Chapter 9 -1
Origins of Progressivism
Section Identification /
Vocabulary
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Progressive movement
Florence Kelley
Prohibition
Muckraker
Scientific management
Robert F. LaFollette
Initiative
Referrendum
Recall
17th Amendment
Student Objectives
 Students will be able to:
 Identify and describe the goals of
Progressivism.
 Identify and describe the roles of key
individuals presented in the section.
 Identify and correctly use the key terms
presented in the section.
Social Welfare Reforms
Social Welfare Reform Movement
 People or groups involved:
The YMCA, Salvation Army, Florence
Kelly, and settlement houses.
 Successes:
Illinois Factory Act, growth of public
services
Social Welfare Reforms
Florence Kelly
Fought against
sweatshops and for
the minimum wage,
eight-hour workdays
and children's rights.
(September 12, 1859 – February 17, 1932)
Morality Reforms
 Moral Reform Movement:
 People or groups involved:
 WCTU; Frances Willard; AntiSaloon League; Carrie Nation
 Successes:
 Prohibition adopted by many town
and state governments.
Morality Reforms
Carrie Nation
(November 25, 1846 - June 9, 1911)
Women’s Christian Temperance Union
Economic Reforms
Economic Reform Movement:
 People or groups involved:
 Eugene V. Debs; American Socialist
Party; muckrakers; Ida M. Tarbell
 Successes:
Exposed corruption in industry
Economic Reforms
 Muckrakers: Journalists
who wrote about corporate
abuses
 Ida Tarbell: Wrote The
History of the Standard Oil
Company in 1904.
 Helped lead to the break up
of Standard Oil.
Industrial Reforms
Movement for Industrial Efficiency:
 People or groups involved:
Henry Ford; Frederick Winslow Taylor;
Ford Motor Company
 Successes:
Ford Assembly line, “Five Dollar Day”
Industrial Reforms
Movement to Protect Workers:
 People or groups involved:
 National Child Labor Committee; Louis
Brandeis; Florence Kelley; Josephine
Goldmark
 Successes:
 Keating-Owen Act; State child-labor
laws; Muller v. Oregon; Bunting v.
Oregon; workers’ compensation laws.
Industrial Reforms
Governor Robert Lafollette (Wisconsin)
 Targeted the RR. Why?
 To protect children
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Too many children working
Earning less pay
Not going to school
Victims of accidents
 Used photography to show horrors: forced National Labor
Committee to investigate
 Led to the Keating's Owen Act (1916): stopped transportation
of goods produced by children across state lines.
Industrial Reforms
Limiting Hours and protecting workers
Women and children
become focus
 Muller v. Oregon:
Limits women to a 10
hour work day
 Workers compensation
for families injured or
killed at work
Political Reforms
 Movement to Reform Local Government;
 People or groups involved:
 Hazen Pringree; Tom Johnson
 Successes:
 Commission and council-manager forms of
government were adopted; taxes on property;
public ownership of utilities; various other economic
reforms.
Political Reforms
He gained national
recognition through his
"potato patch plan," a
systematic use of vacant
city land for gardens which
would produce food for the
city's poor.
Political Reforms
 State Reform of Big Business
 People or groups involved:
 Robert M. LaFollette; Charles B. Aycock;
James Hogg
 Successes:
 Wisconsin laws to regulate the railroads
Political Reforms
 Movement for Election Reform:
 People or groups involved:
 William S. U’Ren
 Successes:
 States adopted the secret ballot, initiative,
referendum, recall and direct primary
elections; 17th Amendment.
Political Reforms
 Promote Democracy and Citizen Action
 Initiative: Bill written by people not
congress
 Secret ballot:
 Recall: remove
 Referendum: a vote on the initiative. People
decide not congress
 17th Amendment: Direct election of
Senators
 What does this all mean? People have more
say in the government
Progressive Policies
Efforts to Limit
Working Hours
Reform
Governors
Reform at
the State
Level
Protecting
Working
Children
Direct
Election of
Senators
Reforming
Elections
Student Objectives
 Students will be able to:
 Identify and describe the goals of
Progressivism.
 Identify and describe the roles of key
individuals presented in the section.
 Identify and correctly use the key terms
presented in the section.