the spirit of reform chapter 6 section 1 lesson 1: progressive ideals

The Spirit of ReformThe Spirit of ReformChapter 6 Section 1Chapter 6 Section 1

Lesson 1: Progressive Ideals Lesson 1: Progressive Ideals

Activity 1: What were the major changes made to Activity 1: What were the major changes made to society, the workplace, and government during the society, the workplace, and government during the Progressive Era?Progressive Era?

A. Reforming SocietyA. Reforming SocietyMajor ReformsMajor Reforms ExplanationExplanation--------B.B. Reforming the Workplace Reforming the Workplace Major ReformsMajor Reforms ExplanationExplanation--------C.C. Reforming GovernmentReforming GovernmentMajor ReformsMajor Reforms ExplanationExplanation--------

Activity 2: How would each of the following people view the Activity 2: How would each of the following people view the reforms from activity 1? Give 2 reforms that each person reforms from activity 1? Give 2 reforms that each person would have been for or against and explain why.would have been for or against and explain why.

PersonPerson View or Opinion on ReformsView or Opinion on Reforms1. Robert1. Robert

• La FolletteLa Follette

• 2. Poor2. Poor• ImmigrantImmigrant

• 3. Political 3. Political • Boss Boss

• 4. Ida Tarbell4. Ida Tarbell

• 5. Doctor5. Doctor

• 6. Andrew Carnegie6. Andrew Carnegie


• Lesson 2: Lesson 2: Reforming The Reforming The Workplace Part IWorkplace Part I

Activity 1:Activity 1:• Read the eyewitness account of the shirtwaist factory fire. Read the eyewitness account of the shirtwaist factory fire.

Along the left side of your paper, write 10 questions you have Along the left side of your paper, write 10 questions you have about the situation as you read (leave space on right for about the situation as you read (leave space on right for answers)answers)

• QuestionQuestion AnswerAnswer• 1.1.

• 10.10.

• http://www.ilr.cornell.edu/trianglefire/texts/stein_ootss/ootss_wgs.htmlhttp://www.ilr.cornell.edu/trianglefire/texts/stein_ootss/ootss_wgs.html

Activity 2:Activity 2:

• As you listen to the program, answer any As you listen to the program, answer any questions that you had for activity 1 on the questions that you had for activity 1 on the right side of your paper. Take additional right side of your paper. Take additional notes under activity 2 for significant facts are notes under activity 2 for significant facts are unrelated to your questions above.unrelated to your questions above.

• The interview on npr can be found by going The interview on npr can be found by going toto

• http://www.npr.org/templates/story/http://www.npr.org/templates/story/story.php?storyId=1416870story.php?storyId=1416870 and clicking on and clicking on the interview with David Von Drehle the interview with David Von Drehle

• The Spirit of ReformThe Spirit of Reform

• Chapter 6 Section 2Chapter 6 Section 2

• Lesson 3: Minorities Fight for ChangeLesson 3: Minorities Fight for Change

• Why do people discriminate against Why do people discriminate against other groups of people? other groups of people?

Activity 1: Class NotesActivity 1: Class Notes• Discrimination: the failure to treat people Discrimination: the failure to treat people

equally because of a dislike toward them equally because of a dislike toward them because of some characteristic - such as because of some characteristic - such as race, religion, sex, national origin, sexual race, religion, sex, national origin, sexual orientation, disabilityorientation, disability

• During the late 1800s, African Americans During the late 1800s, African Americans began to see some of their newly won began to see some of their newly won freedoms begin to disappear through:freedoms begin to disappear through:

• A. segregation lawsA. segregation laws• B. voting restrictionsB. voting restrictions• C. random acts of violenceC. random acts of violence

A. Jim Crow Laws A. Jim Crow Laws (Segregation)(Segregation)• 1. parks1. parks• 2. public buildings2. public buildings• 3. public transportation3. public transportation• 4. theaters4. theaters

• Plessy v. Ferguson 1896Plessy v. Ferguson 1896• - court case which legalized separate facilities for - court case which legalized separate facilities for

African Americans and whitesAfrican Americans and whites• - Homer Plessy arrested when trying to sit in first - Homer Plessy arrested when trying to sit in first

class section of a Louisiana trainclass section of a Louisiana train• - court ruled that facilities could be separate if - court ruled that facilities could be separate if

they were of equal qualitythey were of equal quality

EducationEducation

• School buildings, supplies, programs, School buildings, supplies, programs, and quality of educational and quality of educational opportunities were not equal opportunities were not equal

B. The VoteB. The Vote

• Tactics to keep African Americans from Tactics to keep African Americans from votingvoting

• 1. Required voters to own property1. Required voters to own property

• 2. Required voters to pay a poll tax2. Required voters to pay a poll tax

• 3. Required voters to pass literacy 3. Required voters to pass literacy teststests

• 4. Exempted white men from voting 4. Exempted white men from voting restrictions through grandfather restrictions through grandfather

clausesclauses

C. Random Acts of ViolenceC. Random Acts of Violence

• Lynching and Mob LawLynching and Mob Law

• Lynching- a mob’s illegal seizure and Lynching- a mob’s illegal seizure and execution of a suspected criminal or execution of a suspected criminal or troublemaker.troublemaker.

Ch 6 Sec 3 Notes: Theodore Roosevelt’s Square Ch 6 Sec 3 Notes: Theodore Roosevelt’s Square DealDeal• Roosevelt’s View of the PresidencyRoosevelt’s View of the Presidency• A. Taking OfficeA. Taking Office• 1. youngest ever president1. youngest ever president• 2. saw White house as bully pulpit- powerful2. saw White house as bully pulpit- powerful• position to publicize his policiesposition to publicize his policies

• B. Coal strike of 1902B. Coal strike of 1902• 1. 150,000 PN coal miners strike for higher wage1. 150,000 PN coal miners strike for higher wage• 2. felt he needed use his influence2. felt he needed use his influence• 3. urged arbitration and threatened to take over mines3. urged arbitration and threatened to take over mines• 4. arbitrator gave shorter workday and higher pay4. arbitrator gave shorter workday and higher pay• but no recognition of the union-1but no recognition of the union-1stst gov’t support of worker gov’t support of worker

• C. Square DealC. Square Deal• 1. became framework for his agenda as president1. became framework for his agenda as president• 2. Needs of workers, business, and consumers should be2. Needs of workers, business, and consumers should be• balancedbalanced

• Regulating Big BusinessRegulating Big Business• A. Trust-bustingA. Trust-busting


Lesson 4: Reforming the workplace Lesson 4: Reforming the workplace Part IIPart II

Activity 1: Notes on ClipActivity 1: Notes on Clip

• Conditions in Contamination ImpactConditions in Contamination Impact

• the plantsthe plants

Mr. Wright and Mrs. Ward’s Paper Doll FactoryMr. Wright and Mrs. Ward’s Paper Doll Factory

• Worker 1:Worker 1: Head and HairHead and Hair

• Worker 2:Worker 2: Eyes and EyebrowsEyes and Eyebrows

• Worker 3:Worker 3: Nose and SmileNose and Smile

• Worker 4:Worker 4: Ears and NeckEars and Neck

• Worker 5:Worker 5: Shirt and ArmsShirt and Arms

• Worker 6:Worker 6: Hands and LegsHands and Legs

• Worker 7: Worker 7: Shoes and BeltShoes and Belt

• Activity 1: Watch the clip about Activity 1: Watch the clip about The The JungleJungle by Upton Sinclair and explain by Upton Sinclair and explain what was exposed in the meat what was exposed in the meat packing industry and how it led to packing industry and how it led to reform. (pg 176)reform. (pg 176)

• Pure Food and Drug Act- prohibited Pure Food and Drug Act- prohibited the manufacture, sale, or the manufacture, sale, or transportation of mislabeled, or transportation of mislabeled, or contaminated food and drugs sold in contaminated food and drugs sold in interstate commerceinterstate commerce

• Meat Inspection Act- which required Meat Inspection Act- which required federal inspection of meat shipped federal inspection of meat shipped across state linesacross state lines

The Progressive EraThe Progressive EraChapter 6 Chapter 6

Lesson 5: Progressive ReformersLesson 5: Progressive Reformers

Activity 1:Activity 1:

• In your group, prepare for our Progressive Era press In your group, prepare for our Progressive Era press conference. Decide which role each person will play conference. Decide which role each person will play before doing the following:before doing the following:

• A. In your notebook, bullet point 6-8 positions/reforms A. In your notebook, bullet point 6-8 positions/reforms your reformer supportsyour reformer supports

• B. Create 5 Questions (total) you want to ask other B. Create 5 Questions (total) you want to ask other reformers on the panel / Identify who each question goes reformers on the panel / Identify who each question goes toto

• C. Write an opening statement (½ page min) that will let C. Write an opening statement (½ page min) that will let everyone know your beliefs and the reforms you supporteveryone know your beliefs and the reforms you support

• D. Create a name plate that your reformer will use D. Create a name plate that your reformer will use tomorrow to identify themselvestomorrow to identify themselves

The Progressive PresidentsThe Progressive PresidentsChapter 6 Section 4Chapter 6 Section 4

• Lesson 6: The Progressive EraLesson 6: The Progressive Era

• Challenge: What reforms were put Challenge: What reforms were put into place by Presidents Roosevelt, into place by Presidents Roosevelt, Taft, and Wilson?Taft, and Wilson?

Activity 1Activity 1

• Listen to the song. List and explain 5 Listen to the song. List and explain 5 pieces of information that help you pieces of information that help you gain a better understanding of the gain a better understanding of the last two units that we have studied.last two units that we have studied.

Activity 2:Activity 2:• What reforms were made by each of the following What reforms were made by each of the following

Presidents during the Progressive Era: Roosevelt, Presidents during the Progressive Era: Roosevelt, Taft, Wilson. Use Chapter 6 Section 4 in your book!Taft, Wilson. Use Chapter 6 Section 4 in your book!

• SocietySociety Workplace Government Workplace Government

• RooseveltRoosevelt

• TaftTaft

• WilsonWilson

Activity 2Activity 2

• Together with your group, write an Together with your group, write an opening statement which describes opening statement which describes your president’s overall beliefs and your president’s overall beliefs and opinions. What reforms or changes opinions. What reforms or changes are most important to this president? are most important to this president? What the focus of his campaign? What the focus of his campaign?

the spirit of reform chapter 6 section 1 lesson 1: progressive ideals

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