Chapter 12 Progressive Reforms and the 1920s(1900‐1929) Vocabulary Research: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.
Jane Addams Muckrakers Ida Tarbell Lincoln Steffens Upton Sinclair Jacob Riis Robert La Follette Federal Reserve System Wilson’s “New Freedom” Teddy Roosevelt’s “New Nationalism” Election of 1912 Urban Rural Scopes Trial Ku Klux Klan 18th Amendment Carrie Chapman Catt Alice Paul 19th Amendment Margaret Sanger Booker T. Washington The “Atlanta Compromise” W.E.B. Du Bois The Niagara Movement The NAACP The “Great Migration” Harlem Renaissance Marcus Garvey The First Red Scare The Palmer Raids Sacco and Vanzetti case Harding’s “Return to Normalcy” Teapot Dome Scandal Calvin Coolidge Warren Harding
Leave space for descriptions/definitions, summaries, and responses
Organizer Sections: 1. 2. 3. 4. 5. 6.
Progressive Reformers New Freedom vs. New Nationalism Urban vs. Rural Values The Women’s Movement The “New Negro” The Red Scare and a Return to “Normalcy”
Discussion Topics: 1. In what ways did the Progressive Movement borrow from the Populists? 2. How did the progressive reformers try to make government more responsive to the people’s interest? 3. What strengths and weaknesses did the ideas of Booker T. Washington and W.E.B. Du Bois have for dealing with the Jim Crow system. 4. Why were the Progressives unable to make greater changes in American society from 1900 to 1914? 5. How did the American value system change in the 1920s? 6. How did Marcus Garvey address the needs of the “New Negro” in the 1920s? 7. What factors changed the lives of women in the 1920s? 8. How did the rise of the KKK reflect MORE than racial animosity in the 1920s? 9. How were the passage of the 18th Amendment and the Scopes Trial part of a larger social struggle in the 1920s? Historical Thinking Skill: Creating Generalizations to Develop and Expand Responses to Questions In the broadest sense, a generalization is an expression of a relationship between and among concepts such as change, reform, power, culture, etc… A generalization should make connections that are global and true. It must be sweeping in scope and easily recalled and applied. When you use various pieces of evidence to construct generalizations, you link facts and ideas together and create new patterns of understanding. Moreover, these new constructs/generalizations may serve as topic sentences or thesis statements in answering prompts or in class discussions. Example 1: Consider the following question… “How did progressive reformers try to make government more responsive to the people’s interest?” Use the following three acts to construct two generalizations—one global and one specific—about the federal government’s role in providing for the welfare of the people.
Pure Food and Drug Act Clayton Anti‐Trust Act Federal Reserve Act
Global Generalization: Specific Generalization:
Example 2: Consider the following question… “How did the American value system change in the 1920s?” Use the following three events of the 1920s to write a global and specific generalization about American values in the 1920s.
The Scopes Trial The Sacco and Vanzetti Case The rise of the KKK
Global Generalization: Specific Generalization: Example 3: Consider the following question… “What factors changed the lives of women in the 1920s?” Use the following three individuals from the early 20th century to write a global and specific generalization about gender equality between 1900 and 1920.
Carrie Chapman Catt Jane Addams Alice Paul
Global Generalization: Specific Generalization: Essay Skill: Writing an Introductory Paragraph An introductory paragraph SHOULD have the following elements:
A Thesis Statement: which should appear early in the paragraph; a thesis is the position that you intend to take or defend. The General Categories of Information: that you plan to cite in proving your thesis; this will be one or two sentences that outline the problem posed by the prompt and how it will be addressed in the body of the essay. A Definition of Terms: may be necessary for some prompts; for example, if Theodore Roosevelt’s liberalism is an issue in the question, you should use the introductory paragraph to establish a definition of “liberalism.” A Transitional Sentence: that links the introductory paragraph to the body of the paper.
An introductory paragraph SHOULD NOT have the following:
Specific Facts or Evidence… this is for the body paragraphs A Statement of Intentions… “The purpose of this essay is to…” etc… An Apology… don’t admit a lack of knowledge, stick confidently to what you do know A Conclusion… uhh, this goes at the end; duh
Prompt #1: “Theodore Roosevelt was not a true reformer; his presidency failed to make dramatic changes in America.” Assess the validity of this statement from 1901 to 1909.
Introductory Paragraph #1: (leave space…) Prompt #2: “Booker T. Washington was criticized as a leader who failed to stand up for his people, yet in truth he was a pragmatic realist.” Assess the validity of this question Introductory Paragraph #2: (leave space…) Document Skill: Writing a Paragraph from Dissenting Documents Many students ignore dissenting documents and sources and focus only on materials that agree with their thesis. This omission reduces the quality of the essay and lowers a student’s grade. While you do not have to use every source to score highly, you should use as many sources as possible; and, you should include a paragraph toward the end of the essay that deals with/acknowledges dissenting information. This contrary, or dissenting paragraph should NOT refute the thesis; but, it should acknowledge that History, like life, is not “black and white.” By acknowledging sources that run contrary to your thesis, you are demonstrating your grasp of the complexity of History and understanding that human events do not unfold without controversy and disagreement. Prompt #1: Analyze the attempts of progressive reformers to restore fairness in the American political and economic system from 1900 to 1917. How successful were they in achieving their goals? Thesis: Through a series of legislative actions, the progressives restored a degree of fairness to the American economic and political system. Doc.A: Why We March, Leaflet, July 28, 1917 We march because we want to make impossible a repetition of Waco, Memphis, and East St. Louis (anti‐ negro riots) by arousing the conscience of the country, and to bring the murderers of our brothers, sisters and innocent children to justice. We march because we deem it a crime to be silent in the face of such barbaric acts. We march because ewe are thoroughly opposed to Jim Crow cars, segregation, discrimination, disfranchisement, lynching, and the host of evils that are forced on us… Doc.B: “Eugene V. Debs Says Moose Party Stole Socialist Planks,” Chicago World, August 15, 1912 The platform of the Roosevelt Progressive party has much in it with which Socialists are in full agreement but it does not contain any of the vital and fundamental principles of Socialism and is in no sense a Socialist platform. It may perhaps be best described as a platform of progressive capitalism. Its declaration aims at some of the flagrant evils and abuses of capitalism, while the platform as a whole supports and strengthens the existing system, and, doubtless, has the full approval of the steel trust and harvester trust, and like interests which financed Roosevelt’s campaign for the nomination… Sample Concession Paragraph: While ________________ reformers heled the white middle class, they often ignored the plight of _______________________ and _______________________ people. The progressives had no _______________________ program, and as late as 1917, black Americans complained that their lives were filled with “_______________________________________________ _____________________________________.”(Doc.A) In addition, Eugene Debs believed the progressive platform did not go far enough to help working people; rather, it “_____________________
_____________________________________________________________.” (Doc.B) For these groups, the progressives were too timid to help them improve their lives. Prompt #2: “In the 1920s, most Americans yearned for security and continuity in their lives and relationships.” Assess the validity of this statement by analyzing American values from 1921 to 1929. Doc.A: John F. Carter Jr. “These Wild Young People,” The Atlantic Monthly, September 1920 Now my generation is disillusioned, and, I think, to a certain extent, brutalized by the cataclysm which their complacent folly engendered. The acceleration of life for us has been so great that into the last few years have been crowded the experiences and the ideas of a normal lifetime. We have in our unregenerate youth learned the practicality and the cynicism that is safe only in unregenerate old age. We have been forced to become realists overnight, instead of idealists, as was our birthright. We have seen man at his lowest, woman at her highest, in the terrible moral chaos of Europe. Doc.B: Margaret Sanger, Woman and the New Race, 1920 The basis of freedom of the world is woman’s freedom. A free race cannot be born of slave mothers. A woman enchained cannot choose but give a measure of that bondage to her sons and daughters. No woman can call herself free who does not own and control her body. No woman can call herself free until she can choose consciously whether she will or will not be a mother… Look at it from any standpoint you will, suggest any solution you will, conventional or unconventional, sanctioned by law or in defiance of law, woman is in the same position, fundamentally, until she is able to determine for herself whether she will be a mother and to fix the number of her offspring… Thesis: (leave space…) Concession Paragraph: (leave space…)