RAP: What is the biggest issue facing the US today? In your groups of 3 or 4, please come up with what you think is the biggest or most pressing issue facing the US today. 1.Please have one person write down the issue for your group. 2.Describe why you believe this is the biggest issue facing the US. 3.Please come up with at least one solution to the problem or issue. 4.Each group will share their issue with the class and discuss their solution to the problem. Today: –Discuss issue today. –PPT Ch. 8.2 reformers. –Suffrage reading page 258 –Presidents video Thursday 11/6

Today Describe reformers, activists, and analysts of the Progressive era. Understand how political bosses began to lose power in the government around the country.

Reformers Lester Ward— –Analyzed social concerns of the time. –He challenged the widely held belief that it was natural for the strong to prosper while the weak suffered. –Believed what was natural was for the people to control and change their social environment—laws, customs, and relationships among people – for their own benefit. –“…society to take its affairs into its own hands and shape its own destinies.”

Reformers--Muckrakers Ida Tarbell – muckraker –Wrote articles exposing the ruthless methods of Standard Oil and John D. Rockefeller. –Her father was crushed by Standard Oil. Upton Sinclair – –Wrote “The Jungle” –Exposed the unsanitary practices of the meatpacking industry Helped in getting the Pure Food and Drug Act and the Meat Inspection Act passed.

Religious Reformers Walter Rauschenbusch- –Social gospel movement –Blamed fierce competition for many social ills –Believed that environmental conditions such as poverty, and not individual depravity, caused the ills in society. –Every Christian should strive to better economic and political conditions.

Activists Florence Kelley –Battled child labor –General secretary of the National Consumers League (NCL) –Child labor law enacted in 1916-by President Wilson; later struck down in 1918 by the Supreme court— decision for each state. Jane Addams- –Hull House in Chicago –Wanted to help the poor—house set up to teach English, daycare, and social events

Activists Margaret Sanger –NY nurse, launched a drive to inform women about ways they could prevent pregnancy. She had seen many women who died from poorly performed abortions. –She was arrested in 1914 for violating the Comstock Act In 1916, Sanger opened the first birth control clinic in the United States Comstock Act– information describing birth control was considered obscene. –Charges were dropped in –Sanger's efforts contributed to the landmark U.S. Supreme Court case which legalized contraception in the United States. –criticized for supporting eugenics –Negro Project-- many felt she was against African Americans. The project was to give birth control to poor African Americans.

Activists Ida B. Wells – Anti-lynching movement –After 3 African Americans were lynched in Memphis, Ida B. Wells moved to Chicago to launch a national campaign against lynching. –Racial oppression triggered the founding of National Association for the Advancement of Colored People (NAACP) 1908 National Urban League (1910)

Suffrage pg. 258 As we read about the suffrage movement, please think about an article you could write on the suffrage movement! We will also be watching a movie on suffrage “Iron jawed Angels”

Friday 11/9 RAP Look at the timeline on page 246, how can you use this information in your newspaper. Look at the graph on page 247, and answer the question below it. Today: Watch “America the Story of Us” the Cities –Title your notes the “Cities” Look at the board—this is the information you will see in the video! So there is a lot of information that you can put into your newspaper! As you watch be thinking and taking notes on information you can use!! MONDAY! –Ch. 8.3 DUE –Article 2 DUE –Review Ch. 8.3 –Quiz Ch. 8 –President video on Cleveland, Harrison, Cleveland, and McKinley

Monday 11/10 RAP Look at the chart on page 251 and the political cartoon on page 253—answer the question below each one. Today: Article 2 Due Reformers and changes Ch. 8.2 and 8.3 review PPT (10min) –Review Ch. 8.3 pictures and charts –Triangle shirtwaist factory fire (15 min) QUIZ ch. 8 Presidents video– (15 min) –Cleveland –Harrison –Cleveland –McKinley

Political Reform Ch. 8.3 Robert La Follette- Wisonsin: Laboratory of Democracy –Governor of Wisconsin –Fought to break up the tight grip of the railroad tycoons and political bosses on the state government Wealth and power of the railroads undermined the democratic process in Wisconsin and other states. –In 1903, La Follete pressured the state legislature to pass a law requiring each party to choose its candidates through a direct primary, an election open to all voters within the party. –3 other reforms Initiative-allowed citizens to introduce a bill into the legislature Referendum – established a procedure by which voters cast ballots for or against proposed laws. Recall- gave citizens a chance to remove an elected official from office before the person’s term ended.

Galveston: Model of efficiency Pg. 251—chart Commissioner system- Galveston, TX. –Centralizing power in the hands of a few business oriented managers. –Even those cities that did not adopt this system learned from Galveston and reduced the power of political machines by streamlining their government. City-manager system –The city council hired a professional to manage the daily affairs of the city. –Reduced the power of machine politicians by streamlining their government.

Political changes-protecting the public interest; Ch. 8.3 Workmen’s Compensation Law – for injured workers Muller v. Oregon- limits the work day for women. Page 255— Triangle shirtwaist factory fire-handout –New York City; 3/25/11; 146 young ladies killed. Laws educating young children- page 257 –Expansion in education led to a sharp decline in illiteracy. Comstock Act of information describing birth control was considered obscene. (Margaret Sanger) 16 th Amendment- Income Tax (1913) 17 th Amendment- Direct election of Senators (1913) 18 th Amendment – Prohibition of Alcohol (1919) 19 th Amendment – Women’s Suffrage (1920)

Arizona-Progressive Statehood 1912 Arizona becomes a STATE! –The national government thought it would be best to have New Mexico and Arizona joined together as one large state… New Mexicans said yes!!! Arizonans said NO!!!! –Then in 1910 Congress allowed Arizona to write a constitution. Three goals –Initiative –Referendum –Recall 1911-voters in the territory approved the Constitution. –President Taft did NOT! Thought applying recall to judges would upset the checks and balances. –Delegates removed the offending words and Taft signed the bill on February 14 th, 1912!!!!!

QUIZ CH. 8 Piece of paper Title: Ch. 8 Quiz –Name –Period –A or b

President video Cleveland Harrison Cleveland McKinley

Presidents video and 9.1 & 9.2 –Please create a chart, using information from the Presidents video and 9.1 & 9.2, on the accomplishments and other important information) on Roosevelt, Taft, & Wilson –We will put this in a Venn diagram on Thursday.

Wednesday 11/12 RAP Today: Check Article 3 Ch. 8 Quiz Ch. 9.1 and 9.2 Chart on Roosevelt, Taft, and Wilson – As you watch the video add information — you also need to read Ch. 9.1 and 9.2, to add additional information to your chart. (Venn diagram due Friday – the sub will give it to you.)

Thursday 11/10/11 RAP 1.List your top five Presidents from Washington – Wilson. 2.Look at the map on pg Who were the people running for the presidential election of 1912 and for which parties? 3.Look at the political cartoon on the top of pg Answer the question under the illustration 1.What is the cartoon’s meaning Today: 1.Create a Venn diagram comparing Roosevelt, Taft, and Wilson’s presidencies by adding information from your video notes and chapters 9.1 and 9.2. (pages ) – 20 minutes –turn in when complete and begin taking notes on Ch. 9.3— 1.Read Ch. 9.3 “Limits to Progressivism” and take notes on 1.the obstacles and shortcomings of the Progressive movement. 2.Conflicts existing between Progressives and immigrants 3.Relationship between progressives and workers. 4.Define and explain vocabulary in context with reading.

Venn diagram and reading 1.In your notebook make a three ring Venn diagram: –Label Roosevelt, Taft, and Wilson 2.Read Ch. 9.3 “Limits to Progressivism” and take notes on 1.the obstacles and shortcomings of the Progressive movement. 2.Conflicts existing between Progressives and immigrants 3.Relationship between progressives and workers. 4.Define and explain vocabulary in context with reading

Newspaper groups -10 min. 1.Get into groups of four—1 min. 2.Handout newspaper requirements 1.Decide whom is going to do each page. 2.Individual grade except 10 points out of Exchange addresses with members of your group. 4.Newspaper questions for each page online so answer them over this weekend so you know what you are going to write about.