and presidents Theodore Roosevelt,
will be viewing, students will explore the origins of
William Howard Taft and Woodrow Wilson.
the Progressive movement, the people and issues
However, with the outbreak of World War I, the
involved, and the impact on American society
attention of the nation shifted from reform and
then and now.
Overview
The industrial growth during the latter quarter of
social/political inequalities to the realities and
the 1800s, a period known as the “Gilded Age,”
horror of war.
Introduction to Vocabulary
Objectives
Before starting the program, write the following
transformed American society. It produced a new
class of wealthy industrialists, such as the
Carnegies, Vanderbilts and Rockefellers, as well
as a prosperous middle class. However, not every-
words and phrases on the board. Ask the class to
•
one shared in the economic prosperity. The labor
force that made such expanded industrialization
To examine the social origins of Progressive
discuss the meaning of the terms as they relate to
reform
turn-of-the-20th-century American social and
To evaluate Progressive reforms to expand
political conditions. Review any terms that are
possible was made up of millions of newly arrived
democracy at the local and state levels and
unfamiliar to students.
immigrants who found their lives and energy
attempts at social and moral reform
exploited. Sweatshops, seventy to eighty hour
•
To assess Progressive efforts to regulate big
capitalism
workweeks, slums, child labor, disease and racial
business, curb labor militancy, and protect
child labor
prejudice were their lot. Corruption in government
the rights of workers and consumers
corruption (business or political)
To evaluate the presidential leadership of
equality
Theodore Roosevelt, William Howard Taft,
immigrant
and business also accompanied this vast industrial
•
•
growth.
In 1881, a ground-swell demand for change was
and Woodrow Wilson in terms of their
industrialism
set in motion with the assassination of President
effectiveness in obtaining passage of reform
prohibition
James Garfield by an embittered attorney who
measures
reform
To describe how the 16th, 17th, 18th, and
segregation
There was a call for reform in both government
19th amendments reflected the ideals and
slum
and business which spawned three new political
goals of Progressivism and the continuing
socialism
groups: the Populists, Socialists, and Progressives.
attempt to adapt the founding ideals to a
suffrage
Of these three, the Progressives addressed issues
modernized society
sweatshop
had sought and been refused a government post.
that still resonate today.
•
•
To
compare
the
counter-Progressive
The Progressives worked to make American soci-
programs of various labor organizations
ety a better and safer place in which to live, to
with the social democratic programs
clean up corrupt city government, and to make
promulgated in industrial Europe
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Discussion Ideas
Ask students one or more of the following questions
to prompt a discussion about the Progressive Era.
What effect did the industrial revolution have on
everyday life in America? What part did immigrants play in this vast industrial expansion? What
do you think life was like for many of these immigrants? Were most business owners concerned with
the working conditions within their factories or the
quality of life of their workers? What purpose did
labor unions serve? What kind of control did big
business exercise over government? How would the
practice of favoritism or “patronage” (the political
practice of rewarding supporters with lucrative
government jobs) lead to corruption in government? Are any of these issues still valid today?
Focus
Before viewing the program, have students jot
down several questions they have about life in the
United States between the turn of the 20th century
and the beginning of WWI. Ask them, what do you
think people worried about? What were their
hopes and dreams? How were these people different from people today? How were their lives different? How were their lives the same? Encourage
students to look for answers to these questions as
they view the program.
7
© Copyright 2003 • AIMS Multimedia • The Progressive Era • #2728
SUGGESTED ACTIVITIES
Meeting Individual Needs
In order to help students organize and reflect upon this program, have them identify one main idea and list at least
three details or facts to support it. You may wish to bring students together into small groups to share their outlines.
30 Minutes
Cultural Awareness
The greatest influx of immigrants to the United States occurred between the 1840s and the 1920s. Many immigrants of the period were Irish, German, Italians, Jews, and Slavic people from Austro-Hungarian Empire.
Ask students to investigate the culture of one of these groups of people. What economic conditions, nationalistic
conditions, religious persecution, or other factors caused this group of people to immigrate to the United States?
50 Minutes
Were there certain cities or areas in which the newly-arrived immigrants collected to form communities? What kind
of life did this group find in the United States? Have students prepare a brief oral report on their topic to be presented to the rest of the class. Allow time for questions or additional class discussion.
Writing: “Dear Family”
Many immigrants came to America to find better opportunities, but instead found social disparity and poor work
opportunities. Pretend you are an immigrant to the U.S in the early 1900s and are hired to work in a factory in
order to pay your bills. You have been working a month now and have decided to write a letter to your family back
home about what life is like in America so far.
30 Minutes
In the Newsroom
Have students, in small groups, prepare a classroom presentation (structured as a news report) about one aspect
of this era in American history (such as the temperance or suffrage movements, an exposé on the lives of immigrants, Theodore Roosevelt’s presidency, the growth of factories, the assassination of either President James
Garfield or President William McKinley, the life and work of a popular muckraker, etc.). They may need to create
maps, diagrams, or other visuals to enhance their news report. Group members will need to work together to con-
120 Minutes
duct research, write, narrate, and present their news report.
Connection to Literature
Using Internet or library resources, have students research one of the Progressive Era’s prominent writers mentioned
LIT ERA TUR
in the program: Upton Sinclair, Ida Tarbell, Jacob Riis, or Lincoln Steffens. Ask students to read articles, stories, or
firsthand accounts written by these authors seeking to draw attention to major social and political reform issues.
Have them summarize their material in a written report, explaining the impact the writer’s works had on society
Extended
and politics, and express their own reaction to the material.
Writing - “From the Editor’s Desk”
Have students write an editorial for a fictional newspaper regarding their views on one of the following topics of
the Progressive Era: Prohibition, Government Patronage and Corruption, Election Reform, Women’s Suffrage, or
Immigrant Life in America. Explain that the editorial should be written as if they were adults in the early 1900s.
Students may need to research their chosen topic before starting their editorial. Have students read their completed
editorials to the rest of the class. Allow time for questions and discussion.
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60 Minutes
E
Connection to Society - Child Labor
Though child labor laws are strictly enforced today, they did not exist during the Progressive Era. Using library and
SO CI AL
SC IE NC E
Internet resources, have students research some of the child labor laws that have been created. Ask them to write
a brief paragraph comparing and contrasting the Progressive Era standards and today’s standards for child labor.
50 Minutes
Connection to Geography
Congress established the National Park Service in 1916 as a bureau of the Department of the Interior to adminis-
GE OG RA PH
ter the increasing number of National Parks and National Monuments. Have students use a map of the United
States and locate and identify the National Parks that came into existence in 1916 and the following decade.
30 Minutes
Culminating Activity
Divide the class into groups of 3 or 4 students each. Have each group create a collective work of art that illustrates
life at the turn of the 20th century, including the harsh realities of life among the poor. Encourage students to collect images, news story headlines, or articles related to the subject. They may find relevant material on the Internet,
in magazines, or in library books. When necessary, have them photocopy the images or stories they need.
When the materials have been collected, encourage students to work together to decide how to organize the work
of art. It could take the form of a scrapbook, a collage, or a mural. Encourage them to add any labels that might
be necessary to explain what is being represented. If possible, share the finished product with other classes.
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Extended
Y
Name
VOCABULARY
The vocabulary words listed below are all relative to the program “The Progressive Era.” Read each definition. On the line next to the definition,
write the number of the vocabulary word that matches it. If necessary, use a dictionary or encyclopedia.
1. Bull Moose Party
2. bully pulpit
3. capitalism
4. conservation
5. Federal Reserve System
6. Muckrakers
7. Mugwumps
8. NAACP
9. socialism
10. Spoils System/Patronage
11. “The Jungle”
12. The New Freedom
13. The Square Deal
14. trustbuster
________
the policy of presidents and federal politicians to reward their supporters with lucrative government jobs
________
influential Republicans who refused to support their party’s presidential candidate, who they believed opposed Progressive
reform
________
an economic system in which private individuals and business firms carry on the production and exchange of goods and services through a complex network of prices and markets
________
a political movement that demands an end to capitalism
________
a term for the writers and journalists who exposed the corruption in government and business
________
the plan for Progressive reform that helped get Theodore Roosevelt elected first governor, then president
________
government official who investigates commercial alliances and works to break them up if they are engaging in unfair business
practices
________
the protection and preservation of natural resources
________
organization founded in 1909 for the purpose of improving the conditions under which black Americans lived at that time
________
a position of prominent authority, for example, political office, that gives the holder a wide audience
________
a book by Upton Sinclair exposing the unsanitary conditions in the meat industry
________
during Theodore Roosevelt’s campaign to seek a third term, the Progressive party came to be called by this new name
________
Woodrow Wilson’s own progressive program, championed during his campaign for the presidency
________
a private banking system under federal control established by Woodrow Wilson; the cornerstone of our economy today
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Name
CHECKING COMPREHENSION - SHORT ANSWER QUESTIONS
PART A: Read each of the following statements and answer in one or two sentences.
1. Describe who organized the Populist Party and state one reason why. ________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. What was the main goal of the Socialist political movement? Why? __________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. What was the overall goal of the Progressive Era and what was the time frame? ________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
4. What is a direct primary and how did it improve the election process? ________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
5. Describe the event at the New York City garment factory that initiated the new law to protect workers from slave labor conditions. ______
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
6. Explain one of the three ways the National American Woman Suffrage Association attempted to win the right for women to vote. ______
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
7. Explain why Theodore Roosevelt intervened in the Pennsylvania Coal Miner labor strike. ________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
8. Name two of the measures Roosevelt took after being introduced to the poor conditions of factories. ______________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
9. Discuss the advancement of American Civil Rights during the Progressive Era compared to the other reforms. ________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
CHECKING COMPREHENSION - SHORT ANSWER QUESTIONS (CONTINUED)
PART B: Short Essay Questions
Write a short essay in response to each statement. Use a separate piece of paper.
1. Choose one president who held office during the Progressive Era and explain three things he contributed to the reform and why each was
effective.
2. Describe the working environment for employees and the condition of factories during the Progressive Era and then explain some of the
methods used to improve these situations.
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Name
TRUE OR FALSE
Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
________
During the Progressive Era, the workweek was limited to forty hours maximum.
2.
________
Muckrakers were Republicans who refused to support their party’s presidential candidate if the candidate opposed reform.
3.
________
Political groups of the early 1900s included Progressives, Populists, and Socialists.
4.
________
In 1901, Theodore Roosevelt became president when William McKinley was assassinated.
5.
________
The goal of the Progressives was to reform government and business, to insure decent working conditions and wages, and fair
governmental rule.
6.
________
The issues of the Progressive Era are no longer relevant today.
7.
________
Jacob Riis was an immigrant who brought attention to life in the slums by writing firsthand accounts from his own experience.
8.
________
Susan B. Anthony co-founded a settlement house in the slums of Chicago to solve neighborhood problems.
9.
________
A tragic fire at the Triangle Shirtwaist Company revealed that middle class workers were often forced to work under slave labor
conditions.
10. ________
In 1919, the 19th Amendment to the United States’ Constitution was ratified, providing for suffrage for women.
11. ________
Upton Sinclair brought the horror of Chicago’s meat packing factories to the public’s attention.
12. ________
Woodrow Wilson became president as a result of Taft and Roosevelt’s campaign battles with one another.
13. ________
One of the main reforms of the Progressive Era was the successful improvement of American Civil Rights.
14. ________
In reaction to capitalist empires built during the boom of the “Gilded Age,” the Socialist movement sought to expand capitalism.
15. ________
The assassination of President James Garfield in 1881 resulted in the public demand to increase government patronage.
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Name
ACTS, AMENDMENTS, AND REFORM - WHAT DID THEY DO?
The Progressive Era saw the passage of a number of important acts, reforms, and constitutional amendments that changed government policy,
initiated social reforms, attempted to regulate morality, and loosened the stranglehold on workers held by big business concerns. These all
helped shape the political, economic, and social structure of our country today
Complete the following sentences using terms from the Word Bank below. If necessary, use a dictionary or encyclopedia.
1.
2.
Clayton Antitrust Act
Meat Inspection Act
secret ballot voting
the direct primary
Pendelton Act
Sherman Antitrust Act
Hepburn Act
Prohibition
suffrage
Hull House
Pure Food and Drug Act
the initiative
the recall
The ______________________________________ established a federal civil service. This helped put an end to patronage in government.
Jane Addams took a grass-roots approach to solving neighborhood problems and founded ______________________________________
in the slums of Chicago.
3.
A
Supreme
Court
decision
in
1875
concluded
that
women
were
citizens,
but
it
did
not
grant
them
______________________________________.
4.
One election reform, ______________________________________, granted voters the right to receive an official ballot and to vote in a
private booth.
5.
6.
Another election reform, ______________________________________, gave voters the right to remove an elected official.
______________________________________ gave voters the right to put issues on a ballot for a vote.
7.
______________________________________ allows voters, rather than political party leaders, to choose candidates for political office.
8.
Both the ______________________________________ and the ______________________________________ were laws designed to stop
trusts from using unfair business practices to destroy their competition.
9.
The Federal Interstate Commerce Commission gained power to regulate the maximum fees railroads could charge with the passage of the
______________________________________.
10. By adopting the ______________________________________, Congress made it possible for federal inspectors to guarantee safe, sanitary meat for consumers.
11. The ______________________________________ required manufacturers to list the contents of foods and drugs on labels, and restricted
them from making exaggerated claims about a medicine’s benefits.
12. In an effort to legislate morality, Congress passed The 18th Amendment in support of ______________________________________.
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Name
SHORT ESSAYS
From the questions and topics below, choose two as topics for short essays. Some research may be necessary. Be prepared to present your
essays orally to the rest of class. (TEACHERS: You may wish to allow time for additional questions and/or class discussion.)
1.
Describe the problems farmers faced during the Progressive Era, and how they tried to improve these conditions.
2.
Discuss how writers aided the cause for reform.
3.
How did Progressives differ from the Populists and Socialists?
4.
Discuss some leading Progressive reformers and the actions they took.
5.
List some of the Constitutional Amendments of the early 1900s and how they advanced the Progressive reforms.
6.
Compare and contrast the presidential administrations of Taft, Wilson, and Roosevelt in areas of Progressive reform.
7.
Give some examples of ways in which government was corrupt and officials showed favoritism, and describe the reforms that addressed
these issues.
8.
Discuss some of the reforms made to the election process and the results of these changes.
9.
Compare and contrast the working conditions in factories of the Progressive Era with those of today.
10. Explain the measures taken to preserve America’s natural resources, and discuss why these were important.
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Name
STRIKE!
The labor conditions during the Progressive Era were often unhealthy and unsafe. Many workers were typically unemployed at least part of the
year, and their wages were relatively low when they did work. This situation led many workers to join labor unions which, in turn, demanded
changes. When demands weren’t met, the workers would strike. Workers today also go on strike to bring about changes in their working
conditions.
Use resources such as newspapers, news magazines, the Internet or other sources to find information on a labor strike of recent years. Access
to that information will help you to answer the following questions. These questions ask you to compare a strike of the Progressive Era to a
present day strike. Use a separate piece of paper if necessary.
PART A: PROGRESSIVE ERA STRIKE
1. What was the name of the company? ____________________________________________________________________________________
2. What were the demands of the striking workers? __________________________________________________________________________
3. What was the outcome of the strike? ____________________________________________________________________________________
4. Was the government involved?__________________________________________________________________________________________
5 What additional information did you find about this particular strike or the union behind it? ______________________________________
PART B: PRESENT DAY STRIKE
1. What was the name of the company? ____________________________________________________________________________________
2. What were the demands of the striking workers? __________________________________________________________________________
3. What was the outcome of the strike? ____________________________________________________________________________________
4. Was the government involved?__________________________________________________________________________________________
5 What additional information did you find about this particular strike or the union behind it? ______________________________________
PART C: YOUR CONCLUSIONS
1. How are these two labor strikes similar? __________________________________________________________________________________
2. How do they differ? __________________________________________________________________________________________________
3. In your opinion, is this an effective way to achieve change today? ____________________________________________________________
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IMPROVING THE LIVES OF OTHERS
Jane Addams founded Hull House in Chicago, one of the first social settlements in the United States. She dedicated her life to improving the
lives of others. She supported women’s suffrage, helped immigrants adjust to the U.S., and helped to found the National Association for the
Advancement of Colored People and the American Civil Liberties Union - both institutions that influence society today.
Imagine Jane Addams is coming to your hometown. Your class would like to show Addams all the improvements you would like to make to
your town, similar to the great efforts she demonstrated during the Progressive Era. Brainstorm at least three areas of concern you would like
to address and a possible solution for each issue.
1. First Issue: __________________________________________________________________________________________________________
Possible Solution: ______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. Second Issue: ________________________________________________________________________________________________________
Possible Solution: ______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. Third Issue: __________________________________________________________________________________________________________
Possible Solution: ______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
“AS YOUR PRESIDENT, I PROMISE...”
It is 1912 and you want to run for the office of President of the United States. Howard Taft, Woodrow Wilson, and Theodore Roosevelt are your
opposing candidates. You must create a campaign that states where you stand on the current reforms of your nation during the Progressive
Era. Remember to recognize the concerns of the public during these times and determine several goals that you would like to achieve if you
are elected president.
PART A: On a separate piece of paper, write a speech to deliver to your fellow Americans to promote yourself as a candidate. Use the following guidelines to assist you in creating an appropriate campaign.
A. Concerns of the public:
B. Possible solutions:
C. Additional goals to complete once in office:
D. Why you are the best candidate for the office:
PART B: Now that you have some of your objectives for your speech, sketch a possible poster below. You may wish to create a full-sized poster
to accompany the presentation of your campaign speech.
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Name
WORD SEARCH
The following words and phrases can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or
backwards.
P
Z
V
Q
S
O
C
I
A
L
I
S
M
X
Z
W
R
O
B
A
L
D
Z
N
H
L
V
J
I
W
Z
H
O
F
K
Z
L
J
W
U
Q
D
Z
M
X
V
Q
Y
G
W
B
X
P
M
U
G
W
U
M
P
J
C
O
R
R
U
P
T
X
Z
J
V
H
I
P
Q
J
Z
H
X
E
V
B
W
M
P
T
Q
G
R
X
W
J
X
N
D
S
Z
H
J
Y
N
Z
R
O
S
Z
Q
I
N
D
U
S
T
R
Y
E
W
A
H
Y
U
V
M
Z
W
X
N
I
P
X
M
Q
N
I
R
E
F
O
R
M
H
Z
R
V
Q
D
V
T
B
Z
V
D
F
P
Q
W
K
X
D
E
N
Z
J
I
H
Q
J
M
R
R
Z
O
Y
J
B
E
X
W
T
C
A
P
I
T
A
L
I
S
M
F
M
Q
N
I
W
Z
H
Q
P
X
G
V
N
H
Z
A
H
V
O
M
U
C
K
R
A
K
E
R
X
W
J
Q
Z
N
amendment
capitalism
corrupt
immigrant
industry
labor
mugwump
muckraker
progressive
prohibition
reform
slum
socialism
suffrage
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Name
TEST
Read each of the following statements, then circle the best answer.
1. Which of the following acts created a federal civil service in which federal workers would be hired based on competitive exams rather than
political influence?
a) Hepburn Act
b) Mann-Elkins Act
c) Sherman Antitrust Act
d) Pendelton Act
2. The process of rewarding political supporters with lucrative government jobs was called:
a) Trust-busting.
b) Patronage.
c) Trading.
d) Mugwumping.
3. What was the main political reform the Socialists worked towards?
a) to end capitalism
b) to stop private ownership
e) to create taxes to support government rather than charge tariffs
d) to make the government more responsive to social inequities
4. Who was responsible for informing the public of the appalling working conditions of meat packing plants?
a) Theodore Roosevelt
b) Jacob Riis
c) Samuel Jones
d) Upton Sinclair
5. How did the governor of Wisconsin, Robert M. La Follette, improve his state’s government?
a) He enlisted experts for a council-manager form of government.
b) He established a tax based on income.
c) He created the first public hearing meeting.
d) None of the above.
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Name
TEST (CONTINUED)
6. Which cause was Jane Addams involved in supporting?
a) creating a community center to solve neighborhood problems
b) establishing the National Association for the Advancement of Colored People
c) women’s suffrage
d) all of the above
7. Who outlined the Progressive reforms of the American public and gave his presidential campaign the name “The Square Deal?”
a) Howard Taft
b) Theodore Roosevelt
c) William McKinley
d) Woodrow Wilson
8. To secure the nation’s natural resources, President Theodore Roosevelt:
a) withdrew 148 million acres of forests from real-estate.
b) established over 50 wildlife sanctuaries.
c) designated areas as national parks and monuments.
d) all of the above.
9. Which of the following reforms did Howard Taft put into effect?
a) Mann-Elkins Act
b) 16th Amendment
c) The Pure Food and Drug Act
d) A and B
10. What was President Woodrow Wilson’s greatest achievement?
a) He was the first to reduce tariff rates since the Civil War
b) He created the Federal Reserve System.
c) He signed the Clayton Antitrust Act.
d) A and B
21
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ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
9752-EN-VID
The Brave New Age (1903-1912)
9753-EN-VID
Winds of Change (1912-1916)
9754-EN-VID
Clouds of War (1916-1917)
9755-EN-VID
The Great Campaign (1917-1918)
9746-EN-VID
Alexander Graham Bell: The Voice Heard ‘Round the World
3026-EN-VID
American Presidents (1901-1929)
9892-EN-VID
Andrew Carnegie: The Original Man of Steel
9276-EN-VID
The Rise of Big Business
9883-EN-VID
Model T Man From Michigan, America: Henry Ford and His Horseless Carriage
9270-EN-VID
National Politics: Roosevelt, Taft and Wilson
8970-EN-VID
The Civil War and Reconstruction (1800-1900)
INTERNET RESOURCES FOR TEACHERS AND STUDENTS
FOR TEACHERS:
http://www.nara.gov/education/teaching/woman/home.html
This site, from the National Archives and Record Administration, provides teacher resources and student activities surrounding women’s suffrage.
http://www.pbs.org/wgbh/amex/carnegie/
This companion website to the PBS documentary on Andrew Carnegie provides student activities as well a good overview information on
Carnegie, the labor movement and philanthropy.
FOR STUDENTS:
NOTE: Teachers should preview all sites to ensure they are age-appropriate for their students.
http://www.chicagohistory.org/dramas/index.htm
This online resource examines the Chicago Haymarket Square riots.
http://memory.loc.gov/ammem/vfwhtml/vfwhome.html
This site provides extensive and varied resources related to the campaign for woman suffrage in the United States.
http://www.ilr.cornell.edu/trianglefire/
This is an excellent site that provides a comprehensive documentation of the Triangle Shirtwaist Factory fire.
http://1912.history.ohio-state.edu/
This site developed at Ohio State University looks at the issues and candidates of the pivotal 1912 presidential election.
http://memory.loc.gov/ammem/amrvhtml/conshome.html
This is the Library of Congress online exhibit that maps the evolution of the American conservation movement.
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ANSWER KEY for page 10
VOCABULARY
The vocabulary words listed below are all relative to the program “The Progressive Era.” Read each definition. On the line next to the definition,
write the number of the vocabulary word that matches it. If necessary, use a dictionary or encyclopedia.
1. Bull Moose Party
2. bully pulpit
3. capitalism
4. conservation
5. Federal Reserve System
6. Muckrakers
7. Mugwumps
8. NAACP
9. socialism
10. Spoils System/Patronage
11. “The Jungle”
12. The New Freedom
13. The Square Deal
14. trustbuster
10
________
the policy of presidents and federal politicians to reward their supporters with lucrative government jobs
7
________
influential Republicans who refused to support their party’s presidential candidate, who they believed opposed Progressive
reform
3
________
an economic system in which private individuals and business firms carry on the production and exchange of goods and services through a complex network of prices and markets
9
________
a political movement that demands an end to capitalism
6
________
a term for the writers and journalists who exposed the corruption in government and business
13
________
the plan for Progressive reform that helped get Theodore Roosevelt elected first governor, then president
14
________
government official who investigates commercial alliances and works to break them up if they are engaging in unfair business
practices
4
________
the protection and preservation of natural resources
8
________
organization founded in 1909 for the purpose of improving the conditions under which black Americans lived at that time
2
________
a position of prominent authority, for example, political office, that gives the holder a wide audience
11
________
a book by Upton Sinclair exposing the unsanitary conditions in the meat industry
1
________
during Theodore Roosevelt’s campaign to seek a third term, the Progressive party came to be called by this new name
12
________
Woodrow Wilson’s own progressive program, championed during his campaign for the presidency
5
________
a private banking system under federal control established by Woodrow Wilson; the cornerstone of our economy today
23
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ANSWER KEY for page 11
CHECKING COMPREHENSION - SHORT ANSWER QUESTIONS
PART A: Read each of the following statements and answer in one or two sentences.
1. Describe who organized the Populist Party and state one reason why. Farmers organized the Populist Party. There was an overproduction
of farm goods and they were in need of government assistance and equality.
2. What was the main goal of the Socialist political movement? Why? The main goal of the Socialist movement was to end capitalism.
Socialists felt that the industrial age and its capitalist culture was responsible for the wide disparity between the handful of rich and the
working poor of America.
3. What was overall goal of the Progressive Era and what was the time frame? The goal was to ensure progress of the United States by
expanding the roles of the government to solve problems generated by industrial revolution and growth of cities, and to support the belief
the American society could be perfected. The time frame was the early 1900s, from about 1900-1917.
4. What is a direct primary and how did it improve the election process? Candidates for office are chosen by the voters rather than by political party leaders. The institution of a direct primary led to citizens directly electing state senators and thus, having a strong voice in the
election process.
5. Describe the event at the New York City garment factory that initiated the new law to protect workers from slave labor conditions. There was
a tragic fire in the Triangle Shirtwaist Company factory that left 126 young immigrant workers dead, trapped behind locked doors at their
sewing machines. Many workers jumped to their deaths. The company was indicted for manslaughter.
6. Explain one of the three ways the National American Woman Suffrage Association attempted to win the right for women to vote.STUDENT
ANSWERS SHOULD INCLUDE ONE OF THE FOLLOWING POINTS. 1. Attempted to get state government to grant them suffrage; only four
states agreed. 2. Cited the 14th Amendment in an appeal to the Supreme Court, arguing that, as citizens, women should be allowed to
vote; the court did not agree. 3. Rallied support for a Constitutional amendment granting suffrage; the senate defeated the efforts.
7. Explain why Theodore Roosevelt intervened in the Pennsylvania Coal Miners labor strike. Roosevelt intervened because he believed that
the labor strike threatened the welfare of the entire nation.
8. Name two of the measures Roosevelt took after being introduced to the poor conditions of factories. The Roosevelt administration passed
the Meat Inspection Act in order to guarantee safe, sanitary meat. He also passed the Pure Food and Drug Act requiring manufacturers to
list the contents of foods and drugs on labels and prohibiting them from exaggerating the benefits.
9. Discuss the advancement of American Civil Rights during the Progressive Era compared to the other reforms. There was little improvement
in American Civil Rights, especially from the standpoint of government support when compared to the efforts shown in other areas such as
suffrage, the election process, big businesses, labor conditions, capitalism, etc.
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ANSWER KEY for page 12
CHECKING COMPREHENSION - SHORT ANSWER QUESTIONS (CONTINUED)
PART B: Short Essay Questions
Write a short essay in response to each statement. Use a separate piece of paper.
1. Choose one president who held office during the Progressive Era and explain three things he contributed to the reform and why each was
effective. Roosevelt: Sherman Antitrust Act, Hepburn Act, Meat Inspection Act, Pure Food and Drug Act, and preservation of natural
resources with parks and monuments. Taft: Mann- Elkins Act, 16th amendment, Payne-Aldrich Tariff. Wilson: Underwood-Simmons tariff,
Federal Reserve System, Federal Trade Commission, and Clayton Antitrust Act.
2. Describe the working environment for employees and the condition of factories during the Progressive Era and then explain some of the
methods used to improve these situations. Factories were sweatshops, used child labor, enforced 70-80 hour workweeks, provided low pay,
and permitted hazardous and unsanitary working conditions. Improvements: Meat Inspection Act, Pure Food and Drug Act, and government regulation prompted by labor strikes. However, it was not until the 1930s that laws were established protecting workers and their
working conditions.
STUDENT ANSWERS WILL VARY, BUT SHOULD INCLUDE SOME OF THE FOLLOWING POINTS.
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ANSWER KEY for page 13
TRUE OR FALSE
Read the following statements. Place a T next to statements that are true, and an F next to statements that are false.
1.
F
________
During the Progressive Era, the workweek was limited to forty hours maximum.
2.
T
________
Muckrakers were Republicans who refused to support their party’s presidential candidate if the candidate opposed reform.
3.
________
Political groups of the early 1900s included Progressives, Populists, and Socialists.
4.
T
________
In 1901, Theodore Roosevelt became president when William McKinley was assassinated.
5.
________
T
T
The goal of the Progressives was to reform government and business, to insure decent working conditions and wages, and fair
governmental rule.
F
6.
________
7.
________
Jacob Riis was an immigrant who brought attention to life in the slums by writing firsthand accounts from his own experience.
8.
F
________
Susan B. Anthony co-founded a settlement house in the slums of Chicago to solve neighborhood problems.
9.
F
________
A tragic fire at the Triangle Shirtwaist Company revealed that middle class workers were often forced to work under slave labor
T
The issues of the Progressive Era are no longer relevant today.
conditions.
T
In 1919, the 19th Amendment to the United States’ Constitution was ratified, providing for suffrage for women.
T
Upton Sinclair brought the horror of Chicago’s meat packing factories to the public’s attention.
10. ________
11. ________
T
12. ________
F
Woodrow Wilson became president as a result of Taft and Roosevelt’s campaign battles with one another.
13. ________
One of the main reforms of the Progressive Era was the successful improvement of American Civil Rights.
F
14. ________
In reaction to capitalist empires built during the boom of the “Gilded Age,” the Socialist movement sought to expand capitalism.
F
15. ________
The assassination of President James Garfield in 1881 resulted in the public demand to increase government patronage.
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ANSWER KEY for page 14
ACTS, AMENDMENTS, AND REFORM - WHAT DID THEY DO?
The Progressive Era saw the passage of a number of important acts, reforms, and constitutional amendments that changed government policy,
initiated social reforms, attempted to regulate morality, and loosened the stranglehold on workers held by big business concerns. These all
helped shape the political, economic, and social structure of our country today
Complete the following sentences using terms from the Word Bank below. If necessary, use a dictionary or encyclopedia.
Clayton Antitrust Act
Meat Inspection Act
secret ballot voting
the direct primary
Pendelton Act
Sherman Antitrust Act
Hepburn Act
Prohibition
suffrage
Hull House
Pure Food and Drug Act
the initiative
the recall
1. The Pendelton Act established a federal civil service. This helped put an end to patronage in government.
2. Jane Addams took a grass-roots approach to solving neighborhood problems and founded Hull House in the slums of Chicago.
3. A Supreme Court decision in 1875 concluded that women were citizens, but it did not grant them suffrage.
4. One election reform, secret ballot voting, granted voters the right to receive an official ballot and to vote in a private booth.
5. Another election reform, the recall, gave voters the right to remove an elected official.
6. The initiative gave voters the right to put issues on a ballot for a vote.
7. The direct primary allows voters, rather than political party leaders, to choose candidates for political office.
8. Both the Sherman Antitrust Act and the Clayton Antitrust Act were laws designed to stop trusts from using unfair business practices to destroy
their competition.
9. The Federal Interstate Commerce Commission gained power to regulate the maximum fees railroads could charge with the passage of the
Hepburn Act.
10. By adopting the Meat Inspection Act, Congress made it possible for federal inspectors to guarantee safe, sanitary meat for consumers.
11. The Pure Food and Drug Act required manufacturers to list the contents of foods and drugs on labels, and restricted them from making
exaggerated claims about a medicine’s benefits.
12. In an effort to legislate morality, Congress passed The 18th Amendment in support of Prohibition.
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ANSWER KEY for page 15
SHORT ESSAYS
From the questions and topics below, choose two as topics for short essays. Some research may be necessary. Be prepared to present your
essays orally to the rest of class. (TEACHERS: You may wish to allow time for additional questions and/or class discussion.)
STUDENT CHOICES AND RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
1.
Describe the problems farmers faced during the Progressive Era, and how they tried to improve these conditions.
2.
Discuss how writers aided the cause for reform.
3.
How did Progressives differ from the Populists and Socialists?
4.
Discuss some leading Progressive reformers and the actions they took.
5.
List some of the Constitutional Amendments of the early 1900s and how they advanced the Progressive reforms.
6.
Compare and contrast the presidential administrations of Taft, Wilson, and Roosevelt in areas of Progressive reform.
7.
Give some examples of ways in which government was corrupt and officials showed favoritism, and describe the reforms that addressed
these issues.
8.
Discuss some of the reforms made to the election process and the results of these changes.
9.
Compare and contrast the working conditions in factories of the Progressive Era with those of today.
10. Explain the measures taken to preserve America’s natural resources, and discuss why these were important.
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ANSWER KEY for page 16
STRIKE!
The labor conditions during the Progressive Era were often unhealthy and unsafe. Many workers were typically unemployed at least part of the
year, and their wages were relatively low when they did work. This situation led many workers to join labor unions which, in turn, demanded
changes. When demands weren’t met, the workers would strike. Workers today also go on strike to bring about changes in their working
conditions.
Use resources such as newspapers, news magazines, the Internet or other sources to find information on a labor strike of recent years. Access
to that information will help you to answer the following questions. These questions ask you to compare a strike of the Progressive Era to a
present day strike. Use a separate piece of paper if necessary.
STUDENT CHOICES AND RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
PART A: PROGRESSIVE ERA STRIKE
1. What was the name of the company? ____________________________________________________________________________________
2. What were the demands of the striking workers? __________________________________________________________________________
3. What was the outcome of the strike? ____________________________________________________________________________________
4. Was the government involved?__________________________________________________________________________________________
5 What additional information did you find about this particular strike or the union behind it? ______________________________________
PART B: PRESENT DAY STRIKE
1. What was the name of the company? ____________________________________________________________________________________
2. What were the demands of the striking workers? __________________________________________________________________________
3. What was the outcome of the strike? ____________________________________________________________________________________
4. Was the government involved?__________________________________________________________________________________________
5 What additional information did you find about this particular strike or the union behind it? ______________________________________
PART C: YOUR CONCLUSIONS
1. How are these two labor strikes similar? __________________________________________________________________________________
2. How do they differ? __________________________________________________________________________________________________
3. In your opinion, is this an effective way to achieve change today? ____________________________________________________________
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ANSWER KEY for page 17
IMPROVING THE LIVES OF OTHERS
Jane Addams founded Hull House in Chicago, one of the first social settlements in the United States. She dedicated her life to improving the
lives of others. She supported women’s suffrage, helped immigrants adjust to the U.S., and helped to found the National Association for the
Advancement of Colored People and the American Civil Liberties Union - both institutions that influence society today.
Imagine Jane Addams is coming to your hometown. Your class would like to show Addams all the improvements you would like to make to
your town, similar to the great efforts she demonstrated during the Progressive Era. Brainstorm at least three areas of concern you would like
to address and a possible solution for each issue.
STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE THOUGHTFUL CONSIDERATION OF THE TOPIC.
1. First Issue: __________________________________________________________________________________________________________
Possible Solution: ______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. Second Issue: ________________________________________________________________________________________________________
Possible Solution: ______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. Third Issue: __________________________________________________________________________________________________________
Possible Solution: ______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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ANSWER KEY for page 18
“AS YOUR PRESIDENT, I PROMISE...”
It is 1912 and you want to run for the office of President of the United States. Howard Taft, Woodrow Wilson, and Theodore Roosevelt are your
opposing candidates. You must create a campaign that states where you stand on the current reforms of your nation during the Progressive
Era. Remember to recognize the concerns of the public during these times and determine several goals that you would like to achieve if you
are elected president.
STUDENT RESPONSES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
PART A: On a separate piece of paper, write a speech to deliver to your fellow Americans to promote yourself as a candidate. Use the following guidelines to assist you in creating an appropriate campaign.
A. Concerns of the public:
B. Possible solutions:
C. Additional goals to complete once in office:
D. Why you are the best candidate for the office:
PART B: Now that you have some of your objectives for your speech, sketch a possible poster below. You may wish to create a full-sized poster
to accompany the presentation of your campaign speech.
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ANSWER KEY for page 19
WORD SEARCH
The following words and phrases can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or
backwards.
P
Z
V
Q
S
O
C
I
A
L
I
S
M
X
Z
W
R
O
B
A
L
D
Z
N
H
L
V
J
I
W
Z
H
O
F
K
Z
L
J
W
U
Q
D
Z
M
X
V
Q
Y
G
W
B
X
P
M
U
G
W
U
M
P
J
C
O
R
R
U
P
T
X
Z
J
V
H
I
P
Q
J
Z
H
X
E
V
B
W
M
P
T
Q
G
R
X
W
J
X
N
D
S
Z
H
J
Y
N
Z
R
O
S
Z
Q
I
N
D
U
S
T
R
Y
E
W
A
H
Y
U
V
M
Z
W
X
N
I
P
X
M
Q
N
I
R
E
F
O
R
M
H
Z
R
V
Q
D
V
T
B
Z
V
D
F
P
Q
W
K
X
D
E
N
Z
J
I
H
Q
J
M
R
R
Z
O
Y
J
B
E
X
W
T
C
A
P
I
T
A
L
I
S
M
F
M
Q
N
I
W
Z
H
Q
P
X
G
V
N
H
Z
A
H
V
O
M
U
C
K
R
A
K
E
R
X
W
J
Q
Z
N
amendment
capitalism
corrupt
immigrant
industry
labor
mugwump
muckraker
progressive
prohibition
reform
slum
socialism
suffrage
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ANSWER KEY for page 20
TEST
Read each of the following statements, then circle the best answer.
1. Which of the following acts created a federal civil service in which federal workers would be hired based on competitive exams rather than
political influence?
a) Hepburn Act
b) Mann-Elkins Act
c) Sherman Antitrust Act
d) Pendelton Act
2. The process of rewarding political supporters with lucrative government jobs was called:
a) Trust-busting.
b) Patronage.
c) Trading.
d) Mugwumping.
3. What was the main political reform the Socialists worked towards?
a) to end capitalism
b) to stop private ownership
e) to create taxes to support government rather than charge tariffs
d) to make the government more responsive to social inequities
4. Who was responsible for informing the public of the appalling working conditions of meat packing plants?
a) Theodore Roosevelt
b) Jacob Riis
c) Samuel Jones
d) Upton Sinclair
5. How did the governor of Wisconsin, Robert M. La Follette, improve his state’s government?
a) He enlisted experts for a council-manager form of government.
b) He established a tax based on income.
c) He created the first public hearing meeting.
d) None of the above.
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ANSWER KEY for page 21
TEST (CONTINUED)
6. Which cause was Jane Addams involved in supporting?
a) creating a community center to solve neighborhood problems
b) establishing the National Association for the Advancement of Colored People
c) women’s suffrage
d) all of the above
7. Who outlined the Progressive reforms of the American public and gave his presidential campaign the name “The Square Deal?”
a) Howard Taft
b) Theodore Roosevelt
c) William McKinley
d) Woodrow Wilson
8. To secure the nation’s natural resources, President Theodore Roosevelt:
a) withdrew 148 million acres of forests from real-estate.
b) established over 50 wildlife sanctuaries.
c) designated areas as national parks and monuments.
d) all of the above.
9. Which of the following reforms did Howard Taft put into effect?
a) Mann-Elkins Act
b) 16th Amendment
c) The Pure Food and Drug Act
d) A and B
10. What was President Woodrow Wilson’s greatest achievement?
a) He was the first to reduce tariff rates since the Civil War
b) He created the Federal Reserve System.
c) He signed the Clayton Antitrust Act.
d) A and B
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