TR & Diplomatic Events

AMERICAN SCHOLASTIC ASSOCIATES

DBQ: Progressivism 1875-1925 By John A. Braithwaite

DIRECTIONS: The following DBQ is based upon the accompanying documents and your knowledge of the time period involved. This question tests your ability to work with historical documents. Your answer should be derived mainly from the documents, however, you may refer to historical facts, materials, and developments NOT mentioned in the documents. You should assess the reliability of the documents as historical sources where relevant to your answer.

QUESTION FOR ANALYSIS:

To what extent was the Progressive era (1870-1920) was a unified movement of reform and change in American Society?

PROMPT:

 Formulate a thesis statement  Use documents as well as your own outside knowledge of the period.  Deal evenly with all aspects of the questions  Be sure to cover the time period given  Assess the validity of the documents  Draw effective and specific conclusions whenever possible

TEXTBOOK RECOMMENDATIONS

Cherny & Berkin The Making of a Nation Gillon & Matson The American Experiment Boydston & McGerr Making A Nation Murrin, et.al Liberty, Equality, Power Norton, et.al. A People & A Nation Bailey & Kennedy The American Pageant Boyer, et.al. Enduring Visions Davidson, et.al. Nation of Nations Cherny & Berkin The Making of a Nation

Document A:

It is ... hazardous to describe progressive as static constellation of reforms. Rather, most reformers--- and, it appeared, voters---tended to broaden their concerns between the mid-1890s and 1917. Many began by denouncing waste and corruption. Warning to the task of reform, they then demanded an end to "special privilege" the institutions of progressive taxation, and the passage of political reforms---the initiative, referenda, and recall of public officials, the direct primary, the popular election of U.S. Senators. Many progressive reforms cannot be described easily as either humanitarian-egalitarian or repressive-nostalgic. Rather, they equated self-interest with the public good. In the process, they stressed the desirability of "scientific" efficient administration. If their organizations were often narrow-based, and their solutions timid, it was because there were struggling against dimly understood social forces that engulfed much of the Western world in the nineteenth and twentieth centuries. As the first generation of Americans to cope seriously with these forces, the progressives acted with perhaps predictable mixture of altruism and self-seeking, of common sense and fear.

Quint, et.al. Main Problems In American History. (Chicago: Dorsey Press, 1987), p. 152 & 157.

Document B:

The strength of our republic has always been in what is called our middle class. This is made up of manufacturers, jobbers, middle men, retail and wholesale merchants, commercial travelers and business men generally. It would be little short of calamity to encourage any industrial development that would affect unfavorably this important class of our citizens. It seems to me, therefore, that the vital consideration connected with this problem of the trust is its effect upon middle class---the independent, individual business man and the skilled artisan and mechanic. The trust is therefore the forerunner, or rather the creator of industrial slavery. Honesty to ourselves and loyalty to our country and its free institutions compel us to face and recognize the situation. . . . I favor complete and prompt annihilation of the trust,---with due regard for property rights, of course.

Hazen Pingree, Chicago Conference On Trusts. Chicago: Civic Federation of Chicago 1900), pp. 263-7.

Document C:

...Their principal enemies were, therefore, all those forces that worked for instability and unpredictability in society: cutthroat competition among large producers and shippers, haphazard rape of natural resources by small business, and chaotic urban government by patronage-glutted machines. And in search for stability and system... Progressives often counted the big corporate managers among their leading allies.

David M. Kennedy, Progressivism:The Critical Issues. (Boston: Little Brown, 1971), p.xi.

Document D:

...Progressive Era legislation such as the Federal Reserve Act, the Federal Trade Commission Act, the Hepburn Act, the Meant Inspection Act and the Pure Food and Drug Act was supported and often drafted by businessmen who look to the government to provide stability and order in a too-competitive industrial society... The businessmen became involved in governmental policy-making in order to protect his own short-run interests: that is, his profits. But he also took a longer-range view of his self- interest. He became aware that the creation of a more responsible social order was necessary... These men became liberals out of a recognition of the need for change for their own sakes. Their liberalism was neither "anti-big business" nor was it neutral. It demanded an active, interventionist government that would provide for an efficient, orderly, stable (and hence profitable) corporate society. This was corporate liberalism. Within such a context concessions to other interest groups such as labor and farmer were not only possible---they were essential to the creation of the broad support that such a corporate order required.

David Eakins, "Ideology That Shaped Reform" from This World Magazine, San Francisco Examiner. (28 April 1968), p.36

Document E:

The position of the individual within the nation's increasingly industrialized society became a major source of concern for many Americans. If America's greatness was related to individual achievement, what would happen as freedom and social mobility were more and more circumscribed by giant corporations with their impersonal machinelike qualities? Did not the emphasis of corporations on efficient production and material objectives distort the human qualities that had been responsible for America's rise to greatness? Was not the growing disparity between rich corporations and poor workingmen creating a situation akin to that existing in many European countries where there was open class strife? These and similar questions led many Americans to advocate reforms that would restore dignity to the individual and give meaning to his life.

Gerald N Grob and George A Billias Interpretations of American History. New York: The Free Press, 1972), Vol. 2, p.160

Document F:

Cartoon: “The Bull Moose”

Document G:

There are in the body politic, economic and social, many and grave evils, and there is urgent necessity for the sternest war upon them. There should be relentless exposure of and attack upon ever evil man, whether politician or businessman, every evil practice, whether in politics, in business or in social life. I hail as a benefactor every writer or speaker, every man who, on the platform or in

book, magazine or newspaper, with merciless severity make s such attack, provided always that he in his turn remembers that the attack is of use only if it is absolutely truthful. The liar is no whit better than the thief, and if his mendacity takes the form of slander he may be worse than most thieves. It puts a premium upon knavery untruthfully to attack an honest man, or event with hysterical exaggeration to assail a bad man with untruth. An epidemic of indiscriminate assault upon character does not good but very great harm. The soul ever scoundrel is gladdened whenever an honest man is assailed, or even when a scoundrel is untruthfully assailed. Hysterical sensationalism is the very poorest weapon wherewith to fight for lasting righteousness. The men who with stern sobriety and truth assail the many evils of our time, whether in the public press, or in magazines, or in books, are the leaders and allies of all engaged in the work for social and political betterment. But if they give good reason for distrust of what they say, if they chill the ardor of those who demand truth as a primary virtue, they thereby betray the good cause and play into the hands of the very men against whom they are nominally at war.

Theodore Roosevelt, New York Times April 15, 1906

Document H:

The supreme duty of the Nation is the conservation of human resources through an enlighten measure of social and industrial justice. We pledge ourselves to work unceasingly in State and Nation for:

1. Effective legislation looking to the prevention of industrial accidents, occupational diseases, overwork, involuntary unemployment, and other injurious effects incident to modern industry: 2. The fixing of minimum safety and health standards for the various occupations, and the exercise of the public authority of State and Nation, including the Federal Control over interstate commerce, and the taxing power, to maintain such standards; 3. The prohibition of child labor; 4 Minimum wage standards for working women to provide a "living wage" in all industrial occupations; 5. The general prohibition of night work for women and the establishment of an 8-hour day for women and young persons; 6 .One day's rest in seven for all wage workers; 7. The 8-hour day in continuous 24-hour industries; 8. The abolition of the convict contract labor system; substituting a system of prison production for governmental consumption only; and the application of prisoner's earning to the support of their dependent families; 9. Publicity as to wages, and conditions of labor; 10. Standards of compensation for death by industrial accident and injury and disease... 11. The protection of home life against hazards of sickness, irregular employment, and old age; 12. The develop of the creative labor power of America by lifting the load of illiteracy from American youth...

We favor the organization of the workers, men and women, as a means of protecting their interests and of promoting their progress...

Kirk H. Porter and Donald Bruce, National Party Platforms,1840-1956. (Urbana, 1956) pp.175-182.

Document I:

La Follette was words and deeds in close tandem; Roosevelt was words--and an occasional deed for the sake of the record, or to save face. La Follette was a man who sought to make strict economic analysis the basis of his laws; he never talked without facts, the best available facts, and the University of Wisconsin faculty came, characteristically enough, to replace the lobby in his home State. But Roosevelt was, confessedly, "rather an agnostic in matters of economics"; the tariff bored him. With all his interest in cultural and scientific matters, he never understood the spirit of the laboratory--which was the one hope of the Progressive, or Liberal, movement.... The value of reforms, as I see it, is that they fail to achieve what they are sanguinely intended to achieve; and in so failing they help make the system which they are intended to patch up only the more unpatchable. In other words, every vote for reform, entered upon intelligently, is a Jesuitical vote for revolution. Conservatives like Nicholas Murray Butler know this; that is why they fear the growth of a bureaucracy intended to administer a "return"; that is why they fear the retention of the anti-trust acts.

John Chamberlain, Farewell to Reform: The Rise, Life, and Decay of the Progressive Mind in America (New York: John Day Co., 1932), pp. 235-39, 272, 307-09, 311.

Document J:

I stand for the square deal. But when I say that I am for the square deal, I mean not merely that I stand for fair play under the present rules of the game, but that I stand for having those rules changed so as to work for a more substantial opportunity and of reward for equally good service.... Now, this means that our government, national and state, must be freed from the sinister influence or control of special interests....We must drive the special interests out of politics.... We must have complete and effective publicity of corporate affairs, so that the people may know beyond peradventure [doubt] whether the corporations obey the law and whether their management entitles them to the confidence of the public. ....Therefore, I believe in a graduated income tax on big fortunes, and in another tax which is far more easily collected and far more effective---a graduated inheritance tax on big fortunes, properly safeguarded against evasion and increasing rapidly in amount with the size of the estate.... Moreover, I believe that the natural resources must be used for the benefit of all our people, and not monopolized for the benefit of the few....Now, with the water power, with the forests, with the mines, we are brought face to face with the fact that there are many people who will go with us in conserving the resources only if they are to be allowed to exploit them for their benefit. That is one of the fundamental reasons why the special interests should be driven out of politics.... I do not ask for over centralization; but I do ask that we work in a spirit of broad and far-reaching nationalism when we work for what concerns our people as a whole....The national government belongs to the whole American people are interested, that interest can be guarded effectively only by the national government...... The New Nationalism puts the national need before sectional or personal advantage.

Theodore Roosevelt, The New Nationalism, New York, The Outlook Company, 1910, pp. 11-33.

Document K:

The concern of patriotic men is to put our government again on its right basis, by substituting the popular will for the rule of guardians, the processes of common counsel for those of private arrangement.... In the first place, it is necessary to open up all the processes of our politics....The whole process must be altered. We must take the selection of candidates for office, for example, out of the hands of small groups of men, of little coteries, out of the hands of machines working behind closed doors, and put it into means of direct primaries and elections to which candidates of every sort and degree may have free access. We must substitute public for private machinery.

It is necessary, in the second place, to give society command of its own economic life again by denying to those who conduct the great modern operations of business the privacy that used to belong properly enough to men who used only their own capital and their individual energy in business. Take another matter. Take the matter of the initiative and referendum, and the recall.... Why do you suppose that in the United States, the place in all the world where the people were invited to control their own government, we should set up such an agitation as that for the initiative and referendum and the recall...... Because we have felt that in too many instances our government did not represent us, and we have said: "We have got to have a key to the door of our own house." The initiative and referendum and the recall afford such key to our own premises....

Woodrow Wilson, The New Freedom, New York, Doubleday, Page & Company, 1913, pp. 3-294 passim. Reprinted by permission

Document L:

Cartoon: The Fate of the League of Nations.

Document M:

Among the many inexplicable things in life there is probably nothing more out of reason than our disregard for preventative measures and our apparent willingness to provide almshouse, prisons, asylums, hospitals, homes, etc., for the victims our neglect. Poverty is a culture bed for criminals, paupers, vagrants, and for such diseases as inebriety, insanity, and imbecility; and yet we endlessly go on in our unconcern, or in our blindness, heedless of its sources, believing all the time that we are merciful in administering to its unfortunate results. Those in poverty are fighting a losing struggle, because of unnecessary burdens which we might lift from their shoulder; but not until they go to pieces and become drunken, vagrant, criminal, diseased, and suppliant, do we consider mercy necessary.

Robert Hunter, Poverty. (New York: Grosset and Dunlap, 1904), pp.76-97.

Document N:

The damned cowboy soon began fulfilling Mark Hanna’s worst fears. With Roosevelt’s accession to the presidency, the Progressive movement, which had started with such local efforts as campaigns to oust city bosses like Richard Coker, gained a national leader. To some extent the Progressive movement was house-broken version of Populism. The Progressives tended to come from cities and towns, whereas the Populists had hailed from the countryside, and the Progressives were mostly of middle and professional classes, where the Populists had been farmers and their economic kin. Yet Progressivism, like Populism, was essentially, an attempt to employ the tools of government to restore a balance to society that rapid industrialization had knocked awry. The Progressives distrusted big business, just as the Populists had, and they worked to collar the captains of industry. Roosevelt flummoxed J.P. Morgan in 1902 by bringing an antitrust suit against Morgan’s Northern Securities railroad trust. The Supreme Court decided in Roosevelt’s favor and against Morgan… Taft’s Justice Department won a suit against the Standard Oil Company…Rockefeller later established the Rockefeller Foundation with a gift of $100 million. The Progressives adopted a number of …measures favored by the Populist. They supported an income tax and succeeded in amending the Constitution to allow it. They advocated direct election of senators and…rewrote the Constitution to effect it. They wanted currency reform—and established the Federal Reserve System to produce it.

H.W. Brands, The Reckless Decades. Chicago: University of Chicago Press, 1995. p. 341

Document O:

“I believe progressivism was a radical movement, though not by the common measures of economic and political radicalism. More influenced by socialism than they liked to admit, progressives nevertheless shied away from fundamental restructuring of the capitalist economy. The sweep of progressivism was remarkable, but because progressive agenda was so often carried out in settlement houses. Churches, and schoolrooms… Progressivism demanded a social transformation that remains at once profoundly impressive and profoundly disturbing a century later.

“From its private and intimate origins, the progressive movement ultimately played out on a very public stage. Progressivism was a explosion, a burst of energy that fired in many directions across America.

“…We have been scaling back our expectations ever since that age of bold reform. Chastened by his experience in the Wilson government, Franklin Roosevelt pursued a New Deal liberalism that was in many ways less radical than progressivism. Lyndon Johnson’s Great Society fought the racial injustice that the progressives had shirked and even helped to perpetuate in the first place; but the Great Society liberalism avoided the sharp attack on upper-class privilege and the optimistic faith in remaking individuals and creating utopia.”

Michael McGerr, A Fierce Discontent: The Rise and Fall Of the Progressive Movement in America, 1870-1920. New York: Free Press, Simon & Schuster, 2003, p. xv-xvi.

AP US History Round Table Discussion TOPIC(S): Progressive Era In America STUDENT GROUP: 5-8 students per group

Social Darwinism Pragmatism The Social Gospel Women’s Christian Temperance Movement Social Justice Muckrakers Triangle Shirtwaist Fire New Professions for people NAACP City Reforms Wm. Allen White “Green Light” Constitutional Changes Wisconsin “The Laboratory of Democracy-LaFollette et.al. New senators of change Women’s Voices of change Nativism Catholicism Progressivism & Blacks Radical Reformers Feminism Theodore Roosevelt Thomas Woodrow Wilson Wm Howard Taft The “Bully Pulpit” Roosevelt’s reforms The Political Spectrum Bull Moose New Freedom Brandeis Brief John Dewey Naturalism Owens Keating Act Pure Food & Drug Act Immigrants & Life in America US vs E.C. Knight Labor Changes Northern Securities Case

Basic elements of discussion and analysis:

Group Leader:______(Appointed by Teacher)

Use the spoke diagram attached to this instruction sheet to outline the major issues discussed in your group

What were the flash points leading to the Progressive Era??

What were the two contending forces of opposition? 1)____ 2)____

What was the social/cultural status of the average person in the period? Would you like to have lived then? Would you like to have lived as an average person?

Are there any enduring characteristics from the time period that affect us today?

If you encountered the concepts of Progressivism on an AP Test what ten concepts or achievements would you choose to write on and why? Remember the criteria for grading are: fluency, form, and correctness (both of information and style)

What historical significance can be attached to reforms of Progressivism? What was the dark spot of progressivism? Explain.

What were the costs and consequences of the progressive changes, reforms and ideas? What was the feeling of Teddy Roosevelt toward the trusts?

Why does Woodrow Wilson distrust the Republican Progressive reforms?

Discuss in your group the nature of Progressive foreign policy and economic responses to Progressivism?

Discussion Summary-Outline

Thesis statement:

Point #1:______(Leaders)  ______ ______ ______ ______ ______

Point #2:______(Programs)  ______ ______ ______ ______ ______

Point #3:______(Foreign Affairs)  ______ ______ ______ ______

 ______

Point #4:______(Domentic Reforms)  ______ ______ ______ ______

Point #5:______(Economic Developments)  ______ ______ ______ ______ ______

Point #6:______(Cultural – Social Changes)  ______ ______ ______ ______ ______

Point #7:______(Court Decisions)  ______ ______ ______ ______ ______

Point #8:______(Reforms)  ______ ______ ______ ______ ______

Conclusion(s)

AP U.S. History - SEMINAR NOTES August 2, 2002

Dr. H. W. "Bill" Brands - Texas A & M University Ph D - University of Texas Austin SESSION I: THE RECKLESS DECADE - THE 1890'S

Overview 1877: • End of Reconstruction/End of Century • Removal of troops in South/ Home Rule returns • Future is uncertain - but the past cannot be repeated (Civil War)

I. 1890's Issues: A. Iron Triangle: Industrialization - Urbanization -Immigration 1. These three processes began much earlier. 2. Both event and individuals important - dates are key markers

II. Industrialization A. Post Civil War - kicks into high gear B. De-thrones Southern Aristocracy with Entrepreneurs of the North C. Both the Civil War and California Gold Rush pump money into economy. D. Immigration fuels economy - Post Reconstruction: jobs and immigrants came together. F. Discovery of oil in 1859 in Ohio Valley  John D. Rockefeller dominated the oil industry in 1880's

1. Born poor 2. Very unassuming and shy 3. Devoutly religious - Baptist - believed in charity/philanthropy 4. Merciless in business deals - compartmentalization of values G. Andrew Carnegie 1. Also born poor 2. Began in RR, moved into steel industry 3. Obsessed with making money and competition 4. Also a philanthropist: Gospel of Wealth H. J.P. Morgan 1. Background - wealthy - father a financier 2. Helped shift the Industrial Process and economy after the Panic of 1893 - shift from "builders" to "financiers" to control the economy. 3. Panic of 1893 • British investors lost confidence in America • Inventories fell and businesses closed • Overproduction and under consumption

III. Urbanization -1850'a still Pre-Urban: 1850-1920 Transformation of urban transportation network A. 1870-1920 Building cities 1. for immigrants 2. Tenements (1890's) make builders money - built up - close to work a necessity due to lack of transportation • people are generally willing to commute 1/2 hour to work

IV. Immigration 1890's A. Government counting immigrants, not emigrants (so some of the movement within the country is not recorded or analyzed. B. Numbers are unreliable: • Many who flocked to the Gold Rush "temporarily" ended up staying. • Many immigrants who came to America returned to Europe.

V. Political response to the Iron Triangle( industrialization, urbanization, immigration) A. City Political Machines B. Business response: Trust, oligopolies, monopolies - economic advantages to certain industries - anti Kerosene

VI. Anti-Trust Regulation A. RR - farmers/Populists B. Divorce between economy and polity 1. J. P Morgan most powerful in 1895: Grover Cleveland came hat in hand to Morgan to bail out treasury in 1893 (Panic). C. Election of 1896 1. McKinley "deputized" others to speak for him 2. Candidates went directly to the people - shaded the message to suit the Region. 3. Politicians at mercy of technology available to them D. Populism: produced Progressive response to Industrialization E. Economic system shifts 1. Mercantile Capitalism: John Jacob Astor

2. Industrial Capitalism: John D. Rockefeller 3. Financial Capitalism: J. P. Morgan 4. Venture Capitalism: today

VII. Domination of Republican Party A. Majority Party - received power from Grant's "hacks." B. McKinley the candidate of the Industrialists, managed by Hanna. C. Teddy Roosevelt out of step with the Party - too reform minded.

VII. Shift of Power from Congress to the President (TR's time) - Presidency became a year-round job - TR takes charge A. Spanish American War - US becomes a Global Power for the first time. B. End of 1890's - America Changes politically, socially, economically C. Teddy Roosevelt - great "hero" of SPAM War - Dewey did not have the "image."

SESSION II: BULLY PULPIT & BIG STICK: Theodore Roosevelt's Presidency

I. TR is America's First Strategic Thinker: Up until 1901, Presidents were elected to deal with domestic affairs. A. TR has command of world politics 1. Alfred Thayer Mahan: The Influence of American Sea Power on History (1890) 2. Intrigued with how countries fit together (balance of power) B. His role in SPAM war helped to give him the World View C. TR had written The Naval History of the War of 1812 D. Member of New York Assembly, Governor, Assist. Secretary of Navy 1. Took this opportunity to lay out his world view - with discretion of course: • Annex Hawaii (Cleveland had denied it previously) • Warned that Japan and US were on a collision course: Japan was enlarging its fleet through British built Ships. Troubles with Japan would be long-term • Concerned about troubles in Cuba and how would affect American business - not Cuban peasants • Needs Caribbean and Pacific territory for strategic purposes only - not imperialistic - worried about Germany in the Caribbean. 2. Gave his plan for War with Spain to McKinley unsolicited • American troops in Cuba, Philippines (Manila Bay - Dewey) • Professional class of Attaches - European observers on both sides to help out. • Aggressive speech to Naval War College 3. Went to SPAM War to prove himself • Father has failed to serve in Civil War: he was a Yankee, but his wife (TR's mother) was a Southern girl - wouldn't let him join the Union army. He was also a failed businessman 4. After war, a hero - became Governor of New York in a close race

5. Republican leadership sought to curb his Reform impulses by "embalming him" in the Vice Presidency. E. Vice President 1. Mark Hanna reminded the Party about how close TR was too the Presidency 2. Roosevelt was the most popular Republican of his day 3. Parties were not ruled by "popular vote." 4. Old Guard politics ruled nominees for Presidency.

II. New Model for President - Foreign Policy A. Cultivated people who could be advantageous for his career. B. Alfred Thayer Mahan: a strategist  C. There will be no "last" war 1. American is a police power for the world 2. Couldn't convert from peace to war quickly D. Need for large Navy: battleships, large budget E. Permanent military establishment (not adopted until 1946) F. Roosevelt launched Mahan's career at Naval War College 1. Assistance from Henry Cabot Lodge - Senate G. Expanded America's role in World - take the initiative in influence World foreign affairs. 1. Most Americans wanted to "use" the world economically for markets and strategic defense but did not concern themselves with World Affairs. 2. American "ethnocentrism" - American foreign policy would influence countries in the world, not vise versa. H. Panama Canal - strategic necessity I. Police the neighbors: Roosevelt Corollary to the Monroe Doctrine • curb German influence • control debts owed to European nations J. "Speak softly and carry a big stick" - TR (Navy).

III. Large forces - Trends A. Individuals don't change some events. B. Sometimes they create the events: If TR had been killed at the Battle of Santiago, the Presidency would have been very different C. Historians have to decide how much weight to give a person/event: TR was a great story - Ben Franklin a great man (except for his treatment of his son.)

SESSION III - WILSON AND THE POWER OF WORDS

I. Woodrow Wilson only true academic who became President of US • Didn’t read until he was 8 or 9 years old, may have been dyslexic • Suffered mild stroke at Princeton - right side paralyzed - easily wrote with his left hand. A. Why his interest in politics? 1. Studied politics, government, and US History his entire life.

2. Professor of Moral Jurisprudence - Princeton 3. Father - Presbyterian minister, read the Bible 4. Learned a particular type of shorthand at 13 years. B. Practice of Rhetoric 1. Father's sermons - Wilson very impressed, but father an itinerant minister and never made much money. 2. Went to law school - didn't finish 3. Went to Princeton • Editor of student newspaper • Developed interest in persuading people - studied past orators, English statesmen, went on the study Oratorical Arts 4. Earned Ph.D. at Johns Hopkins 1880's: Dissertation - US Gov't compared to British Gov't - preferred British Parliamentary Democracy (Executive same party as legislative) 5. Passed bar, practiced but saw the seamy side of human nature 6. Turned to teaching: to impact people and society 7. 1890 Professor of Political Science at Princeton -Public issues: trusts, municipal government

II. 1902 President of Princeton University A. Gained notice of American people 1. Obligation of moral education of the Nation 2. High profile: Have things to say on important public issues B. Progressive Movement gaining support 1. 1890's cities to states - reform movement 2. Move to Nation level in 1900 3. RR regulation - Interstate Commerce Act 1887 4. 1901 Theodore Roosevelt became President: Backdrop for WW's Presidency at Princeton. C. WW and TR natural allies 1. WW toured country speaking on Progressive issues 2. McKinley attracted votes from Northeast and Midwest cities 3. Democrat William Jennings Bryan - rural Midwest and South D. Democrats looking for candidate who would also attract Northeastern votes 1. With no political baggage - Wilson fit this profile 2. Impressed with WW 's role in education , especially as President of Princeton University E. Progressive Issues 1. Populists: older America - pre-industrial caught between old and new America. Unorganized group dealing with organized parties. Lost election of 1806 2. Their ideas adopted by Progressives • cities, towns • middle class/professionals • well educated 3. Progressives read articles/heard lectures by WW 4. Education united Progressives: Believed in education to provide solutions to society's problems. If you identify the problem, you could design a solution.

III. Won Election as Governor of New Jersey - 1910

A. On campaign trail connected to ordinary people B. Polished persuasive public speaking 1. Wrote his own speeches - very rehearsed C. Began running for President in 1912 D. Republican Ticket split between TR and Taft - WW won.

IV. WW President in 1912 - New Freedom defeated TR's New Nationalism A. WW knew nothing about foreign affairs in 1912: "It would be a great irony if foreign affairs played a big part in my Presidency." He said to a journalist at the time. B. Tariff issue 1865 - 1912 1. Principle source of government revenue • tariff • excise tax • sale of public lands 2. Regions needed protection for a particular industry - in past 3. Wilson brought tariff down - blow to industrial monopolists but boon to small businesses. Improved competition. C. Federal Reserve System 1. Reform financial system of US D. Income Tax - more revenue E. Trust Reform 1. Clayton Anti-Trust Act  2. Federal Trade Commission: Fair trade principles

V. Why Reform Then? Public outcry - depends upon how many people were affected. All levels of Society were affected by then. • For example - stock market dive of 1987, dropped 500 points in one day, but relatively few Americans were stock market investors. • Now , 49% of Americans are stockholders. The huge drop in the Market DOES matter.

VI. Postscript: TR hated WW. After WW asked Americans to elect a Democratic Congress (and they did not) TR wrote to Britain and France asking them to ignore Wilson and deal with the next President who would presumably be a Republican

The Progressive Era, 1889-1916

DIRECTIONS: After reading the chapter in the textbook, thoughtfully read the following question, brainstorm and plan your answer. In an essay, 500-750 words write and respond to the question. Use fluency, form, and correctness so that the stream of ideas is meaningful to the reader.

QUESTION:

Not since the Puritans has the middle class taken control of government in an obvious attempt at reform. But the middle class needed leaders of unparalleled talent and virtue. Identify FIVE great progressive leaders at the local, state, and national levels that helped to bring effective major constitutional reforms to the American middle class of the nation. What were the tenets or pillars of progressive ideology and do they exist today?

 Formulate a sound thesis statement  Be sure to cover the scope of the question  Analyze and provide as much factual material as you can to support your thesis  Deal evenly with all parts of the question  Use good mechanics of composition: good spelling, grammar, transitions, & style.  Have someone edit your work before turning it into the instructor of your course.  You should pay attention to the chronology section of the text whenever it will help you.

Your essay will be scored on the generic rubric of Educational Testing Service 9 point scale.

The Progressive Movement 1870-1920 Essay Format-Planning An Essay

Thesis statement:

Point #1:  ______ ______ ______ ______ ______

Point #2:  ______ ______ ______ ______ ______

Point #3:  ______ ______ ______ ______ ______

Point #4:  ______ ______ ______ ______ ______

Point #5:  ______ ______ ______ ______ ______

Point #6:

 ______ ______ ______ ______ ______

Point #7:  ______ ______ ______ ______ ______

Point #8:  ______ ______ ______ ______ ______

Conclusions: