Name ___________________________

Page 60

How does muckraking lead to actual reform, as seen around 1900? PART 1: DEFINING MUCKRAKING

A muckraker is

Muckraking helps cause

Progressivism is a belief in social progress through

Progressive Era

When?

related words:

description:

How does muckraking lead to actual reform, as seen around 1900? PART 2: MUCKRAKING CAUSES REFORM

How reform often occurs in the modern era:

PROBLEM (such as those of the Gilded Age)

someone or something exposing the problem (such as MUCKRAKING)

PROGRESSIVISM: MANY PEOPLE USING THEIR POWER AS CITIZENS (i.e. voting for progressive politicians, complaining to their representatives in government) and/or

WEALTHY INDIVIDUALS USING THEIR TIME AND MONEY (i.e. funding organizations to solve problems)

REFORM

Now, let’s consider how Gilded Age problems led to muckraking, then progressivism, then actual reform.

URBAN SLUMSPROBLEM:List some problems with urban slums in the late 1800s.

someone or something exposing the problem (such as MUCKRAKING):

Jacob ________ muckraked about urban slums in his book,

___________________________________

o Based on the photographs he used for the book, what

problems is Riis muckraking?

__________________________________________ (salvation through service to the poor)

advertised problems, asking “What would ____________ do?”

PROGRESSIVISM

REFORM: the ____________________________________ movement

(i.e. Jane Addams ______________________ providing

housing and other assistance to the

________________________________ in the city)

Name ___________________________

Page 61

How does muckraking lead to actual reform, as seen around 1900? PART 2: MUCKRAKING CAUSES REFORM (continued)

GOVERNMENT AND POLITICSPROBLEM:List some problems with government and politics in the late 1800s.

someone or something exposing the problem (such as MUCKRAKING):

Thomas _________ cartoons muckraking about ___________________________

Lincoln __________________ wrote articles, “The _______________________________,”

muckraking about ____________________

o What problem is exposed in the excerpt of his muckraking below?

PROGRESSIVISM: ___________________ politicians (i.e. Robert ____________________)

replace the corrupt ones

REFORM: ___________ given more power (i.e. _____ Amendment allows for

_______________________ of senators)

LABOR AND INDUSTRY

from the section on Philadelphia’s political machine:The machine controls the whole process of voting, and practices fraud at every stage. The assessor's list is the voting list, and the assessor is the machine's man. . . . The assessor pads the list with the names of dead dogs, children, and non-existent persons. One newspaper printed the picture of a dog, another that of a little four-year-old negro boy, down on such a list. … Rudolph Blankenburg, a persistent fighter for the right and the use of the right to vote (and, by the way, an immigrant), sent out just before one election a registered letter to each voter on the rolls of a certain selected division. Sixty-three per cent were returned marked "not at," "removed," "deceased," etc. From one four-story house where forty-four voters were addressed, eighteen letters came back undelivered; from another of forty-eight voters, came back forty-one letters; from another sixty-one out of sixty-two; from another, forty-four out of forty-seven. Six houses in one division were assessed at one hundred and seventy-two voters, more than the votes cast in the previous election in any one of two hundred entire divisions.

PROBLEM:List some problems with labor and industry in the late 1800s.

someone or something exposing the problem (such as MUCKRAKING):

________________________ (i.e. Samuel Gompers and the AFL)

Upton _______________ wrote ___________________, a book that exposed unsanitary

and dangerous conditions in _____________________ that produce ___________

o Based on the book excerpt below, what was bad about the meat-packing industry?

Ida _______________ muckraked about ________________________

o What was something bad that Standard Oil was doing?

Lewis __________ photographs

o What is Hine muckraking in his photographs?

newspapers’ coverage of the ______________________________________

o Based on the photographs shown, why did the muckraking of this event shock people?

PROGRESSIVISM

REFORM: some improved _________________ and ______ for workers, including ___________ laws

________________________ laws passed

Name ___________________________

Page 62

“…old sausage that had been rejected, and that was moldy and white – it would be dosed with borax and glycerin, and dumped into the hoppers, and made over again for home consumption. There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption germs. There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread, and meat would go into the hoppers together… the meat would be shoveled into carts, and the man who did the shoveling would not trouble to lift out a rat even when he saw one – there were things that went into the sausage in comparison with which a poisoned rat was a tidbit.”

How does muckraking lead to actual reform, as seen around 1900? PART 2: MUCKRAKING CAUSES REFORM (continued)

WOMENPROBLEM:List some problems that women faced in the late 1800s.

someone or something exposing the problem (such as MUCKRAKING):

many advertised need for _____________________Skim chapter 13, section 2 find some of the many examples. List what you find here:

PROGRESSIVISM

REFORM: ______ Amendment gave women the right to ___________ after WWI (1920)

ALCOHOLPROBLEM:List some problems that alcohol might cause in the late 1800s.

someone or something exposing the problem (such as MUCKRAKING):

Carrie ____________ and others muckraked for

______________________ (banning alcohol)

PROGRESSIVISM

REFORM: ______ Amendment = __________________

Progressive Era Reforms Review

One common mnemonic device (memory tool) is creating an acrostic. This is done by memorizing the first letter of each word in a phrase. Ideally, the first letters will form a real word or name, but may also form a nonsensical word. An example is below. Create two others based on the muckraking reformers of the Progressive Era. It is usually easiest to start by making a statement.

example:Jacob Riis

Exposed

Tenements in

How the Other Half Lives,

Read

Often

Name ___________________________

Page 63

How does muckraking lead to actual reform, as seen around 1900? PART 3: PROGRESSIVE PRESIDENTS

TEDDY ROOSEVELT: THE FIRST PROGRESSIVE PRESIDENT

Background: popular __________________________ politician that becomes McKinley’s VP

became _________________________ when McKinley was _________

first ______________ president; _______________ the role of

President

The 3 C’s of his _______________________________

1st = C accepted big business, but attacked irresponsible ones as the

“____________________________________”

took on _____________________ with the _______________

Act and ____________________ Act for fair

_________________________

first president to ____________________ between owners and

labor in the _______________________________________________________

2nd = C unchecked business created ____________________

for ________________________

after ________________________________, TR gets

passed the:

Pure __________ and __________ Act

Meat ______________________________ Act

__________ and __________ Administration

(FDA)

3rd = C

expanded national ______________ and

_____________________

WILLIAM HOWARD TAFT ________ hand-picked successor; TR expected

Taft to ___________________ his progressive

_______________

some progressive reforms, but overall more

____________________________ than TR (i.e.

raising taxes on imports with the

____________________________________)

TR ______________ and speaks out against Taft

THE ELECTION OF 1912 _________ wins Republican nomination, so TR forms

______________________ Party (a.k.a.

______________________ Party)

this ___________ Republican vote, so Democrat

________________ wins

WOODROW WILSON his ________________________ progressive program

continued progressive reforms such as…

o the ________________________________________

(a.k.a. the “Fed”) to control the ___________________

(i.e. setting interest rates, supervising banks)

o ____________________________________ so that

there is a more clear law making trusts illegal

Look over the chart. How are these Presidents’ progressive reforms changing the federal government?

Name ___________________________

Page 64

How does muckraking lead to actual reform, as seen around 1900? PART 3: PROGRESSIVE PRESIDENTS (continued)

Political cartoons are a common way that ideas about politics are conveyed. Based on what we have learned about the Progressive Presidents, say what each political cartoon means in your own words. Often, saying what is literally happening but calling things what they are labeled will produce the idea of the cartoon.

TEDDY ROOSEVELT

TAFT

ELECTION OF 1912

WOODROW WILSON

The Progressive Era: Political Cartoons Judge ReformsThe role of political cartoons in society is to judge things that are happening, such as reforms. Create your own political cartoon to judge the reforms in the Progressive Era (see pages 60-63). Use the rubric to guide your efforts. Some Progressive Era cartoons are provided below as examples.

Rubric:

criteria: 0 points if: 1 point if: 2 points if: 3 points if:

event

The cartoon and description show no understanding of the Progressive Era reform.

The cartoon and description show a limited understanding of the Progressive Era reform.

The cartoon and description show a mostly clear understanding of the Progressive Era reform.

The cartoon and description show a clear understanding of the Progressive Era reform.

perspective

The cartoon and description show no clear perspective on the Progressive Era reform.

The cartoon and description show a somewhat clear perspective on the Progressive Era reform.

The cartoon and description show a mostly clear perspective on the Progressive Era reform.

The cartoon and description show a clear perspective on the Progressive Era reform.

other

The cartoon has none of the following: turned in on time is done neatly a Progressive Era

reform

The cartoon has one of the following: turned in on time is done neatly a Progressive

Era reform

The cartoon has two of the following: turned in on time is done neatly a Progressive

Era reform

The cartoon has all of the following: turned in on

time is done neatly a Progressive

Era reform

What the cartoon shows:Citizens elect progressive politicians, such as Robert LaFollette, to attack the trusts. What the cartoon says about this event: This is a good thing. LaFollette seems to be presented heroically, showing a positive view of his style of progressivism.

What the cartoon shows:The 19th Amendment gave women the right to vote.What the cartoon says about this event: This is a good thing. The woman on the ballot box stands triumphantly, showing a positive view of her.

What the cartoon shows:The woman voting is leaving the husband at home to handle the kids.What the cartoon says about this event: Women’s suffrage is a bad thing because it will cause women to take over the role of the husband.

What Progressive Era reform my cartoon shows:

What my cartoon says about this event (good thing? bad thing? other? and how it says this):

Name ___________________________

Page 65

How did African Americans apply progressivism towards the fight for civil rights?

The 15th Amendment said that you could not keep anyone from voting based on race, but it did not say you could not keep someone from voting based on anything else. Think about the black population at this time. What other restrictions could you place on voting that would keep most blacks from the polls? Here is one example, try to think of some others.i.e. You cannot vote if your grandfather could not vote.

How African Americans had their civil rights denied and were kept inferior:

1.

2.

3.

In the chart below, list examples of de jure segregation and de facto segregation. They can be modern examples or examples from the Jim Crow era.

de jure segregation de facto segregation

How African Americans reacted to denied civil rights:

__________________________________________: eventually many blacks move

______________ to escape _______________________________________

(19______ to 19______ )

_________________________ led a crusade against _____________________

two opposing reactions:

1.

2.vs.

Name _____________________________

Page 66

How did African Americans apply progressivism towards the fight for civil rights? (continued)

Jim Crow was not a person, yet affected the lives of millions of people. Named after a popular 19th-century minstrel song that stereotyped African Americans, "Jim Crow" came to describe the system of government-approved racial oppression and segregation (separation based on race) in the United States.

Open up the PBS website about Jim Crow at www.pbs.org/wnet/jimcrow/index.html to complete the activities below. Stay focused on the assignment the entire period so that you are able to complete it in one class period.

Understanding Jim Crow voting restrictions:1. Select “Tools and Activities” “Voting Then & Now” “Try to Vote”2. You will be walked through a series of decisions voters had to make and a test they had

to pass. Keep trying to vote!3. Click on the words “Click to see the literacy test.” Try to answer some of the questions

(no more than ten for time’s sake). Check your answers by clicking the answers link to see how you did.

4. Continue the voting exercise until you get to the end.

How did whites make it difficult for blacks to vote in the Jim Crow South?

Interactive Maps1. Click on “Interactive Maps” on the top right of the home page.2. Select “Go to the Maps.”3. There are four maps to choose from: Jim Crow Laws; Colleges and Universities;

Population and Migration; Lynching and Riots.4. Click on the links to the maps to explore.

In what part of the United States is Jim Crow most common?

Describe something(s) about Jim Crow in North Carolina.

Ways of Seeing1. Select “Ways of Seeing” in the top middle under tools and activities.2. Take a look at all three images by clicking on the small icons below the black and white

drawing of the man in the hat.3. Choose one of the images that you find most interesting. 4. Feel free to post your thoughts to the site. If you scroll down you can read other

people’s ideas as well.

What does this image make you think?

Choose Your Own AdventureExplore the rest of the website. Note three of the more interesting things that you encounter:

1.

2.

3.

Name _______________________________

Page 67

How did African Americans apply progressivism towards the fight for civil rights? (continued)

Background

When the Civil War ended in 1865, slaves in the South celebrated their newly won freedom. But their happiness was short-lived. They were free, but they were far from equal. During Reconstruction (1865 to 1877), U.S. troops occupied Southern states. Blacks voted in large numbers, and many were elected to public office. That stopped in 1877, when the last U.S. troops were withdrawn. State and local governments passed law after law that took away the rights of black citizens. In the North, discrimination also kept black men and women down. They had few chances for schooling and good jobs, and were often forced to live in run-down, crowded housing. How could African Americans gain their civil rights? In the late 1800s and early 1900s, two leading educators—Booker T. Washington and W.E.B. DuBois (dew BOYZ)—offered very different visions for equality.

Part 1: Overcoming Hopelessness

The son of slaves, Washington was born on a Virginia farm in 1856. When the Civil War ended, Washington, then only 9, went to work in the coalmines of West Virginia. But he was one of the lucky few to overcome the cruel legacies of slavery. At the age of 16, Washington set out for Hampton Institute, a Virginia school for freed slaves. Several students at Hampton were grown men and women—former slaves who had never before gone to school. Many “had aged parents who were dependent upon them,” Washington recalled in his autobiography, Up From Slavery. He observed that most students and teachers at Hampton were focused largely on helping others. “No one seemed to think of himself,” Washington wrote. Such selflessness affected him deeply. How could freed slaves, who had so little, improve their lives? It was no use learning how to speak French or play the piano, Washington reasoned, if you lived in a shack with bare cupboards. Education should be undertaken not for personal fulfillment, but for economic betterment. Later, as head of Alabama’s Tuskegee Institute, Washington encouraged students to learn skills that would benefit them in an economy in which whites were given preference. Instead of studying history and philosophy, Tuskegee students learned how to build houses, plant crops, and repair shoes.

Part 2: "A Boy’s Paradise"

Washington’s emphasis on menial jobs angered DuBois. "We will fight for all time against any proposal to educate black boys and girls simply as servants and underlings," he wrote.DuBois had grown up in the North. Born in western Massachusetts in 1868, he described his rural community as “a boy’s paradise.” There, “shut in by mountains,” he knew little about the struggles of ex-slaves in the South. DuBois was poor, but he did not experience the discrimination common to most African Americans. Hardly aware of a "color line," he went to school with white children. After graduating at the top of his class, DuBois attended Fisk

“It is through the dairy farm, the [vegetable] garden, the trades, and commercial life, largely, that the Negro is to find his way to the enjoyment of all his rights.”—Booker T. Washington

“We will fight against any proposal to educate black boys and girls simply as servants and underlings.”

—W.E.B. DuBois

University in Nashville, Tennessee. In the South, he taught former slaves in remote shacks and experienced “the hard, ugly drudgery of country life.” DuBois then returned to Massachusetts, where he became the first African American to receive a doctorate from Harvard University. Later, he taught at Atlanta University. He also investigated, and wrote about, the problems that blacks faced. DuBois’s work earned him fame as a top scholar. But he was a shy man and not a natural leader of his people. That role fell to Washington.

Part 3: The “Atlanta Compromise”

As a leader, Washington sought compromise with whites rather than confrontation, an idea called accommodation. “In all things that are purely social,” he told a white audience in Atlanta in 1895, “we can be as separate as the fingers, yet one as the hand in all things essential to our progress.” He reassured white lawmakers that blacks would not reach too high in their aspirations. “It is at the bottom of life we must begin,” he said, “and not at the top.”

Washington soon became the chief spokesman for the “Negro problem.” Even President Theodore Roosevelt sought his advice. But DuBois dubbed Washington’s speech the “Atlanta Compromise.” In his book The Souls of Black Folk, DuBois wrote that Washington ignored the “higher aims of life,” such as self-respect and a well-rounded education.

DuBois also doubted that Washington’s idea of starting at the bottom would help blacks gain equality. Instead, DuBois called for protest. In 1905, he and a group of black intellectuals met at Niagara Falls in Canada. They called for an end to discrimination and the right to vote—although for black men only. Without Washington’s approval, the “Niagara Movement” did not gain support from white leaders or from the black press. Nor did most blacks support it: DuBois chose elite scholars instead of ordinary citizens to lead the fight for equality, called the “talented tenth” because he believed the most intellectual ten percent of African Americans should lead the fight for equality.

Part 4: The NAACP Is Born / Huge Strides

In 1909, Northern white leaders became outraged when they read about an assault on black citizens in Springfield, Illinois. Such assaults were common—but not in Springfield, once the home of Abraham Lincoln. White leaders organized a conference to renew the struggle “for civil and political liberty.” DuBois and his supporters attended. Washington did not. He thought his feud with DuBois would interfere with the group’s work. The conference gave birth to a popular new organization, the National Association for the Advancement of Colored People (NAACP). Eventually, the NAACP led the fight for civil rights. Its members—most of whom were ordinary black citizens—worked tirelessly to overturn unfair laws, one by one.

Until his death in 1915, Washington remained an influential black leader. DuBois, who lived until 1963, spent his final years campaigning for justice around the world. He never became a beloved leader like Washington. He was, however, a brilliant scholar and among the first to recognize that “the problem of the twentieth century is the problem of the color line.”

“I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.”

—Booker T. Washington,

in Up From Slavery

Name _______________________________

Page 68

How did African Americans apply progressivism towards the fight for civil rights? (continued)

Instructions: Use the article to fill in the chart below. Attempt to use as many of the bold-faced words in the article as possible. You should have at least three ways for each major leader.

How African American Leaders Fought Jim Crow in the Progressive Era

Booker T. Washington W. E. B. Du Boisone way he fought Jim Crow: one way he fought Jim Crow:

another way: another way:

another way: another way:

other ways: other ways:

Answer the following in a paragraph with specific examples from your chart. Be sure to include a main idea statement and at least three support sentences:

Who had a better plan to fight Jim Crow?

These are the founders of the Niagara Movement. One story, which cannot be substantiated with primary sources, is that they had

originally planned to meet in Buffalo but they were refused accommodation. And the other, which is substantiated with primary

sources, states that the original plan was to find a quiet, out of the way location for the event. The philosophies of the group were in direct

contrast to more accomodationist philosophies that proposed patience over militancy. Fifty-nine men were invited to this first meeting but only

29 attended. The Niagara Movement eventually split into separate committees and divided among the states, establishing chapters in

twenty one states by mid-September and reaching 170 members by year’s end. By 1910 however, due to weak finances and internal dissension the group was disbanded, evolving into the NAACP.

One of Theodore Roosevelt's first controversial actions as president was to invite African-American leader Booker T. Washington to dine with him privately at the White House in October 1901. This recognition solidified Booker T. Washington's control over the limited political patronage given to African Americans, and raised an outcry among southern

Democrats. Roosevelt defended his actions, but did not again openly socialize with Washington or any other African-American leader.

Name _______________________________

Page 69

How did progressivism in business change the lives of ordinary Americans?

Ford’s innovations:

1.

2.

3.

4.

New things to buy:

1.

2.

3.

A new way to buy:

On the other side, fill in at least four of the speech bubbles to

reflect what that person might be saying about how technology has changed their lives around 1900.