Unit+3.7

The Progressive Party and Democratic Reforms – City, State, and Constitutional Changes

Content Expectations: USHG F1.1; USHG 6.3.2; C1.2.4; C2.1.4; C3.2.5; E1.4.4

Key Concepts: amendments, direct democracy, federalism, Progressivism, reform movements, social issues/ social problems Abstract: Reform of the electoral process, which increasingly had become controlled by political machines and bosses, was another priority of the Progressive agenda. The most famous of these machines, the Tammany Hall Democratic organization headed by William M. "Boss" Tweed in New York City, predated the Progressive Era. Progressives like Wisconsin Governor and Senator Robert M. La Follette sought to weaken the control of political machines, which were seen as corrupt and often aligned themselves with the interests of big business. La Follette and other Progressives sought to promote wider citizen participation in the electoral process. In several states, particularly in the West, Progressive reformers advocated forms of direct democracy, including mechanisms that gave citizens more power such as the initiative and referendum to propose new laws or to review the actions of legislatures. Progressives also successfully lobbied for the direct election of U.S. senators, achieving this goal through the 17th Amendment to the Constitution ratified in 1913, which replaced the former system in which members of the U.S. Senate were chosen by each state legislature. Reformers in many states also pushed through systems to allow for the recall of elected officials.

Prior to this lesson have students read in their textbooks about attempts at reforming government during the Progressive Era. In conjunction with the reading, have students identify at least one reform at the local, state, and federal levels. Begin the lesson by having students share the reforms they recorded from the reading with a partner and record the information on the charts from Lesson 1. Then, play the video “Progressives’ Programs” found in United Streaming http://www.unitedstreaming.com. While some of the video should be a review, other parts will be new. As students listen, have them add to their charts from Lesson 1. Engage students in a brief discussion about programs or issues of Progressives mentioned in the video that were new to them. Also be sure to review the concept of federalism, and have students reference examples from the video.

Next, explain to students that it is widely believed that America became more democratic during the Progressive Era. Reforms such as direct primaries, initiatives, referendums, and recalls were implemented to provide people a greater and more direct connection with their government. Governmental reforms began at the local level as many cities across the United States began to adopt measures designed to fight against corruption and inefficiency first. State governments too reacted to the wave of reform sentiment. Finally the efforts of the Progressives reached the national level and resulted in constitutional changes. The social problems of this era seemed so big and complex that many Progressives came to believe that only the federal (national) government was large enough to respond effectively.

Distribute copies of the “Reforming Government” handout located in the Supplemental Materials (Unit 3). Have students work with a partner to examine the “City Reforms” chart. As they examine the chart they should ask themselves what other concerns aside from urban corruption did the city reforms address. Explain to students that Progressive reform began at the local or city level because it was easier to implement than at the vast state or national level. Urban corruption from political machines was a major focus, resulting in the reorganization of local government using the commissioner-and city-manager-styles of management. Ask students to share what other concerns, aside from corruption, the city reforms addressed. Health? Governmental efficiency?

Next, have students examine the “State Government” chart. Discuss with students the reasons for these reforms. Explain to students that reform governors such as Theodore Roosevelt of New York, Robert M. LaFollette of Wisconsin, and Woodrow Wilson of New Jersey, all helped get reforms passed in their respective states. In addition, reforms first proposed by the Populist Party were enacted in order to make state governments more responsive to the needs of the people. Discuss how the state reforms represented “progress” toward direct democracy as opposed to representative democracy.

Have students investigate changes at the federal level by working with a partner to complete the chart “Federal Government Reforms,” located in Supplemental Materials (Unit 3). Next, review the constitutional changes with the class and the concerns they attempted to resolve. Then, engage students in a discussion using the following questions: According to the US Treasury Department, the need for federal revenue declined sharply after the Civil War and most taxes were repealed. By 1868, the main source of government revenue derived from liquor and tobacco taxes. The income tax that was instituted during the Civil War was abolished in 1872. From then until 1913, almost 90 percent of all revenue was collected from the remaining excise taxes. Do you think there was a relationship between the passage of a federal income tax and the passage of prohibition? Explain.
 * Which of these amendments are in line with overall Progressive goals? How so?
 * Are any of the amendments in conflict with some Progressive goals? How so?
 * Which of the amendments had the greatest impact? Explain why you think so.  Encourage students to consider political, social, and economic consequences of each.

Next, use a “Four Corners Strategy” for students to discuss the statements below. In a Four Corners Strategy, the teacher places each of the four statements below in four separate corners of the room. After reading the statements out loud to students, instruct students to select one of the statements to discuss in more detail. Have students move to the statement they want to discuss. Allow students 5 minutes to discuss their statement and then have each group share a summary of the discussion with the whole class. Local reforms have a greater impact on people than national reforms. Change does not happen because it is fair or right. Change happens because someone benefits from that change. “I think when you spread the wealth around, it’s good for everybody.” ---Barack Obama The people instead of representative government should decide all controversial issues such as abortion rights, gay marriage, and affirmative action.

After each group shares a summary of their discussion, allow students from other groups to ask questions of their classmates. The teacher may also want to probe student thinking as they share the crux of their discussion. Be sure to ask each group if they agree with the summary or whether there is any point they would like to add.

Conclude the lesson by having students write in their Freedom Tracking Notebooks on the following question: Of all the reforms we’ve considered in this lesson, which do you think most effectively protected and promoted freedom? Which of the reforms most threatened or limited it? Explain.