Who is A Progressive?
According to Roosevelt, what are the characteristics of a progressive?
Progressives were modernizers who believed strongly in technology and science as the most excellent solutions to societal flaws. Progressives perceived that education would bridge the gap between a future technologically advanced society and a present wasteful society. The characteristics of progressivism included the belief that man was capable of improving the conditions of life and the environment; a favourable attitude toward the urban-industrial society; belief in experts’ ability; belief in the ability to intervene in social and economic affairs; and belief in the efficiency of the government intervention (Srodes, 2012)
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Explain and give examples of the characteristics of “anti-progressives.”
In his speech, Roosevelt describes an anti-progressive as one who supports special interests and privilege in a manner that is either direct or indirect. An anti-progressive does so either from evil motives, puzzle-headedness, dullness in the mental vision, no sympathy for society, or a simple lack of interest in the subject. Anti-progressives involve themselves in protection reinforcement for anti-majoritarian activism and other groups. They also agree with America’s anti-democratic ideas and primarily doubt the large government groups’ reliability. They also believe that abuse of power and resource wastefulness characterizes large government groups (Pestritto, 2012).
Trace what types of activities “anti-progressives” engaged in.
Anti-progressives provided political reforms analysis and warned about the adverse effects that were entirely accurate based on a contemporary perception. Some debates, such as the New Deal, the Civil War, and the American Founding, formed the basis of anti-progressivism. Other issues that the anti-progressives were involved in included issues of political parties, constitutionalism, representation, public administration, primaries, term limits, and finance, which still have relevance today (The Library of Congress, 2018).
Analyze the goals of progressivism.
The important progressivism goals included:
- Protecting social welfare.
Progressivism aimed at softening industrialization’s harsh conditions. Some of the reform activities were Settlement Housing and Social Gospel. The Salvation Army and the YMCA worked with people to instruct their temperance and values. Additionally, women got involved in social welfare protection. For example, Florence Kelly took action after being inspired by the settlement houses and proceeded to improve women’s and children’s lives. Florence assisted in passing the 1893 Illinois Factory Act, which criminalized child labour and limited the working hours for women.
- Promoting moral improvement.
For this to be enhanced, prohibition thinking was introduced as this would improve personal habits and make people better. The prohibition banned the use of alcohol through the 18th Amendment. This was then repealed in the 21st Amendment. Another example would be the Women’s Temperance Union, which took action to promote morality in society. They worked for suffrage, enforcing prohibition, opening immigrants’ schools, and in asylums and prisons.
- Creating economic reform.
The economic panic of 1893 caused many people to question the capitalist system of the economy. Some of the workers began to lean toward socialism. Big businesses got favoured by politicians and government officials, and this reduced their competition. At the beginning of the 20th century, the Mucrackers journalists reported on the corruption of public life and businesses.
- Fostering industrial efficiency.
This was based on the idea that society and the workplace could be more efficient than it was. The long working hours were proving costly for individuals and society. Taylorism was introduced by Fredrick W. Taylor, a type of scientific management that improves efficiency. Taylorism increased production because it broke tasks into simpler parts. Additionally, workers could be interchanged, and skilled labour was no longer necessary to complete simple tasks. The system required fast workers, and thus workers got exhausted easily and fast (The Library of Congress, 2018).
Explain what areas of society progressives addressed.
Progressives addressed problems that had resulted from political corruption, immigration, urbanization, and industrialization. Bosses and political machines were the primary targets; the proper democracy would be established by taking down corrupt officials. Progressives also sought for monopolies and corporations to be regulated through trust-busting and antitrust laws. These were viewed as ways of promoting fair competition for legitimate competitors’ advantage. Progressives also advocated for new regulations and roles in government as well as new agencies mandated to carry out the said roles, such as FDA (Nugent, 2019)
Analyze the progressive achievements Roosevelt highlights in his speech
Some of the achievements discussed in Roosevelt’s speech are the corruption in politics and individuals and ways of minimizing the same; the significance of combating the social menace that came from poor justice, leadership, and governance; and changing the Rate Bill and improving the same through eliminating some the essential features (Dowley, 2013)
Roosevelt asserted, “We stand for justice and fair play; fearless and confident we face the coming years, for we know that ours are the banners of justice and that all men who wish well to the people must fight under them” (Dowley, 2013).
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References
Dawley, A. (2013). Changing the world: American progressives in war and revolution (Vol. 101). Princeton University Press.
Nugent, W. (2009). Progressivism: A concise introduction. Oxford University Press.
Pestritto, R. J. (2012). Roosevelt, Wilson, and the democratic theory of national progressivism. Social Philosophy & Policy, 29(2), 318.
Srodes, J. (2012). On Dupont Circle: Franklin and Eleanor Roosevelt and the Progressives Who Shaped Our World. Counterpoint Press.
The Library of Congress. (2018, October 23). The presidential election of 1912: A resource guide. https://www.loc.gov/rr/program/bib/elections/election1912.html
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Question 
Week 5 Assignment Case Study
Submit Assignment
Who is A Progressive?
- Due August 9 by 11:59 pm
- Points 175
- Submitting a file upload
Required Resources
Read/review the following resources for this activity:
- Textbook: Chapters 18, 21, 22
- Lesson
- Minimum of 3 scholarly sources (in addition to the textbook). The sources associated with each topic selection below can be used as part of the three scholarly sources.
Optional Resources to Explore
Feel free to review the library guide for scholarly sources and videos at the following link:
- Link (website): History Library Guide(Links to an external site.)
Introduction
The purposes of each case study assignment include the following:
- To hone your abilities to research using scholarly sources
- To advance critical thinking and writing skills
- To compile a response to the prompts provided
- To explore a historical topic and make connections to change over time
Instructions
Pick one (1) of the following topics. Then, address the related questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.
Option 1: Big Business (Monopolies) and Exploitation of Workers
View the following resource:
- Link (video): The Progressive Era(Links to an external site.) (27:30)
Browse and read one (1) of the following:
- Link (library article): The Triangle Disaster: How a Fire a Century at a New York Clothing Factory Changed U.S. Labor Laws(Links to an external site.)
- Link (library article): The Pullman Strike(Links to an external site.)
Then, address the following:
- Explain if prominent business leaders were “captains of industry,” “shrewd businessmen,” or “robber barons.”
- Based on one of the resources noted for this option, assess American working conditions and exploitation of workers in the Age of Industry.
- Analyze the role that the government played in reforming American working conditions.
- Explain the benefits of the Federal Government regulations of monopolies.
- Analyze which progressive presidents attained economic justice and reform for workers.
Option 2: Who is A Progressive?
Review the following site:
Then, address the following:
- According to Roosevelt, what are the characteristics of a progressive?
- Explain and give examples of the characteristics of “anti-progressives.”
- Trace what types of activities “anti-progressives” engaged in.
- Analyze the goals of progressivism.
- Explain what areas of society progressives addressed.
- Analyze the progressive achievements Roosevelt highlights in his speech.
Option 3: World War I
Review the following resources:
- Link (video): A War to End All Wars: Part 2(Links to an external site.) (6:56)
- Link (library article): The Treaty of Versailles and the Rise of Nazism(Links to an external site.)
Then, address the following:
- Trace the origins of World War I, and assess if the world war was inevitable in 1914.
- Explain if the United States could maintain neutrality in World War I. If yes, explain how. If not, explain why not.
- Analyze if the United States should have entered World War I to make the world safe for democracy.
- Analyze if the Treaty of Versailles was a fair and adequate settlement for lasting world peace.
- Explain if the United States Senate should have approved the Treaty of Versailles.
Writing Requirements (APA format)
- Length: 3-4 pages (not including title page or references page)
- 1-inch margins
- Double spaced
- 12-point Times New Roman font
- Title page
- References page
- In-text citations that correspond with your end references
Grading
This activity will be graded based on W5 Case Study Grading Rubric.
Course Outcomes (CO): 4, 5, 6
Due Date: By 11:59 pm MT on Sunday
References
Dyer, J. (Director), & Dyer, J. (Producer). (2005). A war to end all wars: Part 2 [Video]. Dallas County Community College District. Academic Video Online.
Farmer, B. (2018). The Treaty of Versailles and the Rise of Nazism. New American (08856540), 34(21), 33–38. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=132888411&site=eds-live&scope=site
The Library of Congress. (2018, October 23). The presidential election of 1912: A resource guide. https://www.loc.gov/rr/program/bib/elections/election1912.html
McNatt, E. B. (1944). The Pullman Strike (Book). American Economic Review, 34(1), 184–186. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=8700110&site=eds-live&scope=site
Media Rich Communications (Producer). (2004). The progressive era [Video]. Academic Video Online.
Smith, P. (2017). The Triangle disaster: How a century-old fire at a New York clothing factory changed U.S. labour laws. New York Times Upfront, 150(1), 11. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=125077563&site=eds-live&scope=site
Rubric
W5 Case Study Grading Rubric – 175 pts
| W5 Case Study Grading Rubric – 175 pts | |||||||
| Criteria | Ratings | Pts | |||||
| This criterion is linked to a Learning OutcomeLength |
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5.0 pts | |||||
| This criterion is linked to a Learning OutcomeContent |
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15.0 pts | |||||
| This criterion is linked to a Learning OutcomeAnalysis |
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40.0 pts | |||||
| This criterion is linked to a Learning OutcomeSupport |
|
40.0 pts | |||||
| This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage |
|
20.0 pts | |||||
| This criterion is linked to a Learning OutcomeClarity & Flow |
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20.0 pts | |||||
| This criterion is linked to a Learning OutcomeSource Integration |
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15.0 pts | |||||
| This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting |
|
10.0 pts | |||||
| This criterion is linked to a Learning OutcomeAPA Paper Format |
|
10.0 pts | |||||
| Total Points: 175.0 | |||||||