The Drive For Reform
Chapter 8 Section 1
Political Cartoon Analysis - Bellwork
– What issue is this political
cartoon about?
– What is the cartoonist’s
opinion on this issue?
– What other opinion can
you imagine another
person having on this
issue?
– Did you find this cartoon
persuasive? Why or why
not?
Us History Bellwork
• Use page 212 to record what Progressivism is
and who typically became Progressive
reformers on your daily sheet that appears on
your table.
• Agenda:
– Bellwork
– Vocabulary Activity
– Guided Notes
– Exit Slip
Announcements
• Don’t forget to be working on your G-Sprite
Charts for Chapter 8. I am going to be holding
a competition between the classes for who has
the best completion rate. There will be extra
credit for the winning class.
• The first binder check of the quarter will be on
Friday. If you don’t have your binder in order
you have two days to get it ready.
State Performance Indicators &
Objectives
• SPIs:
– EH6.10.2 Interpret cartoons portraying Gilded Age controversies.
– EH6.11.3 Analyze impact of corruption on politics during the Gilded
Age.
– EH7.3.1 Recognize progress of political/social reforms 1890-1930.
• Objectives:
– SWBAT describe the causes of Progressivism and how it compared to
the Populist movement.
– SWBAT explain the role journalists played in the Progressive
Movement.
– SWBAT to identify the types of social reforms Progressives tackled.
Vocabulary Matching Activity
• You have ten sentences/definitions on your
paper that will be the tested vocabulary for
this chapter.
• Use your book to match the correct term to
the correct sentence or definition.
• 13 minutes!
Guided Notes
Common Beliefs of Progressivism
• Most believed that industrialization and urbanization
had created troubling social and political problems.
• Their goal was to bring about reforms that would
correct these problems and injustices.
• Progressivism was similar to the Populist Movement
of the late 1800s.
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wanted to get rid of corrupt government officials.
sought to eliminate the abuses of big business.
BUT - Progressives were middle-class people.
BUT - Populists were largely farmers and workers.
WHAT Progressives wanted to
reform….
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•
•
•
•
•
Political reform
Women’s right to vote
Government
Big business
The problems of urban living
The gap between the rich and the poor
Muckrakers
• Socially conscious journalists and
other writers who wanted to
dramatize and draw attention to
the need for reform.
– Lincoln Steffens – wrote shame of
the cities that exposed corrupt
government practices.
– Ida Tarbell – wrote the History of
Standard Oil to expose corrupt
business practices.
– Jacob Riis – took photographs of the
urban poor to educate people about
their plight.
Naturalist Novels
• The naturalist novel—
fiction that honestly
portrayed human misery
and the struggles of
common people.
– Theodore Dreiser: Sister
Carrie
– Frank Norris: The Octopus
– Upton Sinclair: Audible
Preview of The Jungle
– Frances Ellen Watkins: Iola
Leroy
Social Reform
• Social Gospel –
– Walter Rauschenbusch, thought
that Christianity should be the
basis of social reform.
• Settlement Houses – community
centers to provide services to the
urban poor founded by Jane Addams
• Industrial Workers – reformers
sought to improve working conditions
– Triangle Shirtwaist factory fire
resulted in workers compensation
laws and safer working conditions.
Child Labor & Public Education
Notable:
Florence Kelley - U.S. Children’s Bureau
Keating-Owens Act – briefly ended child labor but later ruled
unconstitutional
John Dewey – lobbied for creative thought in education
Closure - Assess
• Choose 1 of the Guiding Questions for the day
and answer in paragraph form. Pay close
attention to writing as if your audience knows
nothing about today’s topic.
– What were the causes of Progressivism and how
does it compare to the Populist movement?
– What role did journalists play in the Progressive
Movement?
– What types of social reforms did Progressives
tackle?
US History Bellwork
• Pick up your CPS response unit on your way to
your table. Review the pretest questions you
will find there.
• Agenda:
– Chapter 8 Pretest
– Vocabulary Matching Activity (standard)
– Finish notes on 8.1 (honors only)
– Homework – G-Sprite Chapter 8 (ALL CLASSES)
New Behavioral Point System
• I am instituting a new policy designed to try to improve
behavior in class.
• Each table will function as a team to earn points throughout
each day.
–
–
–
–
–
–
First seated and ready
First done with their bellwork
Best participation
Best behaved during classwork
Best following general procedures
Best prepared for dismissal (tidy table, stacked books)
• The points your table earns will be added to an ongoing extra
credit grade that could significantly increase your grade.
• Which table will it be?
Objectives for Learning
• SWBAT to explain how Progressive reformers
changed local and state governments.
– SPI EH7.3.1 Recognize progress of political/social
reforms 1890-1930.
Government Reform
• Goal: give people more control
over their government and
make government more
effective.
• Galveston Plan (commission
plan in response to a 1900
hurricane)
• Election Reform:
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Direct primary
initiative
referendum
recall
Direct election of senators 1913 17th Amendment
Progressive Governors
• Robert La Follette (Wisconsin) –regulated railroads, improved
education, made factories safer, and adopted the direct
primary.
• Hiram Johnson (California)- regulated railroads, put in place
the popular election reforms, and planned for the use of
natural resources.
• Theodore Roosevelt (New York) – changed how government
workers were hired and made corporations pay taxes.
• Woodrow Wilson (New Jersey) - reduced the railroads’ power
and pushed for a direct primary law
Pause - Assess
• On your paper write the question and respond
to the fourth checkpoint question.
– How did Progressive reformers change local and
state governments?
• You will have 5 minutes – Remember to write
as is your audience knows nothing about the
Progressives or their reforms.
Diagnostic Essay Changes
• Thursday 10.13.11 – Go to your textbook & Wikipedia and read the article that relates to your topic
(this cannot be one of your sources- it is just to get you started!).
• Thursday 10.20.11 –
– Formulate a thesis – what are you going to say about your topic? Create an
outline of what you plan to say about your topic.
• Monday 10.24.11 –
– Write a rough draft of your essay fleshing out your initial outline. (please write
neatly and skip lines on your paper so I can comment easily)
– Cite your three sources (http://www.bibme.org/ will help you do this correctly
– historians use Chicago or Turbian Style)
Today’s Activity – Assessment Jigsaw
• In groups respond to the assigned section
assessment question individually and then compare
your answers.
• Agree on the best response and draft a single group
answer.
• Elect a representative to present.
• Be prepared to explain/defend your answer in front
of the class.
• 10 minutes! – You can use your classwork – many of
the same questions are included!
Table Questions
• Table 1 – What areas did Progressives think were in need of
the greatest reform?
• Table 2 – What problems did muckrakers expose and what
effects did their work have on Progressive reform?
• Table 3 – Describe Walter Rauschenbusch’s ideas about Social
Gospel and the Progressive Movement. Contrast with the idea
of Social Darwinism.
• Table 4 – Which groups in American society might have
opposed Progressive reform? Explain.
• Table 5 – How did Progressives seek to reform government?
Be specific.