UNIT 3- Answer Key

PROGRESSIVE ERA
1890-1920

http://americancivilwar.com/women/Womens_Suffrage/picket_white_house.jpg http://imagecache.allposters.com

A vote is like a
rifle; its usefulness
depends upon the
character of the
user.

http://www.theodoreroosevelt.org/graph%20harv%20col/HC1x8.gif

NAME______________________________________ PERIOD________
Miss Springborn, 8th grade Social Studies 2014-2015

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 PROGRESSIVE ERA VOCABULARY
1.)PROGRESSIVE: person who fought for reform during the Progressive Era
2.)MUCKRAKER: someone who “raked up muck (dirt)” on politicians, industry, and
other problems of the cities to expose them to the American public.
3.)MEAT INSPECTION ACT: required government regulation of the meat packing
industry
4.)PURE FOOD & DRUG ACT: 1906 – law that required food & drug
manufacturers to list all ingredients on their packages
5.)HULL HOUSE: Settlement house that offered services & help to women & the
poor; gave educational training, helped find jobs, provided babysitting, etc.
6.)PLESSY V. FERGUSON: 1896 - ruling of the Supreme Court that stated:
segregation is legal as long as facilities are “separate but equal”
7.)DIRECT PRIMARY (PRIMARY): party members choose their party’s candidate
for office ex. the Democrats vote for their presidential nominee
8.)17TH AMENDMENT: 1913 - Direct Election of Senators; the public votes for
their state’s Senators, not state legislatures
9.)RECALL: allowed voters to remove an elected official from office
10.)INITIATIVE: citizens can propose a new law by getting enough people to sign
a petition supporting it.
11.)REFERENDUM: gave voters the power to make a bill become a law by voting
yes or no on it
12.)16TH AMENDMENT: 1913 -gave the government the right to tax people’s
income; more you make, more you’re taxed
13.)SUFFRAGE: the right to vote
14.)19TH AMENDMENT: 1920 - women’s suffrage – women got the right to vote
15.)CLAYTON ANTITRUST ACT: strengthened the Sherman Antitrust Act by
outlawing the creation of a monopoly through any means, and stated antitrust laws
could not be used against unions.

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 As the Civil War ended, increased immigrants caused American cities to
grow. As cities grew new problems arose. Reformers swung into action in areas
such as city government, politics, public schools, and the workplace. African
Americans, American Indians, immigrants, and women also called for reforms.

Fill in NOTES on this side: Create a picture(s) of

the main ideas of each section

The Gilded Age:

Many people refer to the time period at the end of the 1800’s to the
early 1900’s as the Gilded Age. This nickname came from Mark Twain,
a famous author, who said from a distance American society looked
golden but when you looked up close it was actually “gilded” (coated
with cheap gold paint).

The Progressive Movement:

 Reformers in the late 1800’s and early 1900’s were knows as

Progressives

 They worked to solve problems such as crime, disease, and poverty

 Many areas were targeted for reform such as health and education,

poor living conditions, unsafe working conditions, social unjust,

government corruption, child labor, racial discrimination, corrupt

monopolies, tenements and more!

Reformers received help from Muckrakers, journalists that helped “dig

up dirt” on the problems

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The First Progressive Progressive President:

1. Theodore Roosevelt (Teddy)- took office after William

McKinley was shot and killed in 1901.
 Believed in being an active president.
 He pushed for the Square Deal, where everyone’s
(businessmen, workers, and consumers) rights should be
balanced for the public good.
 Got involved in several progressive issues including cleaning
up the meat-packing industry thanks to Upton Sinclair’s book
The Jungle. Because of this he pushes the Pure Food and Drug
Act of 1906. This regulates the manufacture, sale, and
transportation of all food and drugs distributed in the United
States.
 Also passed was the Meat Inspection act specifically
addressing Sinclair’s book.
 Roosevelt also gets Congress to regulate railroad shipping
costs, this helping the small farmers.
 He also becomes a big supporter of the conservation
movement that worked to protect our natural resources and
sets up many sites as protect federal lands. This today is
known as our National Parks System, for example the Grand
Canyon, Yosemite, Niagara Falls, Badlands in South Dakota,
Florida Everglades, etc… In total 150 million acres of public
land set aside and protected

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CHANGES IN BIG BUSINESS and THE GOVERNMENT
Teddy Roosevelt the Trustbuster
The CLAYTON ANTITRUST ACT was passed to prevent the formation
of trusts and monopolies.

Document 1 and 2:

http://www.blogforarizona.com/.a/ http://www-
6a00d8341bf80c53ef0133ecbb5773970b-500wi tc.pbs.org/wgbh/amex/presidents/26_t_roosevelt/images/trrr.gif

In Document #1, what is the Teddy Roosevelt character doing to the man in the picture?
ROOSEVELT IS TRYING TO TIGHTED CONTROL OVER THE MANS “WAIST”,
CAUSING MONEY TO EXIT THE MAN (MAKING THE TRUST GIVE UP SOME WEALTH)

In Document 2, who is Teddy Roosevelt wrestling with?

ROOSEVELT IS WRESTLING WITH THE RAILROAD INDUSTRY

During this time period Teddy Roosevelt was given the nickname of the
“Trustbuster”. According to these cartoons, why was he given this nickname?
ROOSEVELT WAS TRYING TO STOP TRUSTS (MONOPOLIES)
FROM BECOMING TOO POWERFUL TO MAKE IT FAIR FOR
CONSUMERS

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 Problem: The Tenement Houses and Living Conditions

Fill in NOTES on this side: Create a picture(s) of

the main ideas of each section
Problem: The living conditions in the cities and tenement
house were unlivable

This effected the poor, the immigrants, and many

children

Fixing the problems in the city:

 There were many causes of the

problems in the urban (city) society
 City problems were caused by
things like urbanization, growth of the middle class, bad
working conditions in factories, scandals about political
corruption, rise of powerful corporations (monopolies), and
increase in immigration
 New jobs/profession emerge to help the cities: jobs like city
planners and civil engineers
 These new planners will pass zoning laws,
building-safety codes, create public parks,
create proper waste disposal system
(sewers), create safe water system, and
created street paving and proper bridge
building projects.

Education Reform:

 Many states start to pass laws requiring children to attend

school
 Push towards opening of High Schools for upper
education
 Courses in citizenship, health, and job training
were developed

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  Kindergartens are opened for the first time specifically to help
the children of the poor and working class learn basic skills
 John Dewey, an important reforming in education, created
new models for teaching children that are still used today
 Helped to create the American Medical
Association (AMA) to help regulate the
education of doctors and nurses and to
spread the new scientific knowledge that
was being learned about diseases and
treatments

Some of the Muckrackers involved in this problem

included:

Jacob Riis- Published the book How the Other Half

Lives

Jane Addams- Opened Hull House and helped poor

women and immigrants in the city

Lincoln Steffens- Editor of McLure’s magazine and

published a book about the shame of the cities pushing
for reform of the city governments

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Document 3:
Based on your answers from
the previous unit and the
pictures on the left, explain
why Jacob Riis chose to expose
the living conditions in
tenements and ghettos in his
book, How the Other Half
Lives.

Living conditions were

deplorable (as seen in the
pictures)
 Disease was wide-

spread
 People lived in severe

poverty
 Sanitation was very

bad
 Rodents helped with

the spread of disease

 Water was tainted

 Large families lived

in one-room
apartments
Source for both pictures:  Multiple families

shared bathrooms
 The tenements were

not kept in good

shape by the owners
 Rent was high
Riis, Jacob. How the Other Half Lives. New York: Charles Scribner’s Sons, 1890.

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 HULL HOUSE
DOCUMENT 4:

Reformers of the
Progressive Era
- Not all reformers were
muckrakers. Some people
helped others, but did not
expose issues to the public.

Jane Addams wanted to help people who lived in slums like these.
Source: Frances Loeb Library, Graduate School of Design, Harvard University.

Directions: In the right hand column, draw ONE PICTURE and WRITE
ONE MAIN IDEA (the most important idea) in each paragraph.

In the 1880’s Jane Addams traveled to Europe. While she

was in London, she visited a settlement house called Toynbee SETTLEMENT HOUSES
Hall. Settlement houses were created to provide community WERE SET UP TO
services to ease urban problems such as poverty. Inspired by PROVIDE COMMUNITY
Toynbee Hall, Addams and her friend, Ellen Gates Starr,
SERVICES TO EASE
opened Hull House in a neighborhood of slums in Chicago in
URBAN PROBLEMS;
1889. Many who lived there were immigrants from countries
HULL HOUSE
such as Italy, Russia, Poland, Germany, Ireland, and Greece.
For these working poor, Hull House provided a day care center PROVIDED DAY CARE,
for children of working mothers, a community kitchen, and SOUP KITCHEN,
visiting nurses to treat the sick. Addams and her staff gave NURSES FOR THE ILL,
classes in English literacy, art, music, and other subjects. Hull MEETING PLACE FOR
House also became a meeting place for clubs and labor unions. UNIONS, EDUCATION
Most of the people who worked with Addams in Hull House
were well educated, middle-class women. Hull House gave them
an opportunity to use their education and it provided a training
ground for careers in social work.

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 Jane Addams, who had become a popular national JANE ADDAMS AND
figure, sought to help others outside Hull House as well. RESIDENTS OF
She and other Hull House residents often “lobbied” city HULL HOUSE
and state governments. When they lobbied, they LOBBIED POLITICAL
contacted public officials and legislators and urged them OFFICIALS TO
to pass certain laws and take other actions to benefit a URGE LAWS TO BE
community. For example, Addams and her friends lobbied PASSED TO
for the construction of playgrounds, the setup of BENEFIT THE
kindergartens throughout Chicago, legislation to make COMMUNITY
factory work safer, child labor laws, and enforcement of
anti-drug laws.

Addams believed in an individual’s obligation to help his JANE ADDAMS AND

or her community, but she also thought the government OTHERS LIKE HER
could help make Americans’ lives safer and healthier. In WERE PART OF THE
this way, Addams and many other Americans in the 1890’s PROGRESSIVE
and 1900’s were part of the Progressive movement. For a MOVEMENT; TEDDY
while, they even had a political party. When Theodore ROOSEVELT RAN AS
Roosevelt ran for president for the Progressive Party in THE PROGRESSIVE
1912, Jane Addams publicly supported him at the party PARTY CANDIDATE
convention. FOR PRESIDENT IN
1912

Jane Addams was a strong champion of several other JANE ADDAMS

causes. Until 1920, American women could not vote. ALSO WORKED FOR
Addams joined in the movement for women’s suffrage OTHER CAUSES
(women’s right to vote). She was a vice president of the LIKE WOMEN’S
National American Woman Suffrage Association. Addams SUFFRAGE, AND
was also a founding member of the National Association FOR CIVIL RIGHTS
for the Advancement of Colored People (NAACP).

What issue did Jane Addams tackle and why?

POVERTY, TO IMPROVE CONDITIONS IN CITIES, LIVES OF WOMEN
AND CHILDREN, HELPING IMMIGRANTS

Was Jane Addams a muckraker? Why or why not?

NO, SHE WORKED TO IMPROVE CONDITIONS, NOT EXPOSE THEM,
SHE WORKED ON A SOLUTION TO THE PROBLEM BUT IN HER OWN
WAY SHE DREW ATTENTION TO IT

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 Problem: Corruption in Government:
Fill in NOTES on this side: Create a picture(s) of
the main ideas of each section
Corruption in Politics:

 Powerful organization called political machines influenced city and

county politics
 They used both legal and illegal ways to get candidates elected to
office
 They would bribe voters,
election officials, get only one
candidate listed on the ballot,
paid for votes, and even hire the
people who counted the votes to
make sure it turned out the way
they wanted
 Political machines where run by powerful bosses
 Bosses traded favors for votes
 Most bosses got support from new immigrants who needed more
help to get by
 One of the most famous political bosses:
William Marcy Tweed of New York City
reportedly stole as much as $200 million
from the City Treasury during his time in
power
 Even the federal government was corrupt: especially the
administration of Ulysses S. Grant. Many of his officials were
arrested in plots to avoid paying taxes and went to jail

How do we solve Political Corruption?

 The nation passes Civil Service Reform

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  Civil Service is the term used to describe government jobs… for

example: police, fireman, state troopers, IRS workers, and all other

government jobs are considered to be Civil Service Jobs

 This was supposed to help put the most qualified candidates in the

job

 You had to take a test about your test and show certain skills

 People were then ranked (highest to lowest) based on their test

scores and would get picked for job openings that way

 This was to prevent unqualified and corrupt officials from getting

government jobs

 The law passed in 1883 was called the Pendleton Civil Service Act

and set up a merit system controlled by the Civil Service

Commission. Today it covers almost 90% of all government jobs

Due to corruption in the government, Wisconsin governor

Robert Lafollette developed ideas to give _VOTERS__ more

power. He believed that if __PEOPLE__ had more power,

___CORRUPTION_____ in the government would go down. The

ideas he proposed were ___RECALL_, so that elected

representatives could be removed from office;

___PRIMARIES__ to ensure that voters select candidates to

run for office, rather than party bosses;

___REFERENDUM____ allows voters to decide if a bill or

proposed amendment should be passed and

_____INITIATIVE_____ allows voters to propose a bill to

state legislatures

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 Some of the Solutions to these problems:

Solving Corruption in Politics:

 Goal was to Expand Democracy: to help stop

the political corruption we start to expand the

right to vote and the power of the people

 We create more of a direct primary system where the people vote

on who will be the candidates for political office

 The 17th Amendment is passed in 1913 and allows for the first

time Americans the right to vote directly for their Senators in

Congress (remember there are 2 senators from every state)

 Voters also were given the right to call for action on many political

issues:

Recall: Voters can now sign a petition asking for a special vote
on an elected official. This allows them to remove elected officials
if they are not happy with them
Ex: The governor of Wisconsin recently had a recall vote on his term
because many were unhappy with some of his more recent decisions,
he won his recall vote and is still in power today

Initiative: this allows voters to propose a new law by getting

signatures on a petition
Ex: Many states recently voted on issues in the last election under
initiative vote, such as the legalization of medical marijuana and in
California many citizens wanted change what information was on
food labels to include anything genetically altered

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 Referendum: allows voters to sign a petition to vote on a law
already in place
Ex: Puerto Rico ( a US Territory) recently
voted in a referendum to change their
relationship with the United States and
instead of remaining just a territory to try
and work towards becoming our 51st state

Reforming City and State Governments:

 Create a new system of government that runs more like a

business model
 Had a city council that was elected by the people and they
choose a manager to help run the city
 Robert LaFollette developed the Wisconsin Idea and pushes for
changes such as tax reform, direct primaries, and more power to
the people to elect their officials

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 Document 5:
In July 1871, The New York Times ran a series of news stories exposing massive corruption by
members of Tammany Hall, the Democratic political machine in New York City run by William
"Boss" Tweed. The Times had obtained evidence that the Tweed Ring had stolen the public's
money in the form of inflated payments to government contractors, kickbacks to government
officials, extortion, and other illegal activities. The estimated sum stolen was set at $6 million,
but is today thought to have been between $30 and $200 million.

Thomas Nast (1840-1902) was one of the most talented cartoonists of the Nineteenth
Century. Starting in 1869, he began a series of cartoons in Harper's Weekly magazine attacking
the Tammany Hall political machine. Harper’s Weekly and other newspapers soon joined the New
York Times in exposing the scandals. Nast had been assailing the Tweed Ring for years through
his creative and powerful images, but intensified his assault in the summer and fall of 1871. Boss
Tweed reportedly exclaimed, “I don't care a straw for your newspaper articles; my constituents
don’t know how to read, but they can’t help seeing them damned pictures!"

In fact, the Tweed Ring tried to bribe Nast into taking a European vacation, which the
artist refused. "Tommy, if you will take a trip to Europe for a year, you can have your expenses
paid, and a new house will be built ready for your return, without your paying a cent for it."

Source: The New York Times August 19, 1871

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Answer the questions based on the reading and the political cartoon.

1) What is the source of the cartoon?

THE NEW YORK TIMES

2) What is the caption of the cartoon?

WHO STOLE THE PEOPLE’S MONEY? DO TELL. ‘TWAS HIM

3) What are the people doing?

POINTING AT EACH OTHER, BLAMING EACH OTHER FOR STEALING THE

MONEY

4) What is the “Tammany Ring” referring to?

TAMMANY HALL POLITICAL MACHINE OF NEW YORK CITY

5) What is the message of the cartoon?

TAMMANY HALL AND BOSS TWEED STOLE MONEY FROM THE PUBLIC
AND NONE OF THEM WILL TAKE THE BLAME

6) Why did Thomas Nast choose to expose Boss Tweed to the American public?

HE WAS SICK AND TIRED OF THE ILLEGAL DEALINGS THAT WERE GOING ON
IN NYC. HE ALSO WANTED TO HELP SAVE THE CITY FROM CORRUPTION.

7) Why was Thomas Nast more successful in exposing Boss Tweed with his
cartoons than an author who wrote a book?

NOT EVERYONE COULD READ (THEY DIDN’T GO TO SCHOOL), BUT

THEY COULD LOOK AT A CARTOON AND FIGURE OUT WHAT IT
WAS SAYING.

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 Problem: Working Condition in the workplace and Child Labor

Fill in NOTES on this side: Create a picture(s) of

the main ideas of each section
Reforming the Workplace:
Child Labor Reform

 Because of extremely low wages in

the workplace many families sent
their children to work to help the family get by
 About 1.75 million children under age 15 worked in mines,
mills, and factories in 1900
 Reformers helped create the National Child Labor Committee
to investigate child labor and eventually pass laws
 Federal government will pass laws in 1916 and 1919 but had
some trouble keeping those laws intact from court challenges

Safety in the Workplace:

 Many pushed for higher wages and fewer working hours
 Many states will pass minimum wage laws and maximum
working hours
 Tragic Accidents bring attention to workplace safety
 In 1900 alone, 35,000 people were killed by industrial
accidents. Another 500,000 were injured on the job
 In 1911, the tragic and shocking fire at the Triangle Shirtwaist
Company in New York City
caused anger and outrage
 A fire broke out when over 500
mostly immigrant women and
children were preparing to leave
for the day
 The exit doors on the 10th floor of the building were locked and
over 146 workers died from the fire, some jumping to their
deaths to escape the smoke and heat
 Because of this shocking case and others like it, reformers
called for more workplace safety and greater laws regulating
working conditions
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  TRUE STORY: MODERN DAY TRAGEDY!! Sadly, cases like this
still happened in developing countries today around the world.
On November 24th, 2012, 118 workers died at a garment factory
in Bangladesh when a fire broke out and workers could not get
through the narrow escape exits stairwells fast enough. These
workers were also on a higher floor and many jumped to their
death as well. Many poorer countries in this region have
experience fires and other industrial accidents in recent years
just like this. Many countries are years behind the United States
in fixing this problem. Cases like this is why all building have fire
codes in buildings, well lit and labeled emergency exits, why we
practice fire drills, and have emergency systems such as 911 in
place today.

The Courts and the Workplace:

 Many businesses sued in court over these new

regulations saying it was not fair and that the
government shouldn’t be interfering in their business
 Some laws were gotten rid of by the courts: For example in
New York State there was law limiting bakers to a 10 hour
work day but the Supreme Court ruled that the state could not
limit businesses to only a 10 hour work day and workers could
sign an agreement to work a longer day if they wanted
 Other laws were kept by the courts: For example in the case of
Muller vs. Oregon in 1908, the Court ruled that you could limit
women’s working hours for health and safety reasons
 Many of these issues were decided state by state

Rise of Labor Organizations:

 Unions fought for better working

conditions
 Workers began to unite together to
demand shorter working hours,
higher wages, and safety on the job
 In 1903, the Women’s Trade Union League became the first all

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 women’s union to demand better working conditions for
females
 One of the most powerful unions was the American Federation
of Labor (AFL) whose leader Samuel Gompers argued for safer
working conditions, higher pay, and right of the worker to
organize

END OF CHILD LABOR

A photographer by the name of LEWIS HINE took photos of kids

working adult jobs. His goal was to expose the very serious problem of

CHILD LABOR. He was successful and many different CHILD LABOR

LAWS were passed.

OTHER CHANGES IN THE WORKPLACE

During INDUSTRIALIZATION a lot of problems began in the

factories. CONDITIONS were horrible and workers were paid LOW

wages for long HOURS. Workers decided to unite and form LABOR

UNIONS and go on STRIKE for better conditions, wages, and hours.

They, after a really long fight, were finally successful.

 Some wage laws were passed which stated a MINIMUM wage that

must be paid by employers.

 Workman’s COMPENSATION insurance was established which gave

workers hurt on the job a cushion.

 SAFETY LAWS were passed to ensure worker safety on the job.

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DOCUMENT 6: TRIANGLE SHIRTWAIST FACTORY FIRE
THE FOLLOWING EXCERPT COMES FROM THE MARCH 26, 1911 ISSUE OF THE NEW YORK
TIMES.
141 MEN & GIRLS DIE IN WAIST FACTORY FIRE; TRAPPED HIGH UP IN WASHINGTON PLACE
BUILDING; STREET STREWN WITH BODIES; PILES OF DEAD INSIDE

Three stories of a ten-floor building at the corner of Greene Street and

Washington Place were burned yesterday, and while the fire was going on, 141
young men and women, at least 125 of them were mere girls, were burned to death
or killed by jumping to the pavement below.
The building was fireproof. It shows now hardly any signs of the disaster
that overtook it. The walls are as good as ever; so are the floors; nothing is the
worse for the fire except the furniture and the 141 of the 600 men and girls that
were employed in the upper three stories.
Most of the victims were suffocated or burned to death within the building,
but some who fought their way to the window and leaped met death as surely, but
perhaps more quickly, on the pavements below. At 4:40, nearly five hours after
the employees in the rest of the building had gone home, the fire broke out. The
one little fire escape in the interior was never resorted to by any of the doomed
victims. Some of them escaped by running down the stairs, but in a moment or two,
this avenue was cut off by flames. The girls rushed to the windows and looked
down at Greene Street, 100 feet below them. Then one poor little creature
jumped. There was a plate glass protection over part of the sidewalk, but she
crashed through it; wrecking it and breaking her body into a thousand pieces.
Then they all began to drop. The crowd yelled ‘Don’t jump!’ but it was jump
or be burned – the proof of which is around in the fact that fifty burned bodies
were taken from the ninth floor alone.
The victims who are now lying at the Morgue waiting for someone to identify
them by a tooth or the remains of a burned shoe were mostly girls from 18-23
years of age.
There is just one fire escape in the building. That one is an interior fire
escape. In Greene Street, where the terrified unfortunates crowded before they
began their mad leaps to death, the whole big front of the building is guiltless of
one. Nor is there a fire escape in the back.
The building itself was one of the most modern construction and classed as
fireproof. What burned so quickly and disastrously for the victims were
shirtwaist, hanging on lines above tiers of workers, sewing machines placed so
closely together that there was hardly aisle room for the girls between them, and
shirtwaist trimmings and cuttings which littered the floors above the eighth and
ninth stories.

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 According to two of the ablest fire experts in the city, the great loss of life
at the shirtwaist factory fire can be accounted for by the lack of adequate
instruction of the girls in the way to conduct themselves in time of fire.
These men, H.F.J. Porter, an industrial engineer, with offices at 1 Madison
Avenue, and P.J. McKeon, a fire prevention expert, who is now delivering lectures
at Columbia University, are both familiar with the building which was destroyed and
had advised the owners of the factory to establish some kind of a fire drill among
the girls and put in better emergency exits to enable them to get out of the
building in case of fire. Mr. Porter said last night, when told of the fire by a Times
reporter: ‘I don’t need to go down there. I know just what happened.’
Two years ago Mr. McKeon made an insurance inspection of the factory,
among others, and was immediately struck by the way in which the large number of
girls were crowded together in the top of the building. He said last night that at
that time there were no less than a thousand girls on the three upper floors.
‘I inquired if there was a fire drill among the girls, and was told there was
not,’ said he. ‘The place looked dangerous to me. There was a fire-escaped on the
back and all that, and the regulations seemed to be complied with all right, but I
could see that there would be a serious panic if the girls were not instructed how
to handle themselves in case of a fire.’
‘I even found that the door to the main stairway was usually kept locked. I
was told that this was done because it was so difficult to keep track of so many
girls. They would run back and forth between the floors, and even out of the
building, the manager told me.’
‘It is a wonder that these things are not happening in the city everyday’ he
said. ‘There are only two or three factories in the city where fire drills are in use,
and in some of them where I have installed the system myself, the owners have
discontinued it.’
‘One instance I recall in point where the system has been discontinued
despite the fact that the Treasurer for the company, through whose active co-
operation it was originally installed, was himself burned to death with several
members of his family in his country residence, and notwithstanding that the
present President of the company, while at the opera, nearly lost his children and
servants in a fire which recently swept through his apartments and burned off the
two upper floors of a building which was and still is advertised as the most
fireproof and expensively equipped structure of its character in the city.’
‘The neglect of factory owners of the safety of their employees is
absolutely criminal. One man who I advised to install a fire drill replied to me, ‘Let
‘em burn up. They’re a lot of cattle anyway.’
‘The factory may be fitted with all the most modern fire fighting apparatus
and there may be a well-organized fire brigade, but there is absolutely no attempt
made to teach the employees how to handle themselves in case of a fire. This is
particularly necessary in case of young women and girls who always go into panic.’

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Answer the questions about the Triangle Shirtwaist Factory Fire:

1. How many deaths were there?

141

2. What made the fire spread so quickly?

Shirtwaist trimmings

3. What were the causes of death?

Smoke, burns, jumping out windows

4. What prevented people from escaping the building?

Only one fire escape, locked doors, no aisle room between machines

5. Give examples of panic among workers.

Jumping out windows

6. What do the workers need in order to be prepared for a fire?

Fire drills

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Document 7:

Photo from Lewis Hine’s book Kids at Work

http://www.historycooperative.org/journals/imh/101.4/images/bodenhamer_fig02b.jpg

1. What is going on in this picture?

CHILDREN WORKING IN GLASS WORKS

2. What was Lewis Hine trying to expose in his book Kids at Work?

HORRIBLE CONDITIONS THAT CHILDREN WERE FORCED TO

WORK IN

3. Why might have Lewis Hine’s job been dangerous?

FACTORY OWNERS DO NOT WANT PEOPLE TO KNOW THEY HAVE

CHILDREN WORKING IN THEIR FACTORIES

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 Problem: Monopolies and the Anti-Trust Movement

Fill in NOTES on this side: Create a picture(s) of

the main ideas of each section

Many companies had total control over their industries.

Muckrakers like ___IDA TARBELL___worked to draw
attention to this problem during the late 1800’s. She when
after _____JOHN D ROCKEFELLER_____ and his
company, Standard Oil.
Critics of big business said it was unfair how big
corporations used their size and power to drive smaller
competitors out of business. Many wanted the government
to step in and regulate these business practices.
 Sherman Anti-Trust Act: this law outlawed
__MONOPOLIES______ and ___TRUSTS___ that
restrained trade

Document 8:
EXCERPT FROM: HISTORY OF STANDARD OIL
By: Ida M. Tarbell

Very often people who admit the facts, are willing to see that Mr. Rockefeller
has employed force and fraud to secure his ends, justify him by declaring, “It’s business.”
That is, “it’s business” has come to be a legitimate excuse for hard dealing, sly tricks, special
privileges… One of the most depressing features of the ethical side of the matter is that
instead of such methods arousing contempt they are more or less openly admired… and men
who make a success like that of the Standard Oil Trust become national heroes!... And what
are we going to do about it, for it is our business?

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 We the people of the United States, and nobody else, must cure whatever is wrong in
the industrial situation, typified by this narrative of the growth of the Standard Oil
Company. That our first task is to secure free and equal transportation privileges by rail,
pipe and waterway is evident. It is not any easy matter. It is one which may require
operations which seem severe; but the whole system of discrimination has been nothing but
violence, and those who have profited by it cannot complain if the curing of the evils they
have wrought bring hardship on them. At all events, until the transportation matter is
settled, and right, the monopolistic trust will be with us - - a leech on our pockets, a barrier
to our free efforts.

Questions:
1) Why has Standard Oil been able to continue with their unfair business practices for so long?

THEY USED FORCE AND FRAUD

2) What excuse is given for men in business that use unfair practices?

“IT’S BUSINESS”

3) Why do people admire John D. Rockefeller rather than hate him?

BECAUSE THEY WANT TO BE RICH AND SUCCESSFUL LIKE HIM

4) According to the author, what is the first task of the American people?

TO SECURE FREE AND EQUAL TRANSPORTATION PRIVILEGES BY RAIL,

PIPE AND WATERWAY

5) What does “a leech on our pockets, a barrier to our free efforts” mean and what is the author
referring to?

THAT ROCKEFELLER IS STEALING MONEY FROM PEOPLE’S POCKETS AND

BLOCKING THEIR FREEDOM IN TRANSPORTATION.

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 Problem: Women’s Rights

Fill in NOTES on this side: Create a picture(s) of

the main ideas of each section

The Rights of Women and Minorities:

 Women started to attend more colleges in the late 1800’s

 Some argued that women could not handle the “mental strain” of
too much thinking
 Even with higher education many jobs were still closed to
women because of their gender

Women’s Suffrage Movement:

 Many women wanted more rights including the

right to vote
 Elizabeth Cady Stanton and Susan B. Anthony
found the National American Woman Suffrage
Association (NAWSA) in 1890 to help get the right
to vote for women
 Carrie Chapman Catt fought for women’s suffrage in many
western states including Wyoming, Colorado, Idaho, and Utah
 Catt becomes president of NAWSA in 1900 and helps mobilize
about 1 million volunteers to work for women’s right to vote
 A rival group called the National Women’s Party (NWP) was
founded by Alice Paul in 1913 and aimed to make the women’s
suffrage movement more public with protests, parades, and
public demonstrations including hunger strikes
 Both groups efforts will pay off when the 19th amendment is
passed in 1920 and granted all women in the United States the
right to vote

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 WOMEN’S RIGHTS
The Women’s rights movement got its start in a place called SENECA

FALLS in 1848. Here women from around the U.S. met to decide what

they wanted to fight for and drafted the DECLARATION OF

SENTIMENTS. What did they decide to fight for?

SUFFRAGE
Movie: IRON JAWED ANGELS
Women’s suffrage movement
Define suffrage:
THE RIGHT TO VOTE

So what is women’s suffrage?

WOMEN’S RIGHT TO VOTE

Major Players: (Explain some details about these women based on the movie.)

CARRIE CHAPMAN CATT

VP OF NAWSA. STATE TO STATE TO GET SUFFRAGE. Did not
treat Alice and Lucy very nice at first, eventually joins with them

ALICE PAUL
WANTED AN AMMENDMENT FOR WOMEN’S SUFFRAGE.Starts
NWP

LUCY BURNS
WANTED AN AMMENDMENT FOR WOMEN’S SUFFRAGE.Starts
NWP

INEZ MILHOLLAND
WANTED AN AMMENDMENT FOR WOMEN’S SUFFRAGE. LED
THE PARADE AND GAVE MANY SPEECHES.

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What were some methods used to achieve suffrage?

PARADE, PROTEST, HUNGER STRIKES,PETITIONED THEIR

CONGRESSMEN, MADE SPEECHES AROUND THE COUNTRY,
WROTE BOOKS AND ARTICLES ABOUT THEIR CAUSE, SPOKE
TO THE PRESIDENT, MADE THEIR FIGHT VERY PUBLIC

What event made it tough for the women’s suffrage movement to succeed?

US JOINED WWI

WHAT DO THEY COMPARE/

STAND FOR? CONTRAST
WANTED WOMEN’S
NATIONAL AMERICAN
SUFFRAGE STATE BY
WOMEN’S SUFFRAGE
NAWSA ASSOCIATION
STATE

LED BY: CARRIE CATT

NATIONAL WOMEN’S
PARTY WANTED AN
NWP
AMMENDMENT TO
LED BY: ALICE PAUL
THE CONSTITUTION
FOR WOMEN’S
SUFFRAGE

Women’s suffrage was granted to women in the

19TH AMENDMENT in 1920.

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 Problem: Alcohol and the Temperance Movement

Fill in NOTES on this side: Create a picture(s) of

the main ideas of each section

Temperance Movement:

 Women played a vital role in this reform

 This movement blamed alcohol for
many of society’s problems
 Leading reformer in this movement was
a woman named Carry Nation who literally stormed into
saloons with ax’s chopping up the bar and smashing the
liquor bottles
 Reformers joined the Woman’s Christian Temperance Union
(WCTU)
 This movement will lead to the passage of the 18th
Amendment to the Constitution in 1919. This amendment
outlaws the production and sale of alcoholic beverages in the
United States
 Total ban of alcohol

Women were also fighting to make alcohol illegal.

This was called the TEMPERANCE MOVEMENT.

They were successful with the passage of the

18TH AMENDMENT in 1919. One of the main

people involved in this movement was a woman

named CARRIE NATION. She was known for

going into bars with her HATCHET and chopping

them up destroying everything she came across.

Page | 29
Document 9:

http://www.rustycans.com/Graphics/Seuss_Prohibtion.jpg

1. Who is the woman in the cartoon?

CARRIE NATION

2. What is the camel’s name?

PROHIBITION

3. What is the message of this cartoon?

CARRIE NATION USED EXTREME MEASURES TO ENFORCE

PROHIBITION.

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 Problem: Civil Rights for African Americans

CIVIL RIGHTS: RIGHTS GUARANTEED TO ALL PEOPLE – voting,

speech, religion

Even though the 15TH AMENDMENT was passed giving African-

American men the right to vote, there were several things that went

into place to prevent them from voting. The GRANDFATHER CLAUSE

said that if your grandfather did not vote, you could not. The

LITERACY TESTS were put in place and if you could not read/write,

you could not vote; and finally POLL TAXES were charged and if you

could not afford them, you could not vote.

JIM CROW LAWS_________________________________

 After the Civil War these laws went into effect in the South
 Blacks were excluded from white society – legal segregation

PLESSY VS FERGUSON_____________________________
 Supreme Court Case in 1896
 Segregation of schools was legal
 Court ruled “separate but equal” – blacks and whites could have
separate schools as long as schools could provide an equal education
to all students
 Schools were NOT equal

NAACP, JIM CROW LAWS,

15th AMENDMENT,
PLESSY V. FERGUSON

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Document 10:
Booker T. Washington and W.E.B. DuBois were the original fathers of the Civil Rights
movement. However, they did not agree on a method to achieving equality. They had
many, many differences. Please record some of their differences in the chart after reading
the following excerpt and p. 622-623.
ONE LAST INTERVIEW WITH W.E.B. DU BOIS
"I never thought Washington was a bad man," he said. "I believed him to be sincere, though wrong. He and I
came from different backgrounds. I was born free. Washington was born slave. He felt the lash of an overseer
across his back. I was born in Massachusetts, he on a slave plantation in the South. My great-grandfather
fought with the Colonial Army in New England in the American Revolution." (This earned the grandfather his
freedom.) "I had a happy childhood and acceptance in the community. Washington's childhood was hard. I
had many more advantages: Fisk University, Harvard, graduate years in Europe. Washington had little formal
schooling. I admired much about him. Washington," he said, a smile softening the severe, gaunt lines of his
face, "died in 1915. A lot of people think I died at the same time."

http://www.theatlantic.com/past/unbound//flashbks/black/mcgillbh.htm

Booker T. Washington W.E.B. DuBois

BORN A SLAVE, GREW UP BORN FREE IN
Growing up ON A PLANTATION MASSACHUSETTES
CHILDHOOD WAS HARD GRANDFATHER HAD
WAS ABUSED AS A SLAVE FOUGHT FOR FREEDOM IN
WAR
HAPPY CHILDHOOD
HAD ACCEPTANCE IN THE
COMMUNITY
PHD from Harvard

ENCOURAGED AFRICAN CALLED FOR ECONOMIC

AMERICANS TO IMPROVE AND EDUCATIONAL
Beliefs about THEIR OWN EQUALITY AND AN END
Civil Rights EDUCATIONAL AND TO SEGREGATION AND
ECONOMIC WELL-BEING, DISCRIMINATION
WANTED TO BRING
RATHER THAN FIGHT RACIAL INEQUALITY TO
DISCRIMINATION AND THE ATTENTION OF
SEGREGATION WORK WHITE AMERICANS
HARD

Page | 32
 CREATED THE NIAGARA
Accomplishments FOUNDED TUSKEGEE MOVEMENT
INSTITUTE FOR AFRICAN FOUNDED THE NAACP
AMERICANS HELPED WIN THE CASE TO
OUTLAW THE
GRANDFATHER CLAUSE
GRADUATED FROM
HARVARD

Page | 33
PROBLEM: CONSERVATION:
Teddy Roosevelt believed that conservation was extremely important, because he knew that once
resources & animals were gone they could not be replaced. Label the map to see what Roosevelt
did for conservation in the US.

KEY:
B= Federal Bird Reserve, G =Federal Game Reserve, P = National Park, F = National Forest, M = National Monument, R =
Reclamation Project

STATE Bird National Game National National Reclamation

Preservation Forest Preserve Monuments Park Project
Alaska: B=6 F=2 G=1
Arizona: B=1 F=12 G=1 M=5 R=2
Arkansas: F=2
California: B=2 F=20 M=4 R=2
Colorado: F=17 M=1 P=1 R=1
Florida: B=10 F=2
Hawaiian B=1
Islands:
Idaho: B=2 F=19 R=2
Kansas: F=1
Louisiana: B=4
Michigan: B=2 F=2
Minnesota: F=2
Montana: B=1 F=17 G=1 M=1 R=4
Nebraska: F=1 R=1
Nevada: F=4 R=1
New B=2 F=8 M=3 R=2
Mexico:
North B=2 F=1 P=1
Dakota:
Oklahoma: F=1 G=1 P=1
Oregon: B=4 F=12 P=1 R=1
Puerto Rico: B=1 F-1
South B=1 F=1 M=1 P=1 R=1
Dakota:
Utah: B=1 F=10 M=1 R=1
Washington: B=8 F=8 M=1 R=2
Wyoming: B=3 F=7 M=1 R=1
THIS CHART SHOWS THE STATES WHERE ROOSEVELT SET ASIDE RESERVES, PARKS,

Page | 34
Page | 35
FORESTS, MONUMENTS, AND IRRIGATION PROJECTS

1.) Which state received the most Bird Preservations?

FLORIDA

2.) Which state received the most National Forests?

CALIFORNIA

3.) Which state received the most Game Preserves?

ALL EQUAL: ALASKA, ARIZONA, MONTANA, OKLAHOMA

4.) Which state received the most National Monuments?

ARIZONA

5.) Which state received the most National Parks?

ALL EQUAL: COLORADO, NORTH DAKOTA, OKLAHOMA, OREGON,
SOUTH DAKOTA

6.) Which state received the most Reclamation Projects?

MONTANTA

Page | 36
Page | 37
 Use your vocab list to fill in the chart with the vocab term and the
definition.
PROBLEM
Women did not have suffrage.
Senators were selected by state
legislators.
Railroad companies were favoring INTERSTATE COMMERCE ACT- forbade railroad
certain industries, like Rockefeller. companies from giving discounts to certain people.
Party leaders selected the
candidates for office, causing
corruption.
Trusts and monopolies were too
powerful and cutting competition.
Corrupt politicians would hold
office
until their term was up.
Voters were never allowed to vote
on laws before.
The meat industry was unsanitary.
Voters did not have the right to
propose a new law.
Ingredients were not listed on food
& medicine. Companies exaggerated
the effects of some medicine.
The government unfairly taxed
people’s income.
SOLUTION
19 TH
AMENDMENT – gave women the right
to vote
17TH AMENDMENT - 1913 - Direct Election of
Senators; the public votes for their state’s
Senators, not state legislatures
DIRECT PRIMARY (PRIMARY) - party members
choose their party’s candidate for office ex. the
Democrats vote for their presidential nominee
CLAYTON ANTITRUST ACT - strengthened the
Sherman Antitrust Act by outlawing the creation
of a monopoly through any means, and stated
antitrust laws could not be used against unions.
RECALL - allowed voters to remove an elected
official from office
REFERENDUM - gave voters the power to make a
bill become a law by voting yes or no on it.
MEAT INSPECTION ACT - required government
regulation of the meat packing industry
INITIATIVE - citizens can propose a new law by
getting enough people to sign a petition supporting
it.
PURE FOOD & DRUG ACT - 1906 – law that
required food & drug manufacturers to list all
ingredients on their packages
16TH AMENDMENT - 1913 - gave the government
the right to tax people’s income; more you make,
more you’re taxed
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