The Drive For Reform

1. The Drive For Reform Chapter 8 Section 1

2. 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?

3. 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

4. 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.

5. 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.

6. 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!

7. Guided Notes

8. 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. • 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.

9. WHAT Progressives wanted to reform…. • Political reform • Women’s right to vote • Government • Big business • The problems of urban living • The gap between the rich and the poor

10. 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.

11. 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

12. 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.

13. 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

14. 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?

15. 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)

16. 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?

17. 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.

18. 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: • Direct primary • initiative • referendum • recall • Direct election of senators 1913 - 17th Amendment

19. 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

20. 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.

21. 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)

22. 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!

23. 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.