Progressive Movement

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Progressive Movement

• DBQ

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PROGRESSIVE MOVEMENT DBQ

• Historical Context
• The Progressive Movement that began at the turn
  of the century was an attempt to bring about
  reforms and to correct injustices in American
  life.
• Task
• Using information from the documents and your
  knowledge of the Progressive Movement, complete
  the chart in Part A. Your answers to the
  questions will help you complete Part B in which
  you will write an essay to answer the question
  below.
• DBQ question
• To what extent did the reforms proposed during
  the Progressive Movement address the social,
  political and economic problems of the era?

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Document A

• ...Meat scraps were also found being shoveled
  into receptacles from dirty floors, where they
  were left to lie until again shoveled into
  barrels or into machines for chopping. These
  floors, it must be noted, were in most cases damp
  and soggy, in dark, ill-ventilated rooms, and the
  employees in utter ignorance of cleanliness or
  danger to health expectorated at will upon them.
  In a word, we saw meat shoveled from filthy
  wooden floors, piled on tables rarely washed,
  pushed from room to room in rotten box carts, in
  all of which processes it was in the way of
  gathering dirt, splinters, floor filth, and the
  expectoration of tuberculosis and other diseased
  workers.
• Where comment was made to floor superintendents
  about these matters, it was always the reply that
  this meat would afterwards be cooked, and that
  this sterilization would prevent any danger from
  its use. Even this, it may be pointed out in
  passing, is not wholly true. A very considerable
  portion of the meat so handled is sent out as
  smoked products and in the form of sausages,
  which are prepared to be eaten without being
  cooked...
• Source Upton Sinclair's, The Jungle (1906)

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Document B

• Life in the Shop, by Clara Lemlich
• First let me tell you something about the way we
  work and what we are paid. There are two kinds of
  workregular, that is salary work, and piecework.
  The regular work pays about 6 a week and the
  girls have to be at their machines at 7 o'clock
  in the morning and they stay at them until 8
  o'clock at night, with just one-half hour for
  lunch in that time.
• The shops. Well, there is just one row of
  machines that the daylight ever gets tothat is
  the front row, nearest the window. The girls at
  all the other rows of machines back in the shops
  have to work by gaslight, by day as well as by
  night. Oh, yes, the shops keep the work going at
  night, too.
• The shops are unsanitarythat's the word that is
  generally used, but there ought to be a worse one
  used. Whenever we tear or damage any of the goods
  we sew on, or whenever it is found damaged after
  we are through with it, whether we have done it
  or not, we are charged for the piece and
  sometimes for a whole yard of the material.
• At the beginning of every slow season, 2 is
  deducted from our salaries. We have never been
  able to find out what this is for.
• Source Leon Stein, ed., Out of the Sweatshop
  The Struggle for Industrial Democracy (New York
  Quadrangle/New Times Book Company, 1977)

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Document C

• This law was a direct result of the Muller v.
  Oregon (1908) supreme court case.
• Sec. 1. That no female (shall) be employed in
  any mechanical establishment, or factory, or
  laundry in this state more than ten hours during
  any one day. The hours of work may be so arranged
  as to permit the employment of females at any
  time so that they shall not work more than ten
  hours during the twenty-four hours of any one
  day.
• Source Session Laws of Oregon 1908, p. 148,
  sec. 1

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Document D
Source The Verdict 22 May 1906 by C. Gordon
Moffat
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Document E

• The Uprising of the Twenty Thousands
• Dedicated to the Waistmakers of 1909)
• In the black of the winter of nineteen
  nine,When we froze and bled on the picket
  line,We showed the world that women could
  fightAnd we rose and won with women's might.
• ChorusHail the waistmakers of nineteen
  nine,Making their stand on the picket
  line,Breaking the power of those who
  reign,Pointing the way, smashing the chain.
• And we gave new courage to the menWho carried
  on in nineteen ten And shoulder to shoulder
  we'll win through,Led by the I.L.G.W.U.
• Source from Let's Sing! (1909). Educational
  Department, International Ladies' Garment
  Workers' Union , New York City, n.d.

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Document F

• Women's suffrage protest in front of the White
  House, February 1917 

Source Library of Congress
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Document G
Source MultiEducator. 2004. http//www.multied.co
m/elections/1912Elec.html
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Document H

• Sources Mabel Newcomer, A Century of Higher
  Education for American Women (New York Harper and
  Row 1959), p. 46.

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Document I
Source Regents Prep. City Reforms of the
Progressive Era
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Document J
Source Library of Congress Description Theodore
Roosevelt and John Muir on Glacier Point,
Yosemite Valley, California, c1906.
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Document K
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Document L
Source Regents Prep. Child Labor Reforms
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Document M
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Document N

• We propose. . . effective legislation to
  prevent industrial accidents, occupational
  dis-eases, overwork, and unemployment . . . to
  fix minimum standards of health and safety in
  industry . . . and to provide a living wage
  throughout industry . . . .
• Source Progressive Party Platform (1912)

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Thesis

• The Progressive Movement ushered in a new era of
  reform. Common interests brought reformers,
  workers, politicians, women, and African
  Americans together to strive for improved social,
  political, and economic conditions. A government
  once seeped in lassiez-faire policies and
  corruption began to change its focus toward the
  people. Although there were ambiguities with
  progressivism, it significantly changed path of
  the United States at the turn of the century.