CHAPTER XX Chapter Title606
Why It Matters
Reform Expansion
and War1865ndash1920
Yosemite Valleyby Ansel Adams
As you study Unit 8 you will learnthat progressive reforms affected
many areas of American life duringthis era You will also learn why the
United States took a more active rolein international affairs The following
resources offer more informationabout this period in American history
Primary Sources LibrarySee pages 972ndash973 for primary source
readings to accompany Unit 8 Use the American history
Primary Source Document LibraryCD-ROM to find additional primary
sources about reform expansion andWorld War I
World War I enlistment poster
AJ-606
null
28734564
ldquoSuffrage is thepivotal rightrdquo
mdashSusan B Anthony 1897
608
ProgressiveReforms
1877ndash1920
1887bull Interstate Commerce
Commission formed
1879bull British win
Zulu War
1893bull New Zealand
grants women suffrage
1889bull Brazil becomes
a republic
1897bull First World Zionist
Congress convenes
Hayes1877ndash1881
1901bull President McKinley
assassinated
CHAPTER 21 Progressive Reforms
1880 1890 1900
Arthur1881ndash1885
Cleveland1885ndash1889
B Harrison1889ndash1893
Cleveland1893ndash1897
McKinley1897ndash1901
Garfield1881
Why It MattersThe spirit of reform gained strength in the late 1800s and thrived during the early
1900s The reformers called progressives were confident in their ability to improvegovernment and the quality of life
The Impact TodayProgressive reforms affected many areas of American life Among these are govern-
ment consumersrsquo rights and education
The American Journey Video The chapter 21 video ldquoThe ProgressiveMovementrdquo studies the movement and how it gained strength over time
AJ-608
null
32496143
609
1920bull Nineteenth Amendment
grants woman suffrage
1905bull Einstein announces
theory of relativity
1911bull Rutherford discovers
structure of atom
HISTORY
Chapter OverviewVisit tajglencoecom andclick on Chapter 21mdashChapter Overviews to pre-view chapter information
The Lone Tenement by George Bellows 1909 Bellowsrsquos favoritethemes which include city scenes and athletic events mark him asa uniquely American painter
CHAPTER 21 Progressive Reforms
1910 1920
1906bull Sinclairrsquos The Jungle
published
1909bull The NAACP
is formed
1919bull Eighteenth
Amendment prohibits alcohol
Roosevelt1901ndash1909
Taft1909ndash1913
Wilson1913ndash1921
12
12
Step 1 Fold a sheet of paper in half from side toside leaving a inch tab along the side
Step 2 Turn the paper and fold into fourths
Step 3 Unfold and cut up along the three foldlines
Step 4 Label your foldable as shown
Fold in halfthen fold inhalf again
Make fourtabs
Analyzing Information Study FoldableMake this foldable to help you analyzeinformation about the Progressive movement
Reading and Writing As you read find andwrite answers to the four questions under theappropriate tab of your foldable
Leave inch tab
here
WHATwas the
Progressivemovement
HOW didit changethe roles
of women
WHOwere the
Progressivepresidents
WHY weresome groups
excludedfrom
reform
1887Interstate Commerce Commission is established
1890Congress passes ShermanAntitrust Act
1906Upton Sinclairwrites The Jungle
1912Congress passesthe SeventeenthAmendment
Main IdeaMany men and women became partof a widespread movement to bringabout reform
Key Termspolitical machine patronage civilservice trust muckraker primary initiative referendum recall
Reading StrategyOrganizing Information As you readSection 1 re-create the diagrambelow and list two or more reformsfor each category
Read to Learnbull how journalists helped shape the
reform movementbull how cities states and Congress
answered the call for reform of thegovernment
Section ThemeGovernment and Democracy Ameri-cans took action against corruption inbusiness and government
The ProgressiveMovement
Newspaper reporter Jacob Riis shocked Americans in 1890 with his book How theOther Half Lives With words and powerful photographs Riis vividly portrayed immi-grant life in New York Cityrsquos crowded tenements Said Riis ldquoWe used to go in the smallhours of the morning into the worst tenements to count noses and see if the lawagainst overcrowding was violated and the sights I saw there gripped my heart until Ifelt that I must tell of them or burstrdquo
Fighting CorruptionMany Americans called for reform in the late 1800s The reformers had many
different goals Progressive reformers focused on urban problems governmentand business They claimed that government and big business were takingadvantage of the American people rather than serving them
Political machinesmdashpowerful organizations linked to political partiesmdashcon-trolled local government in many cities In each ward or political district withina city a machine representative controlled jobs and services This representative
How the Other HalfLives by Jacob Riis
610 CHAPTER 21 Progressive Reforms
Preview of Events
Guide to Reading
1885 1895 1905 1915
Reforms
Government Business Voting
AJ-610
null
71105576
611CHAPTER 21 Progressive Reforms
was the political boss The bosses gained votesfor their parties by doing favors for people suchas offering turkey dinners and summer boat ridesproviding jobs for immigrants and helping needyfamilies A political boss was often a citizenrsquos clos-est link to local government Although they didhelp people many bosses were dishonest
Corrupt politicians found numerous ways tomake money They accepted bribes from tene-ment landlords in return for overlooking viola-tions of city housing codes They receivedcampaign contributions from contractors hop-ing to do business with the city They alsoaccepted kickbacks A kickback is an arrange-ment in which contractors padded the amountof their bill for city work and paid or ldquokickedbackrdquo a percentage of that amount to the bosses
Some politicians used their knowledge of citybusiness for personal profit A person who knewwhere the city planned to build a road could buyland there before the route became publicknowledge Later the land could be sold for ahuge profit
One of the most corrupt city bosses WilliamM Tweed known as Boss Tweed headed NewYork Cityrsquos Democratic political machine in the1860s and 1870s Tweed and a network of city
The Tweed Ring Boss Tweed and NewYork City officials are shown pointing toone another in response to the questionldquoWho stole the peoplersquos moneyrdquo OnTweedrsquos right a man holds a hat labeledldquoChairsrdquo a reference to the $179000 NewYork City paid for 40 chairs and threetables Other contractors and cheatsmdashtheirnames on their coatsmdashcomplete the ldquoringrdquoHow did political bosses gain votesfor their parties
Analyzing Political Cartoons
B Peter SweenyA Boss Tweed C Richard Connelly D Mayor A Oakey Hall
officialsmdashthe Tweed ringmdashcontrolled the policethe courts and some newspapers They collectedmillions of dollars in illegal payments from com-panies doing business with the city Political car-toonist Thomas Nast exposed the Tweed ringrsquosoperations in his cartoons for Harperrsquos WeeklyTweed was convicted and sentenced to prison
CitizenshipNew Ways to Govern Cities
To break the power of political bosses reform-ers founded organizations such as the NationalMunicipal League in Philadelphia These groupsworked to make city governments more honestand efficient
Cities troubled by poor management or cor-ruption tried new forms of government After atidal wave devastated Galveston Texas in 1900the task of rebuilding the city overwhelmed themayor and city council Galvestonrsquos citizens per-suaded the Texas state legislature to approve a new charter that placed the city government in the hands of five commissioners The new commission efficiently rebuilt the city By 1917
BAC D
AJ-611
null
14356735
commissions governednearly 400 cities Manyother cities mostly smallones hired professionalcity managers
One successful civicreformer was Tom John-son mayor of Cleve-land Ohio from 1901 to
1909 He battled corporations and party bossesto lower streetcar fares improve food inspec-tions and build parks Because of Johnsonrsquosreforms Cleveland became known as the best-governed city in the United States
Fighting the Spoils SystemThe spoils systemmdashrewarding political sup-
porters with jobs and favorsmdashhad been com-mon practice since the time of Andrew JacksonWhenever a new president came to power jobseekers flooded the nationrsquos capital
The spoils systemmdashalso called patronagemdashexisted at all levels of government and led tonumerous abuses Many who received govern-ment jobs were not qualified Some were dishonest
Presidents Rutherford B Hayes (1877ndash1881)and James Garfield (1881) wanted to change thespoils system Hayes tried to do this by reformingthe civil servicemdashthe body of nonelected govern-ment workersmdashbut neither the Democratic northe Republican Party supported his efforts
Garfield also hoped to reform the civil serviceHe believed that people should be appointed togovernment jobs not as a reward for political sup-port but because of their qualifications Garfieldtook office in 1881 but was assassinated by anunsuccessful office seeker before he could launchhis reforms
When Vice President Chester A Arthur suc-ceeded Garfield he tried to end the spoils systemIn 1883 Congress passed the Pendleton Actwhich established the Civil Service Commissionto set up competitive examinations for federaljobs Applicants had to demonstrate their abilitiesin this examination By 1900 the commission con-trolled the hiring of many federal employees
Explaining Whom did the spoilssystem reward
Economics
Controlling BusinessDuring the late 1800s many Americans came
to believe that trusts or combinations of compa-nies were becoming too large They believedthese trusts had too much control over the econ-omy and the government This public concernled to new laws regulating big business
In 1890 Congress passed the ShermanAntitrust Act the first federal law to controltrusts and monopolies Supporters of the lawhoped it would keep trusts from limiting com-petition During the 1890s however the gov-ernment rarely used the Sherman Act to curbbusiness Instead it applied the act againstlabor unions claiming that union strikes inter-fered with trade Not until the early 1900s didthe government win cases against trusts byusing the Sherman Act
Reining in the RailroadsThe railroads functioned as an oligopolymdasha
market structure in which a few large compa-nies control the prices of the industry Reformerscalled for regulations on railroad rates but theSupreme Court ruled that only Congress couldenact legislation to regulate commerce thatcrossed state lines
So in 1887 Congress passed the InterstateCommerce Act which required railroads tocharge ldquoreasonable and justrdquo rates and to publishthose rates The act also created the InterstateCommerce Commission (ICC) to supervise therailroad industry and later the trucking industry
Lowering TariffsReformers also wanted to lower tariffs
Many people believed that high tariffs led tohigher prices for goods In 1890 the Republi-cans raised tariffs sharply to protect Americanbusinesses from international competition Vot-ers showed their opposition to high tariffs bysending many Democrats to Congress GroverCleveland who became president in 1893 alsosupported lower tariffs
Explaining Why did many peoplewant lower tariffs
$
612 CHAPTER 21 Progressive Reforms
HISTORY
Student Web ActivityVisit tajglencoecom andclick on Chapter 21mdashStudent Web Activitiesfor an activity on the Pro-gressive movement
AJ-612
null
24979161
613CHAPTER 21 Progressive Reforms
The New ReformersIn the early 1900s new ideas for correcting
injustice and solving social problems emergedamong American reformers Socialism and pro-gressivism were two such ideas
Socialists believed a nationrsquos resources andmajor industries should be owned and operatedby the government on behalf of all the peoplemdashnot by individuals and private companies fortheir own profit Eugene V Debs helped foundthe American Socialist Party in 1898 UnderDebsrsquos leadership the party won some supportin the early 1900s Debs ran for president fivetimes but never received more than 6 percent ofthe popular vote
During the same period progressivesbrought new energy to the reform movementLike the socialists many progressives werealarmed by the concentration of wealth andpower in the hands of a few Progressivesrejected the socialist idea of government owner-ship of industries Instead they supported gov-ernment efforts to regulate industry
They also sought to reform government tomake it more efficient and better able to resistthe influence of powerful business interestsProgressives also believed that society had anobligation to protect and help all its membersMany progressive reforms aimed to help thosewho lacked wealth and influence
Muckrakers Expose ProblemsJournalists aided the reformers by exposing
injustices and corruption Investigative reporterswrote newspaper and magazine stories thatbrought problems to the attention of the publicmdashand gained readers These journalists were calledmuckrakers because they ldquorakedrdquo (brought tolight) the ldquomuckrdquo (dirt and corruption) underly-ing society
One of the most effective muckrakers Lincoln Steffens reported for McClurersquos Maga-zine Steffens exposed corrupt machine politicsin New York Chicago and other cities Hisarticles collected in a book called The Shame ofthe Cities (1904) strengthened the demand forurban reform
Ida Tarbell also writing for McClurersquosdescribed the unfair practices of the oil trustHer articles led to public pressure for more gov-ernment control over big business In her 1904book The History of the Standard Oil Companyshe warned of the giant corporationrsquos power
In his novel The Jungle (1906) Upton Sinclairdescribed the horrors of the meatpacking indus-try in Chicago Although Sinclairrsquos aim was toarouse sympathy for the workers his vividdescriptions shocked Americans The uproarcaused by Sinclairrsquos book helped persuade Con-gress to pass the Meat Inspection Act in 1906That same year Congress also passed the PureFood and Drug Act requiring accurate labelingof food and medicine and banning the sale ofharmful food
Identifying Who wrote about unfairpractices in the oil industry
Citizenship
Expanding DemocracyIn the early 1900s progressives backed a
number of reforms designed to increase the peo-plersquos direct control of the government RobertLa Follette led Wisconsinrsquos reform-mindedRepublicans ldquoFighting Bobrdquo as he was calledwon the support of farmers and workers withhis fiery attacks on big business and the rail-roads While governor La Follette brought
ldquoIt is the dutyof the public to knowrdquomdashIda Tarbell 1905
AJ-613
null
21023836
Checking for Understanding1 Key Terms Use each of these terms
in a complete sentence that will helpexplain its meaning politicalmachine patronage civil servicetrust muckraker primary initia-tive referendum recall
2 Reviewing Facts Explain how theCivil Service Commission helped toeliminate the spoils system
Reviewing Themes3 Government and Democracy Iden-
tify and describe three reforms thatgave the American people moredirect control of the government
Critical Thinking4 Comparing Compare socialist and
progressive views on industry5 Organizing Information Re-create
the diagram below and show howthe Seventeenth Amendmentreformed the political process
Analyzing Visuals6 Analyzing Political Cartoons Exam-
ine the political cartoon on page 611Why are the individuals pointing tosomeone else What statement iscartoonist Thomas Nast makingabout the extent of political corrup-tion in New York City
about reforms such as improving the civil serv-ice His greatest achievement however wasreforming the state electoral system Candidatesfor general elections in Wisconsin had been cho-sen at state conventions run by party bosses LaFollette introduced a direct primary electionallowing the statersquos voters to choose theirpartyrsquos candidates Reformers in other statescopied this ldquoWisconsin ideardquo
The Oregon SystemThe state of Oregon also made important
changes in the political process to give votersmore power and to limit the influence of political
parties The reforms in Oregon included a directprimary election and the initiative the referen-dum and the recall
The initiative allowed citizens to place a meas-ure or issue on the ballot in a state election Thereferendum gave voters the opportunity toaccept or reject measures that the state legislatureenacted The recall enabled voters to removeunsatisfactory elected officials from their jobsThese reforms were called the Oregon SystemOther western states soon adopted the reforms
The Seventeenth AmendmentProgressives also changed the way United
States senators are elected The Constitution hadgiven state legislatures the responsibility forchoosing senators but party bosses and businessinterests often controlled the selection processProgressives wanted to give the people an oppor-tunity to vote for their senators directly Supportfor this idea grew In 1912 Congress passed theSeventeenth Amendment to the Constitution toprovide for the direct election of senators Rati-fied in 1913 the amendment gave the people avoice in selecting their representatives (See page
248 for the text of the Seventeenth Amendment)
Identifying What reform allowedvoters to place a measure on the ballot
614 CHAPTER 21 Progressive Reforms
Civics Citizens must prepare tovote Create a pamphlet describingthe kinds of things voters shouldknow in order to make their ballotsmeaningful
Seventh Amendment
Policy before Policy after
Debs ran for president while in prison Eugene Debswas the candidate of the Socialist Party for president in1904 1908 and 1912 For his opposition to the entry ofthe United States into World War I Debs was convicted in1918 and sentenced to 10 years in prison While in prisonin 1920 he ran again for president on the Socialist ticketand received almost 1 million votesmdashabout 35 percentof the total His sentence was commuted in 1921
Presidential Elections
AJ-614
null
11963857
615
1890National AmericanWoman Suffrage Association emerges
1896National Associationof Colored Women isformed
1919The EighteenthAmendment is ratified
1920The Nineteenth Amendment is ratified
Main IdeaWomen worked for the right to votefor improved working conditions andfor temperance
Key Termssuffragist prohibition
Reading StrategyOrganizing Information As you readthe section re-create the diagrambelow and describe the role of eachindividual
Read to Learnbull how the role of American women
changed during the Progressive Erabull how women fought for the right
to vote
Section ThemeGroups and Institutions Manywomen worked for a constitutionalamendment to gain suffrage
Women and Progressives
CHAPTER 21 Progressive Reforms
Nurse Lillian Wald followed a young girl up a rickety staircase in a filthy tenementhouse on New York Cityrsquos Lower East Side The girl had begged Wald to help hermother who had just given birth to a baby A doctor had refused to treat the girlrsquosmother because she could not pay his fee The sight of the desperate mother and herbaby was a turning point in Waldrsquos life Wald dedicated herself to helping poor peopleand educating them about health care Eventually Wald became a national reformleader who was known to say ldquoThe whole world is my neighborhoodrdquo
Womenrsquos Roles ChangeMany leaders of the urban reform movement including Lillian Wald were
middle-class women The situation of middle-class women changed during thelate 1800s Their responsibilities at home lessened as families became smallermore children spent the day at school and men worked away from homeWomen also gained more free time as technology made housework easier
Lillian D Wald
Individual Role in Progressive movement
Mary Church Terrell
Susan B Anthony
Frances WillardPreview of Events
Guide to Reading
1890 1900 1910 1920
AJ-615
null
7194145
Many more middle-class women were gain-ing higher education About 40 percent of all col-lege students in 1910 were women Women werealso starting professional careersmdashmostly inteaching but also in nursing medicine andother fields Between 1890 and 1910 the numberof women working outside the home increasedfrom 4 million to nearly 75 million
These changes created the ldquonew womanrdquomdashapopular term for educated up-to-date womenwho pursued interests outside their homesMany such women became role models
As you read in Chapter 20 Jane Addamsestablished Hull House a settlement house inChicago Working there gave Addams an outletfor her energy and intelligence as well as asense of satisfaction with helping poor people (See page 972 for an account of settlement houses)
Settlement workers such as Addams gainednotice as writers public speakers fund-raisersand reformers Many young women followedthe example of these talented public figuresOthers found inspiration in the life of MotherCabrini an Italian nun who came to the UnitedStates to work with the poor
Womenrsquos ClubsWomen found another outlet for their talent
and energy in womenrsquos clubs which rapidlyincreased in number At first the clubs focusedon such cultural activities as music and paint-ing Many clubs gradually became more con-cerned with social problems
When some clubs refused to admit AfricanAmericans African American women estab-lished their own network of clubs Clubs such as the Phyllis WheatleyClub of New Orleansorganized classesrecreational activi-ties and social serv-ices In 1896 womenfrom these clubsformed the NationalAssociation of Col-ored Women Its firstpresident Mary ChurchTerrell was an active
leader for womenrsquos rights The associationestablished homes for orphans founded hospi-tals and worked for woman suffrage fulfillingits motto ldquoLifting As We Climbrdquo
Identifying Who was Mary ChurchTerrell
The Fight for SuffrageAt the Seneca Falls Convention in 1848
women had called for the right to vote After theCivil War Congress passed the Fifteenth Amend-ment giving voting rights to freed menmdashbut notto women Some leading abolitionists becamesuffragists men and women who fought forwoman suffrage or womenrsquos right to vote
Like other reformers the suffragists formedorganizations to promote their cause ElizabethCady Stanton and Susan B Anthony foundedthe National Woman Suffrage Associationwhich called for a constitutional amendmentallowing women to vote in national elections Asecond organization the American Woman Suf-frage Association focused on winning womansuffrage in state elections
In 1890 the two groups merged to form theNational American Woman Suffrage AssociationLed by Anna Howard Shaw a minister and doc-tor and Carrie Chapman Catt an educator andnewspaper editor this organization grew to morethan two million members by 1917 In a speech tothe association in 1902 Catt declared
ldquoThe whole aim of the [womenrsquos] movementhas been to destroy the idea that obedience isnecessary to women to train women to such self-respect that they would not grant obedience andto train men to such comprehension of equity[fairness] they would not exact [demand] itrdquo
Opposition to Woman SuffrageGroups formed to protest the idea of giving
women the vote These organizationsmdashsup-ported by some women as well as by menmdashclaimed that woman suffrage would upsetsocietyrsquos ldquonaturalrdquo balance and lead to divorceand neglected children
616 CHAPTER 21 Progressive Reforms
Mary Church Terrell
AJ-616
null
23051135
N
S
EW
500 kilometers0Azimuthal Equal-Area projection
500 miles0
30iexclN
40iexclN
80iexclW90iexclW100iexclW110iexclW120iexclW
Atlantic
OceanPacific
Ocean
Gulf of Mexico
TEXAS
NEWMEXICO
ARIZONA1912
NEVADA1914
CALIF1911
OREGON1912
WASH1910
IDAHO1896
MONTANA1914
UTAH1870 COLORADO
1893 KANSAS1912
OKLA1918 ARK
LA
MO
IOWA
ILL
NEBRASKA
S DAK1918
N DAK MINN
WISMICH
1918
IND OHIO
KY
TENN
MISS ALA GA
FLA
SC
NC
VA
PA
NY1917
VTNH
MAINE
MASS
RICONN
NJDEL
MDWVA
WYOMING1869
CANADA
MEXICO
617CHAPTER 21 Progressive Reforms
The suffragists won their early victories in theWest First as a territory in 1869 and then as astate in 1890 Wyoming led the nation in givingwomen the vote Between 1910 and 1913 fiveother states adopted woman suffrage By 1919women could vote in at least some elections inmost of the 48 states
Continuing the FightIn the meantime suffragists continued their
struggle to win the vote everywhere Alice Paula Quaker who founded the National WomanrsquosParty in 1916 was a forceful leader of the suffra-gist movement She sought greater economic andlegal equality as well as suffrage for women
During a visit to Great Britain Paul saw suf-fragists use protest marches and hunger strikes
By 1919 a total of 15 states allowed women to vote in all elections1 Place Where were women first granted equal suffrage2 Comparing What was the status of woman suffrage in
your state by 1919
Voting Rights for Women 1919
Equal suffrage date effective
Partial suffrage
No statewide suffrage
The suffrage movement gained strengthhowever when respected public figures such asJane Addams spoke out in support of the votefor women Alice Duer Miller brought humor tothe struggle for the right to vote
ldquoSaid Mr Jones in 1910lsquoWomen subject yourselves to menrsquoNineteen-Eleven heard him quotelsquoThey rule the world without the votersquo By Nineteen-Thirteen looking glumHe said that it was bound to come By Nineteen-Fifteen hersquoll insistHersquos always been a suffragistrdquo
AJ-617
null
8510648
to call attention to their cause When shereturned to the United States she too usedthese methods in the fight for suffrage
In 1917 Alice Paul met with PresidentWoodrow Wilson but failed to win his supportfor woman suffrage Paul responded by leadingwomen protestors in front of the White HouseDay after day they marched carrying bannersdemanding votes for women When Paul andother protestors were arrested for blocking thesidewalk they started a much-publicizedhunger strike Alva Belmont one of the protes-tors proudly declared that all the women haddone was to stand there ldquoquietly peacefullylawfully and gloriouslyrdquo
Women Vote NationallyBy 1917 the national tide was turning in favor
of woman suffrage New York and a year laterSouth Dakota and Oklahoma granted equal suf-frage Meanwhile Congress began debating theissue and President Wilson agreed to supportan amendment to the Constitution
In 1919 the Senate voted in favor of the Nine-teenth Amendment which allowed woman suf-frage The amendment was ratified in 1920 intime for women to vote in that yearrsquos presidentialelection For the first time American womenwere able to participate in the election of theirnational leaders
Identifying What state was the firstto give women the right to vote
Women and Social ReformDuring the Progressive Era women involved
themselves in many reform movements besideswoman suffrage In 1912 for example pressurefrom womenrsquos clubs helped persuade Congressto create the Childrenrsquos Bureau in the LaborDepartment The bureaursquos task was to developfederal policies that would protect children
Working for a Better LifeWhile they struggled to gain rights for them-
selves many middle-class women also worked toimprove the lives of working-class people immi-grants and society as a whole They supportedand staffed libraries schools and settlementhouses and raised money for charities
Some women promoted other causes Theychallenged business interests by sponsoringlaws to regulate the labor of women and chil-dren and to require government inspection ofworkplaces Women also played an importantrole in the movement to reform and regulate thefood and medicine industries
In many states across the country womenpressured state legislatures to provide pensionsfor widows and abandoned mothers with chil-dren These pensions later became part of theSocial Security system
Labor MovementReform efforts brought upper-class women
reformers into alliance with working women In1903 womenrsquos groups joined with working-classunion women to form the Womenrsquos TradeUnion League (WTUL)
The WTUL encouraged working women toform womenrsquos labor unions It also supportedlaws to protect the rights of women factoryworkers WTUL members raised money to helpstriking workers and to pay bail for women whowere arrested for participating in strikes
618 CHAPTER 21 Progressive Reforms
Alice Paul sews a star on the flag of the NationalWomanrsquos Party in celebration of the ratification of theNineteenth Amendment in 1920 What did thisamendment achieve
History
AJ-618
null
19581735
CHAPTER 21 Progressive Reforms 619
1848 1869 1896 1920
Carry Nation wentfrom praying outsidetaverns to destroyingthem with a hatchet
Temperance poster
The Temperance CrusadeA crusade against the use of alcohol had
begun in New England and the Midwest in theearly 1800s The movement continued through-out the late 1800s Protestant churches stronglysupported the anti-alcohol movement
Two driving forces in the crusade were theWomanrsquos Christian Temperance Union (WCTU)established in 1874 and the Anti-Saloon Leaguefounded 20 years later They called for temper-ance urging individuals to stop drinking andprohibition the passing of laws to prohibit themaking or selling of alcohol
In 1879 Frances Willard became head of theWCTU Willard led a campaign to educate thepublic about the links between alcohol abuseand violence poverty and unemployment Sheturned the WCTU into a powerful organizationwith chapters in every state
The WCTUrsquos main goal was prohibitionHowever the WCTU also supported othercauses including prison reform woman suf-frage improved working conditions andworld peace Through WCTU chapters thou-sands of women combined their traditional roleas guardians of the family and home withsocial activism
Carry Nation was an especially colorful cru-sader for temperance Her most dramaticprotests occurred when she pushed her way intosaloons and broke bottles and kegs with an ax
The Prohibition AmendmentThe anti-alcohol movement grew during the
early 1900s Progressive reformers who wanted toban alcohol for social reasons were joined byAmericans who opposed alcohol for religious ormoral reasons In 1917 they persuaded Congressto pass a constitutional amendment making itillegal to make transport or sell alcohol in theUnited States The Eighteenth Amendmentknown as the Prohibition Law was ratified in1919 (See page 249 for the text of the Eighteenth Amendment)
Describing What was the goal ofthe temperance movement
Expository Writing Find a news-paper article about the role ofwomen today Rewrite the articleto reflect how this informationmight have been presented in theearly 1900s
Checking for Understanding
1 Key Terms Use each of these termsin a complete sentence that will helpexplain its meaning suffragist pro-hibition
2 Reviewing Facts What did the Nine-teenth Amendment provide
Reviewing Themes
3 Groups and Institutions How didwomenrsquos clubs help to change therole of women
Critical Thinking
4 Drawing Conclusions Why do youthink the right to vote was importantto women
5 Sequencing Information Re-createthe time line below and identify theevents regarding woman suffragethat happened in these years
Analyzing Visuals
6 Geography Skills Examine the map on page 617 Which regions of the country provided no statewidesuffrage
CHAPTER 21 Progressive Reforms 619
1848 1869 1896 1920
Carry Nation wentfrom praying outsidetaverns to destroyingthem with a hatchet
Temperance poster
The Temperance CrusadeA crusade against the use of alcohol had
begun in New England and the Midwest in theearly 1800s The movement continued through-out the late 1800s Protestant churches stronglysupported the anti-alcohol movement
Two driving forces in the crusade were theWomanrsquos Christian Temperance Union (WCTU)established in 1874 and the Anti-Saloon Leaguefounded 20 years later They called for temper-ance urging individuals to stop drinking andprohibition the passing of laws to prohibit themaking or selling of alcohol
In 1879 Frances Willard became head of theWCTU Willard led a campaign to educate thepublic about the links between alcohol abuseand violence poverty and unemployment Sheturned the WCTU into a powerful organizationwith chapters in every state
The WCTUrsquos main goal was prohibitionHowever the WCTU also supported othercauses including prison reform woman suf-frage improved working conditions andworld peace Through WCTU chapters thou-sands of women combined their traditional roleas guardians of the family and home withsocial activism
Carry Nation was an especially colorful cru-sader for temperance Her most dramaticprotests occurred when she pushed her way intosaloons and broke bottles and kegs with an ax
The Prohibition AmendmentThe anti-alcohol movement grew during the
early 1900s Progressive reformers who wanted toban alcohol for social reasons were joined byAmericans who opposed alcohol for religious ormoral reasons In 1917 they persuaded Congressto pass a constitutional amendment making itillegal to make transport or sell alcohol in theUnited States The Eighteenth Amendmentknown as the Prohibition Law was ratified in1919 (See page 249 for the text of the Eighteenth Amendment)
Describing What was the goal ofthe temperance movement
Expository Writing Find a news-paper article about the role ofwomen today Rewrite the articleto reflect how this informationmight have been presented in theearly 1900s
Checking for Understanding
1 Key Terms Use each of these termsin a complete sentence that will helpexplain its meaning suffragist pro-hibition
2 Reviewing Facts What did the Nine-teenth Amendment provide
Reviewing Themes
3 Groups and Institutions How didwomenrsquos clubs help to change therole of women
Critical Thinking
4 Drawing Conclusions Why do youthink the right to vote was importantto women
5 Sequencing Information Re-createthe time line below and identify theevents regarding woman suffragethat happened in these years
Analyzing Visuals
6 Geography Skills Examine the map on page 617 Which regions of the country provided no statewidesuffrage
AJ-619
null
1349461
1901President McKinleyis assassinated
1905Roosevelt proposes theUS Forest Service
1913Federal Reserve Act creates12 regional banks
1914Congress establishes theFederal Trade Commission
Main IdeaPresidents during the Progressive Eraworked to control big business and todeal with labor problems
Key Termstrustbuster arbitration squaredeal laissez-faire conservation
Reading StrategyTaking Notes As you read Section 3re-create the diagram below andexplain why each of these acts of legislation is important
Read to Learnbull how President Theodore Roosevelt
took on big businessbull why the progressives formed their
own political party
Section ThemeEconomic Factors Government triedvarious means to regulate big business
Progressive Presidents
ldquoWe were still under a heavy fire and I got together a mixed lot of men and pushedon from the trenches and ranch houses which we had just taken driving the Spaniardsthrough a line of palm-trees and over the crest of a chain of hills rdquo With thesewords a young lieutenant colonel named Theodore Roosevelt described his militaryadventures in Cuba during the Spanish-American War Known for his vigor enthusi-asm and a colorful personality Roosevelt became president in 1901 upon the assassi-nation of President William McKinley
Theodore Roosevelt When Theodore Roosevelt received the Republican vice-presidential nomi-
nation in 1900 the powerful Republican leader Mark Hanna warned that therewould be only one life between ldquothat cowboyrdquo and the White House When theelection resulted in a Republican victory Hanna turned to McKinley and said ldquoNow it is up to you to liverdquo Less than a year later President McKinley was
Theodore Rooseveltboard game
620 CHAPTER 21 Progressive Reforms
Legislation Importance
Sixteenth Amendment
Pure Food and Drug Act
Federal Reserve Act
Preview of Events
Guide to Reading
1900 1910 1920
AJ-620
null
7178473
assassinated Suddenly 42-year-old TheodoreRoosevelt became presidentmdashthe youngestpresident in the nationrsquos history When Roose-velt moved into the White House in 1901 hebrought progressivism with him
The ldquoTrustbusterrdquoPresident McKinley had favored big business
but President Roosevelt was known to supportbusiness regulation and other progressivereforms In 1902 Roosevelt ordered the JusticeDepartment to take legal action against certaintrusts that had violated the Sherman AntitrustAct His first target was the Northern SecuritiesCompany a railroad monopoly formed by fin-anciers JP Morgan and James J Hill to controltransportation in the Northwest Northern Secu-rities fought the governmentrsquos accusations ofillegal activity all the way to the Supreme CourtFinally in 1904 the Justice Department won itscase The Supreme Court decided that NorthernSecurities had illegally limited trade andordered the trust to be taken apart
During the rest of Rooseveltrsquos term as presi-dent he obtained a total of 25 indictments (legalcharges) against trusts in the beef oil andtobacco industries Although hailed as a trust-buster Roosevelt did not want to break up alltrusts As he saw it trusts should be regulatednot destroyed He distinguished between ldquogoodtrustsrdquo which were concerned with public wel-fare and ldquobad trustsrdquo which were not
Labor CrisisIn 1902 Roosevelt faced a major labor crisis
More than 100000 Pennsylvania coal minersmembers of the United Mine Workers wenton strike They demanded better pay an eight-hour workday and recognition of the unionrsquosright to represent its members in discussionswith mine owners
The mine owners refused to negotiate with theworkers The coal strike dragged on for monthsAs winter approached coal supplies dwindledPublic opinion began to turn against the ownersAs public pressure mounted Roosevelt invitedrepresentatives of the owners and miners to a meeting at the White House Roosevelt was
outraged when the owners refused to negotiateHe threatened to send federal troops to work inthe mines and produce the coal The ownersfinally agreed to arbitrationmdashsettling the disputeby agreeing to accept the decision of an impartialoutsider Mine workers won a pay increase and areduction in hours but they did not gain recogni-tion for the union
Rooseveltrsquos action marked a departure fromnormal patterns of labor relations at the timeEarlier presidents had used troops against strik-ers but Roosevelt had used the power of thefederal government to force the company own-ers to negotiate In other labor actions howeverRoosevelt supported employers in disputeswith workers
Square DealRoosevelt ran for the presidency in 1904
promising the people a square dealmdashfair andequal treatment for all He was elected withmore than 57 percent of the popular vote
Rooseveltrsquos ldquosquare dealrdquo called for a consid-erable amount of government regulation ofbusiness This contrasted with an attitudetoward business that dated back to the presi-dency of Thomas Jefferson which was summedup in the phrase laissez-faire (LEHbullsay FEHR)This French term generally means ldquolet peopledo as they chooserdquo
McKinleyRooseveltglass canteen 1900
621CHAPTER 21 Progressive Reforms
AJ-621
null
20036311
Roosevelt introduced a new era of govern-ment regulation He supported the MeatInspection and Pure Food and Drug Acts theseacts gave the Department of Agriculture and theFood and Drug Administration the power tovisit businesses and inspect their products
Conserving the WildernessRoosevelt held a lifelong enthusiasm for the
great outdoors and the wilderness He believedin the need for conservation the protection andpreservation of natural resources
As president Roosevelt took steps to con-serve the countryrsquos forests mineral depositsand water resources In 1905 he proposed theUS Forest Service He pressured Congress toset aside millions of acres of national forests andcreated the nationrsquos first wildlife sanctuariesRoosevelt also formed the National Conserva-tion Commission which produced the first sur-vey of the countryrsquos natural resources
Roosevelt has been called Americarsquos firstenvironmental president While he made con-servation an important public issue Rooseveltalso recognized the need for economic growthand development He tried to strike a balancebetween business interests and conservation
Describing What is conservation
William Howard Taft No president before had ever served more
than two terms In keeping with that traditionRoosevelt decided not to run for reelection in1908 Instead Roosevelt chose William HowardTaft an experienced diplomat to run for presi-dent In the election of 1908 Taft easily defeatedDemocrat William Jennings Bryan
Although he had none of Rooseveltrsquos flair Taftcarried outmdashand went beyondmdashmany of Roose-veltrsquos policies The Taft administration won moreantitrust cases in four years than Roosevelt hadwon in seven Taft also favored the introductionof safety standards for mines and railroads
Taft supported the Sixteenth Amendmentwhich gave Congress the power to tax peoplersquosincomes to generate revenue for the federal
government Progressiveshoped the income tax would enable thegovernment to lower tariffs In their view hightariffs led to higher prices for goods whichcaused hardship for the poor Progressivesbelieved that taxes based on income werefairer The Sixteenth Amendment added to theConstitution in 1913 did not specify howincome would be taxed Congress passed addi-tional laws so that higher incomes were taxedat a higher rate than lower incomes
Despite his progressive reforms President Taftdisappointed progressives in two importantareasmdashtariffs and conservation He failed to fightfor a lower tariff and he modified some conser-vation policies so that they favored businesses
622 CHAPTER 21 Progressive Reforms
The Influence of
Minor Political Parties
Minor Political Parties The Republican and Demo-cratic parties dominate the nationrsquos two-party system Yetthe United States has a long history of other political par-ties that have risen to challenge the major parties Minorparties pushed for an end to slavery and supported votingrights for women and child and labor regulation longbefore the major parties did
Populist proposals that are ineffect today include the fed-eral income tax the secretballot and the initiative andreferendum
AJ-622
null
16399712
623CHAPTER 21 Progressive Reforms
Roosevelt Challenges TaftBy 1912 Roosevelt had become completely
disappointed in Taft With a new presidentialelection on the horizon Roosevelt decided tochallenge Taft for the Republican presidentialnomination Roosevelt claimed that Taft hadldquocompletely twisted aroundrdquo his own policies
The showdown between Roosevelt and Taftcame at the Republican national convention inChicago in June Although Roosevelt won everyprimary and had many supporters Taft had thebacking of Republican Party leaders and influen-tial business interests who controlled the partymachinery When Taft received the nominationon the first ballot Roosevelt charged the Repub-lican party leaders with stealing the presidentialnomination from him
A fiery Roosevelt led his supporters out of theconvention hall He and his followers formed anew party the Progressive Party In August theProgressives held their own convention inChicago and nominated Roosevelt for president
When a reporter asked Roosevelt about hishealth the candidate thumped himself on thechest and declared ldquoI feel as strong as a bullmooserdquo From then on the Progressive Partywas known as the Bull Moose Party
The Election of 1912The split in the Republican Party hurt both
Taft and Roosevelt While Republicans and Pro-gressives battled each other at the polls Demo-crat Woodrow Wilson gathered enough supportto defeat them in the election Wilson had
Former President Theodore Rooseveltleft the Republican Party to form theProgressive or ldquoBull Mooserdquo Party
Some third parties have presented a strong challenge to the majorparties The Republican Party was itself a third party in 1856 Fouryears later it captured the White House
1848 Martin Van Buren Free Soil 101 0
1856 John C Fremont Republican 331 114
1892 James Weaver Populist 85 22
1912 Theodore Roosevelt Progressive 274 88
1924 Robert La Follette Progressive 166 13
1948 Strom Thurmond States Rights 24 39
1968 George Wallace Am Independent 135 46
1992 Ross Perot Reform 190 0
2000 Ralph Nader Green 27 0
PresidentialElection
YearResults
Candidateparty of popular vote Electoral votes
Third-Party Results
AJ-623
null
96338554
Checking for Understanding1 Key Terms Write a paragraph in
which you use all of the followingkey terms trustbuster arbitrationlaissez-faire
2 Reviewing Facts What candidatewon the presidential election of1912
Reviewing Themes3 Economic Factors Why did progres-
sives support an income tax
Critical Thinking4 Analyzing Information Explain why
Roosevelt preferred regulation totrustbusting
5 Determining Cause and EffectRe-create the diagram below andexplain the reasons for and the out-come of the 1902 coal strike
Analyzing Visuals6 Chart Skills Study the chart on
page 623 that shows third-partyresults What party did JamesWeaver represent What third partyreceived the largest percentage of the popular vote The largestnumber of electoral votes
acquired a reputation as a progressive reformerwhile serving as president of Princeton Univer-sity and governor of New Jersey
Wilson gained only 42 percent of the popularvote with Roosevelt receiving 27 percent andTaft 23 percent However Wilson won the presi-dency by the largest electoral majority up to thattime sweeping 435 of the 531 electoral votes
Wilson in the White HouseDuring his campaign Woodrow Wilson had
criticized big government as well as big businessWilson called his program the ldquoNew Freedomrdquo
In 1913 Wilson achieved a long-awaited pro-gressive goalmdashtariff reform He persuaded theDemocrat-controlled Congress to adopt a lowertariff on imported goods such as sugar woolsteel and farm equipment Wilson believedthat the pressure of foreign competition wouldlead American manufacturers to improve their
products and lower their prices The govern-ment income lost by lowering tariffs would bereplaced by the new income tax
That same year Congress also passed the Fed-eral Reserve Act to regulate banking By creat-ing 12 regional banks supervised by a centralboard in Washington DC the act gave the gov-ernment more control over banking activitiesBanks that operated nationally were required tojoin the Federal Reserve System and abide by itsregulations
Wilson also worked to strengthen govern-ment control over business In 1914 Congressestablished the Federal Trade Commission(FTC) to investigate corporations for unfairtrade practices Wilson also supported the Clay-ton Antitrust Act of 1914 which joined the Sher-man Antitrust Act as one of the governmentrsquoschief weapons against trusts The governmentalso tried to regulate child labor The Keating-Owen Act of 1916 banned goods produced bychild labor from being sold in interstate com-merce The act was struck down as unconstitu-tional just two years later
By the end of Wilsonrsquos first term progressiveshad won many victories The Progressive move-ment lost some of its momentum as Americansturned their attention to world affairsmdashespeciallythe war that had broken out in Europe in 1914
Analyzing How did Rooseveltrsquos runfor the presidency affect the election of 1912
624 CHAPTER 21 Progressive Reforms
Art Draw a political cartoon thatsupports Theodore Rooseveltrsquosactions as a ldquotrustbusterrdquo
1902 Coal
Strike
Twenty-fifth Flag 1912 Statehood forArizona and New Mexico increased thenumber of stars to 48 in 1912 Thisflag served from 1912 to 1959 moreyears than any other flag
Americarsquos Flags
AJ-624
null
14403761
CHAPTER XX Chapter Title
Interpreting a Political CartoonWhy Learn This Skill
Yoursquove probably heard thesaying ldquoA picture is worth athousand wordsrdquo For morethan 200 years political car-toonists have drawn pictures topresent their opinions about aperson or event Learning tointerpret political cartoons canhelp you understand issues ofboth the past and present
Learning the SkillPolitical cartoons state opin-
ions about particular subjectsTo illustrate those opinionscartoonists provide clues using several differenttechniques They often exaggerate a personrsquos physicalfeatures or appearance in a special effect calledldquocaricaturerdquo A caricature can be positive or nega-tive depending on the artistrsquos point of view
Cartoonists also use symbols to represent some-thing else The bald eagle is often shown in politicalcartoons as a symbol of the United States Sometimescartoonists help readers interpret their message byadding labels or captions
To interpret a political cartoon follow these steps
bull Read the caption and any other words printed inthe cartoon
bull Analyze each element in the cartoon
bull Identify the clues What is happening in the car-toon Who or what is represented by each part ofthe drawing What or whom do the figures repre-sent To what do the symbols refer
bull Study all these elements to decide the point thecartoonist is making
Practicing the SkillThe cartoon on this page shows Theodore Roose-velt looking in a window at President Taft Ana-lyze the cartoon and then answer the followingquestions
1 What is going on in this picture
2 What caricatures are included in this cartoon
3 What symbols are shown in the cartoon Whatdo these symbols represent
4 What point is the cartoonist making
Applying the SkillInterpreting a Political Cartoon Bring to classa copy of a political cartoon from a recent news-paper or magazine Explain the cartoonistrsquos pointof view and the tools used to express it
Glencoersquos Skillbuilder InteractiveWorkbook CD-ROM Level 1 providesinstruction and practice in key social studies skills
Social StudiesSocial Studies
625
AJ-625
null
14126836
Mt Foraker17400 ft (5303 m)
Avalanche Spire10105 ft (3080 m)
K a h i l t n a G l a c i e r
ampGEOGRAPHY HISTORY
Yukon River
Denali National Parkand Preserve
A L A S K A CA
NA
DA
US
0
0
500 miles
500 kilometers
N
S
W
E
L E A R N I N G f r o m G E O G R A P H Y
626
WILD WONDERSGRIZZLY BEARS WOLVES MOOSE CARIBOUDALLrsquoS SHEEP and many other animals roam Alaskarsquos Denali National Park and Preserve Larger than Massachusetts the six-million-acre park includes the highest mountain in North America
The Alaskan wilderness area set aside as Mount McKinley National Park in 1917 was renamed Denali in 1980 when Congress tripled the size of the parkDenali was the peakrsquos Native American name meaning ldquothe High Onerdquo
The idea of setting aside areas of natural beauty and historic importance for the benefit of the people dates back to the mid-1800s Before then Americans had viewedwild places either as obstacles or as a source of naturalresources for people to use
The conservation movement gained popularity in the early 1900s when President Theodore Roosevelt and other conservationists urged Americans to protect natural resources
Today conservation continues to be an important issue Although many of us enjoyvisiting national parks such as Denali theparks also serve as refuges for wildlifeScientists study the plants and animals so that they can protect them With 430species of flowering plants 37 species ofmammals and 156 species of birds Denalistands as one of Americarsquos great areas ofunspoiled wilderness
1 Which peaks are higher than 15000 feet
2 Do you think it is necessary for the governmentto aid environmental programs Explain
Mt Foraker17400 ft (5303 m)
Avalanche Spire10105 ft (3080 m)
K a h i l t n a G l a c i e r
ampGEOGRAPHY HISTORY
Yukon River
Denali National Parkand Preserve
A L A S K A CA
NA
DA
US
0
0
500 miles
500 kilometers
N
S
W
E
L E A R N I N G f r o m G E O G R A P H Y
626
WILD WONDERSGRIZZLY BEARS WOLVES MOOSE CARIBOUDALLrsquoS SHEEP and many other animals roam Alaskarsquos Denali National Park and Preserve Larger than Massachusetts the six-million-acre park includes the highest mountain in North America
The Alaskan wilderness area set aside as Mount McKinley National Park in 1917 was renamed Denali in 1980 when Congress tripled the size of the parkDenali was the peakrsquos Native American name meaning ldquothe High Onerdquo
The idea of setting aside areas of natural beauty and historic importance for the benefit of the people dates back to the mid-1800s Before then Americans had viewedwild places either as obstacles or as a source of naturalresources for people to use
The conservation movement gained popularity in the early 1900s when President Theodore Roosevelt and other conservationists urged Americans to protect natural resources
Today conservation continues to be an important issue Although many of us enjoyvisiting national parks such as Denali theparks also serve as refuges for wildlifeScientists study the plants and animals so that they can protect them With 430species of flowering plants 37 species ofmammals and 156 species of birds Denalistands as one of Americarsquos great areas ofunspoiled wilderness
1 Which peaks are higher than 15000 feet
2 Do you think it is necessary for the governmentto aid environmental programs Explain
AJ-626
null
100779144
627
Mt McKinley (Denali)20320 ft (6194 m)
R u t hG l a c i e
r
To
ko
si t n
aG
l ac
i er
SheldonAmphitheater
BuckskinG
lac
ier
The Mooses Tooth10335 ft (3150 m)
1872 1880 1900 1920 1940 1960 1980 2000
50
0
100
150
200
250
300
350
Nu
mb
er o
f si
tes
par
ks
Yellowstone NP 1872
National Park Service Act 1916
National Forest Service 1905
Mt McKinley National Park 1917
Historic Sites Act 1934
Wild and Scenic Rivers Act 1968
National Trails Systems Act 1968
Denali National Park 1980
National ParksOther sites managed by National Park Service
Growth of the National Park System
1887American Protective Associationtargets Catholics
1907Gentlemenrsquos Agreementrestricts Japanese immigration
1909WEB Du Bois helpsform the NAACP
1915Ku Klux Klanreappears
Main IdeaProgressive reform did little to expandthe rights and opportunities forminorities
Key Termsdiscrimination barrio
Reading StrategyTaking Notes As you read Section 4re-create the diagram below anddescribe each personrsquos accomplishments
Read to Learnbull why progressive reforms did not
include all Americansbull how minorities worked to move
toward greater equality
Section ThemeCivic Rights and ResponsibilitiesMinorities discovered that progressivereforms often did not advance theirown rights and responsibilities
Excluded from Reform
Like many seeking their fortunes 16-year-old Lee Chew left his farm in China andbooked passage on a steamer When he and other Chinese immigrants arrived in SanFrancisco they confronted a great wave of anti-Asian feeling In the cityrsquos Chinese quarter immigrants ran markets laundries and other small shops Chew worked foran American family ldquoChinese laundrymen [like me] were taught by American womenrdquohe said ldquoThere are no laundries in Chinardquo
Prejudice and DiscriminationDuring the 1800s the overwhelming majority of Americans were white and
Protestant and had been born in the United States Many Americans believedthat the United States should remain a white Protestant nation Nonwhite non-Protestant and non-native residents often faced discriminationmdashunequal treat-ment because of their race religion ethnic background or place of birth Thegovernment rarely interfered with this discrimination
Chinese shopkeeper in California
628 CHAPTER 21 Progressive Reforms
Individual Accomplishments
Booker T Washington
Ida Wells
WEB Du Bois
Carlos Montezuma
Preview of Events
Guide to Reading
1880 1900 1920
AJ-628
null
7272508
Immigration
Percent Foreign Born byRegion of Birth 1900
Percent Foreign Born byRegion of Birth 2000
Percentage of US Population That Is Foreign Born
EuropeAll otherLatin AmericaAsia
Latin AmericaAsiaEuropeAll other
Source US Bureau of the Census
Popu
latio
n Pe
rcen
tage
Year
849
126
1312
510
255
153
82
136147
132116
8869
54 4762
80
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000
4
8
12
16
0
104
In 1908 violence erupted in Springfield Illinois when a white woman claimed to havebeen attacked by an African American manAuthorities jailed the man but by that timewhite townspeople had formed an angry mob
Armed with axes and guns the mobstormed through African American neighbor-hoods destroying businesses and driving peo-ple from their homes Rioters lynched twoAfrican American men and injured dozensmore Yet no one was ever punished for theseviolent crimes Later the woman who claimedshe was attacked admitted that her accusationwas untrue
The Springfield riot shocked the nation andhighlighted the deep racial divisions in Ameri-can life The riot took place in the hometown ofAbraham Lincoln the president who signed theEmancipation Proclamation African Americanswere no longer enslavedmdashbut they were stillpursued by prejudice and racial hatred
Anti-CatholicismSome Americans faced discrimination because
of their religion Americarsquos largely Protestantpopulation feared that Catholic immigrantsthreatened the ldquoAmericanrdquo way of life Anti-Catholic Iowans formed the American ProtectiveAssociation (APA) in 1887 By the mid-1890s theAPA claimed a membership of two million acrossthe nation Among other activities the APAspread rumors that Catholics were preparing totake over the country
Anti-SemitismMany Jewish immigrants came to the United
States to escape prejudice in their homelandsSome of them found the same anti-Semitic atti-tudes in America Landlords employers andschools discriminated against Jews Eastern Euro-pean Jews faced prejudice both as Jews and as east-ern Europeans whom many Americans regardedas more ldquoforeignrdquo than western Europeans
Immigration rose during the period of rapid industrialization at theturn of the century Then immigration decreased when Congressimposed immigration restrictions Towards the end of the century a dramatic increase took place after the restrictions were relaxed
AJ-629
null
11368296
CHAPTER 21 Progressive Reforms
History
Anti-Asian PoliciesDiscrimination was also based on race In
California and other western states Asiansstruggled against prejudice and resentmentWhite Americans claimed that Chinese immi-grants who worked for lower wages took awayjobs Congress passed the Chinese Exclusion Actin 1882 to prevent Chinese immigrants fromentering the United States
Americarsquos westward expansion createdopportunities for thousands of Japanese immi-grants who came to the United States to work asrailroad or farm laborers Like the Chinese beforethem Japanese immigrants encountered preju-dice California would not allow them to becomecitizens In 1906 in San Francisco the schoolboard tried to make Japanese children attend aseparate school for Asians until President Roose-velt stepped in to prevent such segregation
Roosevelt yielded to a rising tide of anti-Japanese feeling however and authorized theGentlemenrsquos Agreement with Japan in 1907This accord restricted Japanese immigration tothe United States but it did not bring an end toanti-Japanese feeling In 1913 California made itillegal for Japanese immigrants to buy landOther Western states passed similar laws
Discrimination Against African AmericansAfrican Americans faced discrimination in
both the North and the South Although officiallyfree African Americans were systematicallydenied basic rights and restricted to second-classcitizenship
Four-fifths of the nationrsquos African Americanslived in the South Most worked as rural share-croppers or in low-paying jobs in the cities Theywere separated from white society in their ownneighborhoods schools parks restaurants the-aters and even cemeteries In 1896 the SupremeCourt legalized segregation in the case of Plessyv Ferguson which recognized ldquoseparate butequalrdquo facilities
The Ku Klux Klan which had terrorizedAfrican Americans during Reconstruction wasreborn in Georgia in 1915 The new Klan wantedto restore white Protestant America The Klanlashed out against minoritiesmdashCatholics Jewsand immigrants as well as African AmericansCalling for ldquo100 percent Americanismrdquo the Klankept growing and claimed more than two mil-lion members by 1924 many of them in North-ern cities and towns
A Ku Klux Klan pamphlet (right) promotes the Klanrsquos hate campaign Meanwhile opponents of lynching called for an end to racial murders What two groups experienced the terror of lynching
AJ-630
null
14853111
631CHAPTER 21 Progressive Reforms
Racial ViolencePeople who lost their jobs during the economic
depressions of 1893 and 1907 sometimesunleashed their anger against African Americansand other minorities More than 2600 AfricanAmericans were lynched between 1886 and 1916mostly in the South Lynchings were also used toterrorize Chinese immigrants in the West
Progressivism and PrejudiceIn the late 1800s and the early 1900s many
Americans held biased views They believedthat white male native-born Americans had theright to make decisions for all of society
Most of the progressive reformers came fromthe middle and upper classes They saw them-selves as moral leaders working to improve thelives of people less fortunate than themselvesNevertheless the reforms they supported oftendiscriminated against one group as they tried tohelp another group
Trade unions often prohibited African Ameri-cans women and immigrants from joiningSkilled laborers these unions argued could obtain better working conditions for themselvesif they did not demand improved conditions forall workers
Booker T Washington (seated second from left) foundedthe National Negro Business League Why did Washing-ton stress economic power among African Americans
History
Sometimes reforms instituted by the pro-gressives were efforts to control a particulargroup The temperance movement for exam-ple was partly an attempt to control the behav-ior of Irish Catholic immigrants Civil servicereforms required job applicants to be edu-catedmdashthis reduced the political influence thatimmigrants had begun to have in some citiesIn spite of their contradictions progressivereforms did succeed in improving conditionsfor many Americans
Identifying What Supreme Courtdecision legalized segregation
Struggle for Equal OpportunityOften excluded from progressive organiza-
tions because of prejudice minorities battled forjustice and opportunity on their own AfricanAmericans Hispanics and Native Americanstook steps to improve their lives
African Americans rose to the challenge ofachieving equality Booker T Washington whohad been born enslaved and taught himself toread founded the Tuskegee Institute in 1881The institute taught African Americans farmingand industrial skills
AJ-631
null
14001436
Washington believed that if African Americanshad more economic power they would be in abetter position to demand social equality andcivil rights Washington founded the NationalNegro Business League to promote businessdevelopment among African Americans InWashingtonrsquos autobiography Up from Slavery hecounseled African Americans to work patientlytoward equality Washington argued that equal-ity would be achieved when African Americansgained the education and skills to become valu-able members of their community
Some African Americans thought that theywould be better off in separate societies eitherin the United States or in Africa They foundedorganizations to establish African Americantowns and promoted a back-to-Africa move-ment These movements were not popular how-ever and their goals gained few supporters
African American Women Take ActionAfrican American women worked together
through groups such as the National Associa-tion of Colored Women to fight the practice oflynching and other forms of racial violence IdaB Wells the editor of an African Americannewspaper in Memphis Tennessee was forced
to leave town after publishing the names of peo-ple involved in a lynching The incident startedWells on a national crusade against the terriblepractice of lynching
In her 1895 book A Red Record Wells showedthat lynching was used primarily against AfricanAmericans who had become prosperous or whocompeted with white businesses ldquoCan you remainsilent and inactive when such things are done inyour own community and countryrdquo she asked
Other SuccessesDuring the early 1900s African Americans
achieved success in a variety of professionsChemist George Washington Carver directorof agricultural research at Tuskegee Institutehelped improve the economy of the Souththrough his discoveries of plant products Mag-gie Lena founded the St Luke Penny SavingsBank in Richmond Virginia She was the firstAmerican woman to serve as a bank president
Native Americans Seek JusticeThe federal governmentrsquos efforts to assimilate
Native Americans into white society threatenedto break down traditional native cultures In 1911 Native American leaders from around
632 CHAPTER 21 Progressive Reforms
WEB Du Bois wasthe first African Americanto receive a doctoratedegree from Harvard Asan educator he refused toaccept racial inequalityDu Bois helped start theNiagara Movement in1905 to fight againstracial discrimination anddemand full politicalrights and responsibilities
for African AmericansLater Du Bois joined oth-ers to form the NationalAssociation for theAdvancement of ColoredPeople (NAACP) Thisgroup today remains aforce in the efforts to gainlegal and economic equal-ity for African Americans
Du Bois rejectedBooker T Washingtonrsquos
emphasis on job skillsand argued that the rightto vote was the way toend racial inequality stoplynching and gain betterschools ldquoThe power ofthe ballot we need insheer self-defenserdquo hesaid ldquoelse what shallsave us from a secondslaveryrdquo
AJ-632
null
1490536
the country formed the Society of AmericanIndians to seek justice for Native Americansto improve their living conditions and to edu-cate white Americans about different NativeAmerican cultures
One of the societyrsquos founding memberswas Dr Carlos Montezuma an Apache whohad been raised by whites Convinced thatfederal policies were hurting Native Ameri-cans Montezuma became an activist exposinggovernment abuse of Native American rightsMontezuma believed that Native Americansshould leave the reservations and make theirown way in white society
Mexican Americans Work TogetherImmigrants from Mexico had long come to
the United States as laborers especially in theWest and Southwest Between 1900 and 1914the Mexican American population grew dramat-ically as people crossed the border to escape rev-olution and economic troubles in Mexico
Like the Japanese and other immigrantgroups Mexican Americans encountered dis-crimination and violence Relying on them-selves to solve their problems they formedmutualistasmdashself-defense associationsmdashto raisemoney for insurance and legal help One of thefirst mutualistas was the Alianza Hispano Americo(Hispanic American Alliance) formed in Tuc-son Arizona in 1894 Another mutualista the
CHAPTER 21 Progressive Reforms 633
Art Create a title and cover designfor a book about discriminationthat might have been written dur-ing this time
ldquoIs there no redress no peace no justice in this land for usTell the world the factsrdquomdashIda B Wells
Groups Actions taken
Native Americans
Mexican Americans
African Americans
Orden Hijos de America (Order of Sons ofAmerica) formed in San Antonio Texas in 1921to work for equality and raise awareness ofMexican Americans rights as US citizens Inlabor camps and Mexican neighborhoods calledbarrios mutualistas organized self-help groupsto deal with overcrowding poor sanitation andinadequate public services
Widespread prejudice excluded MexicanAmericans from many reform groups Yet Mexi-can Americans produced dynamic leaders andcreated organizations to improve their circum-stances and fight for justice
Describing Against what type ofviolence did Ida B Wells speak out
Checking for Understanding
1 Key Terms Define discriminationand barrio
2 Reviewing Facts What were theresults of the Gentlemenrsquos Agreementwith Japan authorized by TheodoreRoosevelt
Reviewing Themes
3 Civic Rights and ResponsibilitiesGive an example of a progressivereform that resulted in discrimination
Critical Thinking
4 Comparing How did the views ofBooker T Washington differ fromthose of WEB Du Bois
5 Analyzing Information Re-createthe diagram below and list theactions these groups took to battleprejudice and discrimination
Analyzing Visuals
6 Graph Skills Study the graphs onpage 629 What was the percentageof foreign-born people in 1900 In2000 Did Latin American peoplemake up a larger percentage of theforeign-born population in 2000 or in1900 Explain
the country formed the Society of AmericanIndians to seek justice for Native Americansto improve their living conditions and to edu-cate white Americans about different NativeAmerican cultures
One of the societyrsquos founding memberswas Dr Carlos Montezuma an Apache whohad been raised by whites Convinced thatfederal policies were hurting Native Ameri-cans Montezuma became an activist exposinggovernment abuse of Native American rightsMontezuma believed that Native Americansshould leave the reservations and make theirown way in white society
Mexican Americans Work TogetherImmigrants from Mexico had long come to
the United States as laborers especially in theWest and Southwest Between 1900 and 1914the Mexican American population grew dramat-ically as people crossed the border to escape rev-olution and economic troubles in Mexico
Like the Japanese and other immigrantgroups Mexican Americans encountered dis-crimination and violence Relying on them-selves to solve their problems they formedmutualistasmdashself-defense associationsmdashto raisemoney for insurance and legal help One of thefirst mutualistas was the Alianza Hispano Americo(Hispanic American Alliance) formed in Tuc-son Arizona in 1894 Another mutualista the
CHAPTER 21 Progressive Reforms 633
Art Create a title and cover designfor a book about discriminationthat might have been written dur-ing this time
ldquoIs there no redress no peace no justice in this land for usTell the world the factsrdquomdashIda B Wells
Groups Actions taken
Native Americans
Mexican Americans
African Americans
Orden Hijos de America (Order of Sons ofAmerica) formed in San Antonio Texas in 1921to work for equality and raise awareness ofMexican Americans rights as US citizens Inlabor camps and Mexican neighborhoods calledbarrios mutualistas organized self-help groupsto deal with overcrowding poor sanitation andinadequate public services
Widespread prejudice excluded MexicanAmericans from many reform groups Yet Mexi-can Americans produced dynamic leaders andcreated organizations to improve their circum-stances and fight for justice
Describing Against what type ofviolence did Ida B Wells speak out
Checking for Understanding
1 Key Terms Define discriminationand barrio
2 Reviewing Facts What were theresults of the Gentlemenrsquos Agreementwith Japan authorized by TheodoreRoosevelt
Reviewing Themes
3 Civic Rights and ResponsibilitiesGive an example of a progressivereform that resulted in discrimination
Critical Thinking
4 Comparing How did the views ofBooker T Washington differ fromthose of WEB Du Bois
5 Analyzing Information Re-createthe diagram below and list theactions these groups took to battleprejudice and discrimination
Analyzing Visuals
6 Graph Skills Study the graphs onpage 629 What was the percentageof foreign-born people in 1900 In2000 Did Latin American peoplemake up a larger percentage of theforeign-born population in 2000 or in1900 Explain
AJ-633
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13755861
634
Reviewing Key TermsYou are a journalist writing about the impact of progres-sive reforms Write an article in which you use at leastthree of the following key terms1 political machine 4 referendum2 civil service 5 initiative3 primary 6 recall
Reviewing Key Facts7 How did corrupt political bosses get voters for their
parties8 Why were journalists important to the reform
movement9 What amendment provided for the direct election of
senators10 What amendment provided for woman suffrage11 What is arbitration12 Why did progressives form their own political party13 What was the purpose of the Federal Reserve Act14 What is discrimination15 What did Dr Carlos Montezuma think about Native
American reservations16 Why did Mexican Americans organize mutualistas
Critical Thinking17 Analyzing Themes Government and Democracy
How did the Seventeenth Amendment give people agreater voice in government
18 Determining Cause and Effect Why was the railroadindustry subject to so many government regulations
19 Analyzing Themes Civic Rights and Responsibili-ties Re-create the diagram below and identify howthese laws promote justice and insure citizensrsquo rights
Progressive Reforms
City Commissions
City Managers
Civic Service Commission
Civic Reform
ShermanAntitrust Act
RegulationTrustbusting
ClaytonAntitrust Act
Interstate Commerce Act
Federal TradeCommission
Business Reform
Direct Primary Initiative Referendum
Political Reform
Suffragist movement
Labor movement
The NineteenthAmendment
Womenrsquos Rights
The Seventeenth Amendment
Rights of Citizens
19th Amendment Recall
Initiative Referendum
Citizenship Cooperative Activity27 Consumer Rights Working with a partner contact a
local consumer league to learn about consumer rightsThen prepare a pamphlet on consumer rights List thevarious rights consumers have and provide the namesaddresses and phone numbers of consumer groups tocontact with problems Distribute this pamphlet to peoplein your neighborhood
Alternative Assessment 28 Portfolio Activity Scan the chapter and make a list of
the constitutional amendments that were passed duringthe Progressive Era Make a cause-and-effect chart toshow what needs actions or abuses led to the passageof each Save your work for your portfolio
Self-Check QuizVisit tajglencoecom and click on Chapter 21mdashSelf-Check Quizzes to prepare for the chapter test
HISTORY
CHAPTER 21 Progressive Reforms 635
Directions Choose the bestanswer to the following question
The main goal of the Womanrsquos Christian Temper-ance Union was to pass laws to ban the making orselling of alcohol Which of the following was a sec-ondary goal
A prison reform B limit immigrationC promote the Square Deal D pass the Gentlemenrsquos Agreement
Test-Taking Tip
This question requires you to remember a fact about theWCTU By reading the question carefully you can find
clues about the organization It worked for reformWhich answer fits best with this information
Standardized Test Practice
Practicing SkillsInterpreting a Political Cartoon Study the cartoon on thispage then answer the following questions
20 Who are the people grouped on the left of the cartoon21 What is the meaning of the comment made by the per-
son on the right22 How does the cartoonist define ldquoillegal immigrantsrdquo
Geography and History ActivityExamine the map on voting rights for women on page 617and answer the questions that follow23 Which state was the first to provide equal suffrage24 By 1919 how many states allowed equal suffrage25 Making Generalizations Why do you think the percent-
age of states allowing woman suffrage was much higherin the West than in the East
Technology Activity26 Using E-Mail Research the names of five modern organi-
zations that have some of the same goals as the progres-sive reformers of the late 1800s and early 1900s Chooseone organization that interests you and make contactthrough E-mail to get more information about the group
- The American JourneymdashIllinois Edition
-
- Illinois Learning Standards for Social Science
- How Does The American Journey Help Me Learn the Standards
- How Does The American Journey Help Me Test My Knowledge of Social Science
- The Illinois Constitution A Summary
- Table of Contents
-
- Previewing Your Textbook
- Scavenger Hunt
- How Do I Study History
- The Structure of Illinois Government
- Constitution Test Practice
- Reading Skills Handbook
-
- Identifying Words and Building Vocabulary
- Reading for a Reason
- Understanding What You Read
- Thinking About Your Reading
- Understanding Text Structure
- Reading for Research
-
- National Geographic Reference Atlas
-
- United States Political
- United States Physical
- United States Territorial Growth
- North America Physical
- North America Political
- Middle East PhysicalPolitical
- World Political
- United States Facts
-
- Geography Handbook
-
- What Is Geography
- How Do I Study Geography
- How Do I Use Maps
- How Does Geography Influence History
- Geographic Dictionary
-
- Be an Active Reader
- Unit 1 Different Worlds Meet Beginnings to 1625
-
- Chapter 1 The First Americans Prehistory to 1492
-
- Section 1 Early Peoples
- Section 2 Cities and Empires
- Section 3 North American Peoples
- Chapter 1 Assessment and Activities
-
- Chapter 2 Exploring the Americas 1400ndash1625
-
- Section 1 A Changing World
- Section 2 Early Exploration
- Section 3 Spain in America
- Section 4 Exploring North America
- Chapter 2 Assessment and Activities
-
- Unit 2 Colonial Settlement 1587ndash1770
-
- Chapter 3 Colonial America 1587ndash1770
-
- Section 1 Early English Settlements
- Section 2 New England Colonies
- Section 3 Middle Colonies
- Section 4 Southern Colonies
- Chapter 3 Assessment and Activities
-
- Chapter 4 The Colonies Grow 1607ndash1770
-
- Section 1 Life in the Colonies
- Section 2 Government Religion and Culture
- Section 3 France and Britain Clash
- Section 4 The French and Indian War
- Chapter 4 Assessment and Activities
-
- Unit 3 Creating a Nation 1763ndash1791
-
- Chapter 5 Road to Independence 1763ndash1776
-
- Section 1 Taxation Without Representation
- Section 2 Building Colonial Unity
- Section 3 A Call to Arms
- Section 4 Moving Toward Independence
- The Declaration of Independence
- Chapter 5 Assessment and Activities
-
- Chapter 6 The American Revolution 1776ndash1783
-
- Section 1 The Early Years
- Section 2 The War Continues
- Section 3 The War Moves West and South
- Section 4 The War Is Won
- Chapter 6 Assessment and Activities
-
- Chapter 7 A More Perfect Union 1777ndash1790
-
- Section 1 The Articles of Confederation
- Section 2 Convention and Compromise
- Section 3 A New Plan of Government
- Chapter 7 Assessment and Activities
-
- Civics in Action A Citizenship Handbook
-
- Section 1 The Constitution
- Section 2 The Federal Government
- Section 3 Citizens Rights and Responsibilities
- Handbook Assessment
-
- The Constitution of the United States
-
- Unit 4 The New Republic 1789ndash1825
-
- Chapter 8 A New Nation 1789ndash1800
-
- Section 1 The First President
- Section 2 Early Challenges
- Section 3 The First Political Parties
- Chapter 8 Assessment and Activities
-
- Chapter 9 The Jefferson Era 1800ndash1816
-
- Section 1 The Republicans Take Power
- Section 2 The Louisiana Purchase
- Section 3 A Time of Conflict
- Section 4 The War of 1812
- Chapter 9 Assessment and Activities
-
- Chapter 10 Growth and Expansion 1790ndash1825
-
- Section 1 Economic Growth
- Section 2 Westward Bound
- Section 3 Unity and Sectionalism
- Chapter 10 Assessment and Activities
-
- Unit 5 The Growing Nation 1820ndash1860
-
- Chapter 11 The Jackson Era 1824ndash1845
-
- Section 1 Jacksonian Democracy
- Section 2 Conflicts Over Land
- Section 3 Jackson and the Bank
- Chapter 11 Assessment and Activities
-
- Chapter 12 Manifest Destiny 1818ndash1853
-
- Section 1 The Oregon Country
- Section 2 Independence for Texas
- Section 3 War with Mexico
- Section 4 New Settlers in California and Utah
- Chapter 12 Assessment and Activities
-
- Chapter 13 North and South 1820ndash1860
-
- Section 1 The Norths Economy
- Section 2 The Norths People
- Section 3 Southern Cotton Kingdom
- Section 4 The Souths People
- Chapter 13 Assessment and Activities
-
- Chapter 14 The Age of Reform 1820ndash1860
-
- Section 1 Social Reform
- Section 2 The Abolitionists
- Section 3 The Womens Movement
- Chapter 14 Assessment and Activities
-
- Unit 6 Civil War and Reconstruction 1846ndash1896
-
- Chapter 15 Road to Civil War 1820ndash1861
-
- Section 1 Slavery and the West
- Section 2 A Nation Dividing
- Section 3 Challenges to Slavery
- Section 4 Secession and War
- Chapter 15 Assessment and Activities
-
- Chapter 16 The Civil War 1861ndash1865
-
- Section 1 The Two Sides
- Section 2 Early Years of the War
- Section 3 A Call for Freedom
- Section 4 Life During the Civil War
- Section 5 The Way to Victory
- Chapter 16 Assessment and Activities
-
- Chapter 17 Reconstruction and Its Aftermath 1865ndash1896
-
- Section 1 Reconstruction Plans
- Section 2 Radicals in Control
- Section 3 The South During Reconstruction
- Section 4 Change in the South
- Chapter 17 Assessment and Activities
-
- Unit 7 Reshaping the Nation 1858ndash1914
-
- Chapter 18 The Western Frontier 1858ndash1896
-
- Section 1 The Mining Booms
- Section 2 Ranchers and Farmers
- Section 3 Native American Struggles
- Section 4 Farmers in Protest
- Chapter 18 Assessment and Activities
-
- Chapter 19 The Growth of Industry 1865ndash1914
-
- Section 1 Railroads Lead the Way
- Section 2 Inventions
- Section 3 An Age of Big Business
- Section 4 Industrial Workers
- Chapter 19 Assessment and Activities
-
- Chapter 20 Toward an Urban America 1865ndash1914
-
- Section 1 The New Immigrants
- Section 2 Moving to the City
- Section 3 A Changing Culture
- Chapter 20 Assessment and Activities
-
- Unit 8 Reform Expansion and War 1865ndash1920
-
- Chapter 21 Progressive Reforms 1877ndash1920
-
- Section 1 The Progressive Movement
- Section 2 Women and Progressives
- Section 3 Progressive Presidents
- Section 4 Excluded from Reform
- Chapter 21 Assessment and Activities
-
- Chapter 22 Overseas Expansion 1865ndash1917
-
- Section 1 Expanding Horizons
- Section 2 Imperialism in the Pacific
- Section 3 Spanish-American War
- Section 4 Latin American Policies
- Chapter 22 Assessment and Activities
-
- Chapter 23 World War I 1914ndash1919
-
- Section 1 War in Europe
- Section 2 Americas Road to War
- Section 3 Americans Join the Allies
- Section 4 The War at Home
- Section 5 Searching for Peace
- Chapter 23 Assessment and Activities
-
- Unit 9 Turbulent Decades 1919ndash1945
-
- Chapter 24 The Jazz Age 1919ndash1929
-
- Section 1 Time of Turmoil
- Section 2 Desire for Normalcy
- Section 3 A Booming Economy
- Section 4 The Roaring Twenties
- Chapter 24 Assessment and Activities
-
- Chapter 25 The Depression and FDR 1929ndash1941
-
- Section 1 The Great Depression
- Section 2 Roosevelts New Deal
- Section 3 Life During the Depression
- Section 4 Effects of the New Deal
- Chapter 25 Assessment and Activities
-
- Chapter 26 World War II 1939ndash1945
-
- Section 1 Road to War
- Section 2 War Begins
- Section 3 On the Home Front
- Section 4 War in Europe and Africa
- Section 5 War in the Pacific
- Chapter 26 Assessment and Activities
-
- Unit 10 Turning Points 1945ndash1975
-
- Chapter 27 The Cold War Era 1945ndash1954
-
- Section 1 Cold War Origins
- Section 2 Postwar Politics
- Section 3 The Korean War
- Section 4 The Red Scare
- Chapter 27 Assessment and Activities
-
- Chapter 28 America in the 1950s 1953ndash1960
-
- Section 1 Eisenhower in the White House
- Section 2 1950s Prosperity
- Section 3 Problems in a Time of Plenty
- Chapter 28 Assessment and Activities
-
- Chapter 29 The Civil Rights Era 1954ndash1973
-
- Section 1 The Civil Rights Movement
- Section 2 Kennedy and Johnson
- Section 3 The Struggle Continues
- Section 4 Other Groups Seek Rights
- Chapter 29 Assessment and Activities
-
- Chapter 30 The Vietnam Era 1960ndash1975
-
- Section 1 Kennedys Foreign Policy
- Section 2 War in Vietnam
- Section 3 The Vietnam Years at Home
- Section 4 Nixon and Vietnam
- Chapter 30 Assessment and Activities
-
- Unit 11 Modern America 1968ndashPresent
-
- Chapter 31 Search for Stability 1968ndash1981
-
- Section 1 Nixons Foreign Policy
- Section 2 Nixon and Watergate
- Section 3 The Carter Presidency
- Chapter 31 Assessment and Activities
-
- Chapter 32 New Challenges 1981ndashPresent
-
- Section 1 The Reagan Presidency
- Section 2 The Bush Presidency
- Section 3 A New Century
- Section 4 The War on Terrorism
- Chapter 32 Assessment and Activities
-
- Appendix
-
- What Is an Appendix and How Do I Use One
- Primary Sources Library
- Presidents of the United States
- Documents of American History
- Supreme Court Case Summaries
- Gazetteer
- Glossary
- Spanish Glossary
- Index
- Acknowledgements and Photo Credits
-
- Feature Contents
-
- Primary Sources Library
- Documents of Americas Heritage
- More Abouthellip
- What Life Was Likehellip
- National Geographic Geography amp History
- Americas Literature
- Two Viewpoints
- Technology and History
- Linking Past amp Present
- What Ifhellip
- Hands-On History Lab Activity
- TIME Notebook
- Why It Matters
- Causes and Effects
- SkillBuilder
-
- Critical Thinking
- Social Studies
- Study amp Writing
- Technology
-