Title: The Progressive Era (1890-1920)
Course: Question Banks

Q: Journalists who exposed business practices, poverty, and corruption in the late 19th and early 20th centuries were referred to as muckrakers. How did muckrakers become so influential?
- They printed sensationalized articles that were untrue to sell more papers. (Incorrect. The “yellow journalists” were the ones who printed sensationalized articles in an effort to sell more papers.)
- They only printed stories about political corruption which angered the majority of people. (Incorrect. Muckrakers worked to expose problems with business practices, unfair labor laws, poverty, run away wealth and corruption in business and politics.)
- Muckrakers were loathed by the populace who believed there was no truth in the stories. (Incorrect. Americans loved the articles and were driven to push for reform to address the issues reported on.)
- They exposed real problems in American society that outraged the people. (Correct! Muckrakers shined a light on the problems and provoked outraged responses from Americans.)
A: They exposed real problems in American society that outraged the people.

Q: Despite there being reports of corruption and other issues prior to the rise of the muckrakers, muckrakers affected audiences in a way not seen before. How were they able to influence readers in such a way?
- The reporting was sensationalized and people liked to read an entertaining story. (Incorrect. The “yellow journalists” were the ones who printed sensationalized articles in an effort to sell more papers.)
- Politicians were called to action by the muckrakers which interested the general population. (Incorrect. The general population were the ones called to action and who pushed politicians into making policy changes.)
- The muckrakers printed articles that were of interest to only a small number of people. (Incorrect. They exposed problems associated with corrupt machine politics, poor working conditions in factories, the questionable living conditions of the working class, and more.)
- The stories were verified; there was proof in the pictures and documentation. (Correct! Publications like <em>How the Other Half Lives</em> vividly described the squalor, and documented it with photography, giving readers an unflinching view of urban poverty.)
A: The stories were verified; there was proof in the pictures and documentation.

Q: Muckrakers were investigative journalists who exposed social problems in the late 19th and early 20th centuries. How did this kind of reporting help fuel the Progressive Era?
- They exposed politicians and forced them to pass progressive legislation. (Incorrect. While they did report on corrupt politicians and political processes, the main change came from everyday citizens who fought for changes to the status quo.)
- They united many people into one movement who then worked together on a shared goal. (Incorrect. While different causes shared some underlying elements, each movement largely focused on its own goals, be it the right of women to vote, the removal of alcohol from communities, or the desire for a more democratic voting process.)
- They pushed a religious agenda that encouraged more people to take part. (Incorrect. While there was a religious movement within Progressivism as a whole, muckrakers themselves did not push any sort of religious agenda in their reporting.)
- They reported on issues that people were interested in changing. (Correct! The Progressive Era was a time of varied movements, where activists and reformers from diverse backgrounds pursued their goals of a better America. Investigative journalists of the day uncovered the social inequality these Americans sought to change.)
A: They reported on issues that people were interested in changing.

Q: The late nineteenth and early twentieth centuries were an era of progressive reform in the United States. What was a key feature of this progressive reform?
- A less involved government that would not impose laws and regulations on individuals. (Incorrect. The hands-off approach by the U.S. government caused many of the problems the Progressives sought to fix. They looked to the government to regulate industries and the economy.)
- Progressive reform was largely initiated by the urban poor and lower class. (Incorrect. Even though Progressive movements involved a diverse range of Americans, they were by and large, a White, middle-class, elite, native-born group. Sometimes, their conviction and faith in their own expertise led them to dismiss the voices of the very people they sought to help.)
- Rights for minority groups and women were well supported by most Progressives. (Incorrect. Men often ignored the plight of women, and thus most refused to support women’s suffrage. Many were also silent on the plight of African Americans, Native Americans, and other oppressed minority groups.)
- A more balanced and perfect democracy while excluding those deemed “unfit.” (Correct! Although women's suffrage was a main topic in the progressive movement, individuals could still be considered unfit based on education or race.)
A: A more balanced and perfect democracy while excluding those deemed “unfit.”

Q: Progressives saw themselves as agents of social justice and reform in American society. What was one objective of the Progressive Movement?
- To reduce the role of the federal government in the economy. (Incorrect. Progressives believed the federal government should regulate the modern market economy.)
- To put one’s own family needs first and leave societal challenges to the government. (Incorrect. Instead of just caring for family or fellow church members, social gospel advocates encouraged Christians to engage society; challenge social, political, and economic structures; and help those less fortunate than themselves.)
- To reduce the amount of oversight the government had over private companies. (Incorrect. Progressive activists took up causes such as child labor, anti-trust, big business break-ups, and health and safety, and lobbied for legislation to address some of the ills troubling industrial America.)
- To find solutions to the pitfalls of urbanization, industrialization, and corruption. (Correct! Most strove for a perfection of democracy, which required the federal government to become more involved in labor practices, the economy, and ending corruption.)
A: To find solutions to the pitfalls of urbanization, industrialization, and corruption.

Q: Progressivism was a broad movement between 1896 and 1916 that sought to foment, or stir up, change in American society. How did the progressive movement start to gain supporters and make changes in America?
- The Progressive Movement started as a political party to counter the Democrat and Republican parties. (Incorrect. It was not until Theodore Roosevelt unexpectedly became president in 1901 that the federal government would engage in progressive reforms.)
- The Progressive Movement was a religious movement that worked for the salvation of society as a whole. (Incorrect. The Social Gospel was a part of the progressive movement but not all progressives based their ideas on Christianity.)
- The Progressive Movement was led by individuals often discriminated against on the basis of race or gender. (Incorrect. Often, reformers’ convictions and faith in their own expertise led them to dismiss the voices of the very people they sought to help. Most strove for a perfection of democracy, which required the restriction of political participation for those considered “unfit” on account of education, or race.)
- The Progressive Movement started at the grassroots level, by those who believed America was moving in a bad direction. (Correct! The expressions of progressive principles developed at the grassroots level, where work was done by the people, for the people.)
A: The Progressive Movement started at the grassroots level, by those who believed America was moving in a bad direction.

Q: Progressives at the grassroots level pushed for many of the changes seen in the early 1900s. What new law enabled citizens to vote directly for a candidate?
- recall (Incorrect. The recall permitted citizens to remove a public official from office through a process of petition and vote.)
- 17th amendment (Incorrect. The seventeenth Amendment to the U.S. Constitution mandated the direct election of U.S. senators.)
- initiative (Incorrect. The initiative permitted voters to enact legislation by petitioning to place an idea, or initiative, on the ballot.)
- direct primary (Correct! Direct primaries allowed party members to vote directly for a candidate, with the nomination going to the one with the most votes. Prior to this, only delegates at conventions had a hand in selecting candidates for elections.)
A: direct primary

Q: The progressive movement worked to make changes in many areas of society including giving citizens more power in the government. How did the Seventeenth Amendment allow citizens to have more direct participation in the government?
- It allowed citizens to vote directly for a primary election. (Incorrect. This was not an amendment to the constitution, rather a law. Prior to this time, the only people who had a hand in selecting candidates for elections were delegates at conventions.)
- It allowed citizens to elect a city manager rather than one being appointed. (Incorrect. This was a change that took place at the municipal level designed to avoid the corruption inherent in political machines. The city manager system separated the daily operations of the city from both the electoral process and political parties.)
- Citizens could now elect commissioners, rather than one boss in charge of multiple things. (Incorrect. The commission system involved the election of a number of commissioners, each responsible for one specific operation of the city, with titles like water commissioner, fire commissioner, police commissioner, and so on.)
- Citizens were now able to vote directly for U.S. senators. (Correct! The Seventeenth Amendment replaced the previous system of having state legislatures choose senators.)
A: Citizens were now able to vote directly for U.S. senators.

Q: Marie lived in Galveston, Texas, and was greatly affected by the hurricane in 1900. What grassroots progressive movement would Marie join to make changes to the local government in the wake of the devastation?
- She would join a group working for the direct election of primary candidates. (Incorrect. Direct primaries, at the federal level, allowed party members to vote directly for a candidate, with the nomination going to the one with the most votes.)
- She would join a group of like-minded people supporting the 17th Amendment. (Incorrect. The Seventeenth Amendment mandated the direct election of U.S. senators. The Seventeenth Amendment replaced the previous system of having state legislatures choose senators.)
- She would form a group promoting the idea of citizens being able to counteract legislation. (Incorrect. The referendum allowed voters to counteract legislation by putting an existing law on the ballot for voters to either affirm or reject.)
- She would join a movement promoting the creation of the commission system. (Correct! The commission system involved the election of a number of commissioners, each responsible for one specific operation of the city. With no single political “boss” in charge, the prevalence of graft and corruption greatly decreased.)
A: She would join a movement promoting the creation of the commission system.

Q: Jane Addams is a well-known activist of the late 1800s and early 1900s. Why was her activism so well known?
- She photographed child labor exposing the inhumane labor practices. (Incorrect. She was not the photographer behind the National Child Labor Committee’s campaign.)
- She wrote a book about her many good ideas for social reform. (Incorrect. While she did author a book, she is so significant because she actually followed through with her ideas, she did not just present them and wait for others to act.)
- She used her husband’s fame to make positive social changes. (Incorrect. She worked on her own and with many other women, she did not have a husband.)
- She was successful in making many changes to protect women and children. (Correct! She not only had good ideas but she had the follow through and put them into action. She successfully founded Hull House and spearheaded many campaigns.)
A: She was successful in making many changes to protect women and children.

Q: There were many progressive grassroots organizations that worked for the betterment of society. How did women make a significant impact in the Progressive Movement?
- They were the force behind their husbands, making sure they were organized. (Incorrect. Many women were very active without husbands.)
- They were modest and quiet, working mostly behind the scenes. (Incorrect. Women like Carrie A. Nation won headlines for destroying saloons. Jane Addams opened Hull House on her own.)
- Many women took up racial equality and integration with much success. (Incorrect. Rising American prejudice led many White female activists to ban the inclusion of their Black sisters. Black women nonetheless produced vibrant organizations that could promise racial uplift and civil rights for all Black Americans as well as equal rights for women.)
- They made their voices heard creating national campaigns and garnering national attention. (Correct! Activists like Frances Willard invigorated the Women’s Christian Temperance Union by transforming it into a national political organization and Jane Addams received a Nobel Peace Prize for her accomplishments.)
A: They made their voices heard creating national campaigns and garnering national attention.

Q: Women activists, like Carrie A. Nation, played an important role in the crusade for the prohibition of alcohol. How did Nation bring attention to the movement for prohibition?
- She transformed the Woman’s Christian Temperance Union into a national organization. (Incorrect. Nation founded a chapter of the Woman’s Christian Temperance Union but it was Frances Willard who made it into a national political organization.)
- She worked with modest temperance organizations. (Incorrect. Nation founded a chapter of the Woman’s Christian Temperance Union but she preferred more disorderly ways to draw attention to issues.)
- She chose not to link prohibition and Christian morals. (Incorrect. She described herself as “a bulldog running along at the feet of Jesus, barking at what He doesn’t like.”)
- She actively brought attention to the issue with her actions. (Correct! Nation won headlines for destroying saloons in Wichita, Kansas. Her “hatchetation” drew national attention.)
A: She actively brought attention to the issue with her actions.

Q: In 1911, a fire broke out at the Triangle Shirtwaist Company, killing many workers. Why was the fire significant in regards to labor laws?
- It showed that workers could instigate change with strikes and union membership. (Incorrect. A year before the fire, the Triangle workers had gone on strike demanding union recognition, higher wages, and better safety conditions but the factory decided that a viable fire escape and unlocked doors were too expensive.)
- It demonstrated that the factory owners would be responsible for the safety of their workers. (Incorrect. Though Triangle owners were brought up on manslaughter charges, they were acquitted after less than two hours of deliberation. The trend that saw workers’ deaths answered with little punishment of the owners responsible for such dangerous conditions continued.)
- People were uninterested in the safety of workers and instead encouraged finding better jobs. (Incorrect. The tragedy made people more interested in passing and enforcing laws protecting the workers.)
- The public became more supportive of the enforcement of strict labor safety laws. (Correct! The public was greatly affected by the tragedy and public opinion began to change in favor of increased safety and regulation.)
A: The public became more supportive of the enforcement of strict labor safety laws.

Q: In 1911, a fire broke out in the Asch building in New York City killing 146 young women who worked at the factory. What was the public’s reaction to the fire and resulting deaths?
- People outside of New York City were not affected by the fire. (Incorrect. A first-hand account of the tragedy was shared by a United Press reporter who was on the scene. His account appeared in the Milwaukee Journal, and word of the tragedy spread from there.)
- Politicians immediately began drafting legislation to improve conditions. (Incorrect. Politicians did not act on their own but this tragedy provided the National Consumers League with the moral argument to convince politicians of the need to pass workplace safety laws and codes.)
- Factory owners made changes out of fear of being held responsible. (Incorrect. Triangle owners were brought up on manslaughter charges but were acquitted. The outcome continued a trend in the industrializing economy that saw workers’ deaths answered with little punishment of the business owners responsible for such dangerous conditions.)
- People all over the country felt the need to reform the current labor laws. (Correct! The tragedy of the Triangle Shirtwaist Factory fire was a painful wake-up call to a country that was largely ignoring issues of poor working conditions and worker health and safety.)
A: People all over the country felt the need to reform the current labor laws.

Q: In 1911, 146 young women, employees of the Triangle Shirtwaist Company, were killed when the building caught fire. What factors made the fire and resulting deaths even more tragic?
- The fire department was unable to respond since the fire department was underfunded. (Incorrect. The fire department responded and extinguished the fire but many women had already been killed by being crushed, falling from faulty fire escapes or jumping from the flames.)
- There was no public outcry as a result of the fire and deaths and unsafe working conditions continued. (Incorrect. Politicians, journalists, novelists, religious leaders, and activists all raised their voices to push Americans toward reform. This tragedy provided the National Consumers League with the moral argument to convince politicians of the need to pass workplace safety laws and codes.)
- This was an isolated incident and only the factory owners were held responsible; no nationwide changes resulted. (Incorrect. Labor organizer Rose Schneiderman said, “This is not the first time girls have been burned alive in this city. Every week I must learn of the untimely death of one of my sister workers.” The factory owners were acquitted and not held responsible.)
- Employees had recently gone on strike for safer working conditions but factory owners ignored their concerns. (Correct! A year before the fire, the Triangle workers had gone on strike demanding union recognition, higher wages, and better safety conditions. The owners of the factory decided that a viable fire escape and unlocked doors were too expensive and called in the city police to break up the strike.)
A: Employees had recently gone on strike for safer working conditions but factory owners ignored their concerns.

Q: During the Progressive Era, two socialist groups gained prominence. Who were the main supporters of socialism?
- there were never big supporters of socialism (Incorrect. Between 1901 and 1918, the Socialist Party of America enjoyed tremendous success, electing over seventy Socialist mayors, over thirty state legislators, and two U.S. congressmen. In the 1912 presidential election the Socialist candidate won 6% of the overall vote.)
- many government officials and military officers (Incorrect. The government viewed the radicals as a significant threat, and in a response far greater than their actions warranted, targeted them with arrests, tar-and-featherings, shootings, and lynching’s.)
- the upper and middle classes who owned most of the wealth (Incorrect. Socialists argued that wealth and power were consolidated in the hands of too few individuals and that owners and investors grew rich while the workers who produced their wealth, still suffered from low pay, long hours, and unsafe working conditions.)
- workers and laborers across America (Correct! Masses of American laborers from across the United States including factory workers, miners, railroad builders, tenant farmers, and small farmers all united under the red flag of socialism.)
A: workers and laborers across America

Q: The Progressive Era also experienced a wave of radicalism. What did the radicals believe?
- America was being overrun by progressives and reform was not needed. (Incorrect. The radicals had early roots in the labor and political movements of the mid-nineteenth century but soon grew to feel that the more moderate Progressive ideals were inadequate and more drastic change was needed.)
- The federal government did not have enough power. (Incorrect. The two major radical movements believed the government was deeply corrupt and held too much power. Socialist organizer, Oscar Ameringer, said socialists wanted “the ownership of the government by the people.”)
- That trusts and monopolies should hold the economic power. (Incorrect. The radicals believed that monopolies and trusts controlled too much of the economy, and that owners and investors grew rich while the workers who produced their wealth.)
- America was past reform and needed a complete revolution. (Correct! Radical leaders believed that America was beyond reform and that only a complete revolution of sorts would bring about the necessary changes.)
A: America was past reform and needed a complete revolution.

Q: The movement for more radical changes came to fruition under two socialist groups. How did one of those groups, the Socialist Party of America, gain so much support?
- The party allowed only white men to be members, which appealed to the upper class. (Incorrect. Party membership was open to all regardless of race, gender, class, ethnicity, or religion.)
- The federal government approved of the Party thus encouraging everyone to support them. (Incorrect. The government censored all socialist movements and targeted them with arrests.)
- Americans believed socialist ideology was in line with American values. (Incorrect. America had been built on the importance of a small federal government. Socialism contradicted this value.)
- The party appealed to the working class by promising fair wages and conditions for workers. (Correct! According to SPA leader Eugene Debs, socialists sought “the overthrow of the capitalist system and the emancipation of the working class from wage slavery.”)
A: The party appealed to the working class by promising fair wages and conditions for workers.

Q: Women had been fighting for the right to vote for several generations. What kind of hurdles did women suffragists face in the late 1800s and early 1900s?
- Most people supported women’s right to vote and they faced little opposition. (Incorrect. They faced waves of discrimination and ridicule from both men and women.)
- The government took little notice of the quiet campaigns by women suffragists. (Incorrect. Different activists used different approaches and while some were quieter, some were not. The Silent Sentinels picketed outside the White House for nearly two years and in the latter stages of their protests, many women were arrested and thrown in jail.)
- White women would not accept an amendment that did not include Black women. (Incorrect. Some suffragists, even outside the South, argued that White women’s votes were necessary to maintain White supremacy. Many White American women argued that enfranchising White upper- and middle-class women would counteract Black voters and therefore wanted only White women to be able to vote.)
- Many men and women believed political involvement would be a bad influence on women. (Correct! There were cartoons of women taking on men’s vices, once they gained voting rights. Many women also opposed women’s suffrage because they thought the dirty world of politics was a morass to which ladies should not be exposed.)
A: Many men and women believed political involvement would be a bad influence on women.

Q: Imagine that in the year 1910, Sarah, a middle class housewife, joined the National American Women’s Suffrage Association (NAWSA). By 1917 however, Sarah was frustrated by the slow pace of NAWSA. To whom did Sarah likely turn, instead of NAWSA?
- The Silent Sentinels, who used celebrity endorsements to attract younger participants. (Incorrect. NAWSA used modern marketing efforts like celebrity endorsements to attract a younger audience.)
- Sarah attended the conference at Seneca Falls and helped form the Declaration of Sentiments. (Incorrect. Women had first formulated their demand for the right to vote in the Declaration of Sentiments at a convention in Seneca Falls, New York, in 1848, long before 1916.)
- Sarah moved to Wyoming where women had been able to vote since 1869. (Incorrect. It’s true that Wyoming and other western states had granted women’s suffrage before the passage of the 19th Amendment but moving there would have little effect on the national campaign to grant women’s right to vote at the federal level.)
- The Silent Sentinels who picketed outside the White House and staged a hunger strike in jail. (Correct! The Silent Sentinels picketed outside the White House for nearly two years, starting in 1917. In the latter stages of their protests, many women were arrested and thrown in jail, where they staged a hunger strike as self-proclaimed political prisoners.)
A: The Silent Sentinels who picketed outside the White House and staged a hunger strike in jail.

Q: Generations of women had pushed for women’s suffrage over several years. What eventually led to Woodrow Wilson’s support of the 19th Amendment in 1918?
- Wilson’s opinion changed after many western states granted women the right to vote. (Incorrect. There is no evidence that supports this. Wilson was more influenced by other factors.)
- Wilson wanted to allow Black women to vote and believed an amendment would secure that right. (Incorrect. States were still able to pass voting laws and many states passed laws that discriminated against Black people and limited their freedoms.)
- Wilson was moved by Black activists like Mary Ann Shadd Cary and Sojourner Truth. (Incorrect. Despite Black women being instrumental in the women’s suffrage movement they were often overlooked and forgotten. There is no evidence that Wilson was especially moved by any Black women activists.)
- Wilson’s own rallying cry of “make the world safe for democracy,” and the mistreatment of activists. (Correct! Wilson’s cry to “make the world safe for democracy,” in the face of the scandalous mistreatment of Paul embarrassed Wilson. Enlightened to the injustice toward all American women, he changed his position in support of a woman’s constitutional right to vote.)
A: Wilson’s own rallying cry of “make the world safe for democracy,” and the mistreatment of activists.

Q: Despite the Fifteenth Amendment clearly prohibiting states from denying any citizen the right to vote on the basis of race, Southern states were still determined to find a way to disenfranchise Black voters. How did they successfully accomplish this?
- They appealed to the Supreme Court who ruled in their favor with Plessy v. Ferguson. (Incorrect. <em>Plessy v. Ferguson</em> legalized and codified segregation but did not affect the 15th Amendment.)
- Many states passed their own state laws limiting who could vote. (Incorrect. The 15th Amendment superseded any laws passed by states but they were still able to find loopholes to discriminate.)
- They allowed Black people to register to vote but then blocked them from the ballot box. (Incorrect. They purposely shifted attention away from the ballot box and moved it to voter registration where it was easier to break the federal laws.)
- Poll taxes, literacy tests, and disenfranchising those convicted of petty crimes. (Correct! Black Americans were significantly more likely to be wrongly convicted of petty crimes. The literacy test included a special clause allowing illiterate White Americans to pass the test.)
A: Poll taxes, literacy tests, and disenfranchising those convicted of petty crimes.

Q: During Reconstruction, Black Americans had high hopes for increased civil rights. However, those hopes were soon dashed. How was racial segregation codified, rather than diminished, in the United States in the late 19th century?
- The Fifteenth Amendment. (Incorrect. The Fifteenth Amendment granted Black male suffrage.)
- The Fourteenth Amendment. (Incorrect. The Fourteenth Amendment guaranteed equal protection under the law and the rights of citizens.)
- The Thirteenth Amendment. (Incorrect. The Thirteenth Amendment ended slavery in the United States.)
- The Supreme Court case of Plessy vs. Ferguson. (Correct! In this Supreme Court case of 1896, New Orleans resident Homer Plessy challenged the constitutionality of Louisiana’s segregation of streetcars. The court ruled against Plessy and, in the process, established the legal principle of separate but equal and therefore segregation.)
A: The Supreme Court case of Plessy vs. Ferguson.

Q: What did the 1896 Supreme Court case Plessy v. Ferguson decide?
- It gave black men the right to vote. (Incorrect. This was the 15th Amendment.)
- It provided equal protection under the law regardless of race. (Incorrect. This was the 14th Amendment.)
- It decided that charging poll taxes was illegal. (Incorrect. Poll taxes were not made illegal until 1964, approximately 70 years after they were used to disenfranchise black men.)
- It legalized and codified segregation in the United States. (Correct! The case established the legal principle of separate but equal. Racially segregated facilities were legal, provided they were equivalent. In practice, this was almost never the case.)
A: It legalized and codified segregation in the United States.

Q: While establishing his own institute for higher education, Booker T. Washington became a prominent leader in the civil rights movement in the late 1800s and early 1900s. However, not everyone agreed with Washington’s approach. Why did some not like Booker T. Washington's philosophy?
- Some believed it was too militant and aggressive. (Incorrect. Washington’s philosophy was neither militant nor aggressive, but instead rather submissive.)
- It was not supported by White Americans and therefore thought to be unviable. (Incorrect. Washington worked with and was financially supported by many prominent White Americans such as Carnegie, Rockefeller, and President Roosevelt.)
- Many believed it too directly challenged Jim Crow segregation. (Incorrect. Washington’s philosophy did not directly challenge Jim Crow segregation but rather encouraged Black Americans to become self-sufficient.)
- It placed the burden of change on the Black community. (Correct! Some Black people thought Washington’s approach was too passive and he was an accommodationist to America’s unjust racial hierarchy.)
A: It placed the burden of change on the Black community.

Q: Booker T. Washington emerged as an important civil rights leader that inspired many others in the late 19th and early 20th centuries. How did Washington plan to uplift the Black community?
- Through protests and demonstrations demanding their rights. (Incorrect. He believed that social and economic growth, even within a segregated society, would do more for Black Americans than an all-out agitation for equal rights on all fronts.)
- He formed the Talented Tenth, which worked to educate Black Americans. (Incorrect. This term was coined by W.E.B. DuBois, which referred to the concept that “one in ten” African-American men are college-educated and have the opportunity to make meaningful social and political change within the Black community.)
- He founded the NAACP which supported the civil rights movement. (Incorrect. W.E.B DuBois founded the NAACP in 1909.)
- Through education and vocational training. (Correct! He believed that education and vocational training would help Black Americans accomplish economic independence while developing a sense of self-worth and pride of accomplishment, even while living within the putrid confines of Jim Crow.)
A: Through education and vocational training.

Q: W.E.B DuBois was an important figure in the civil rights movement of the late 19th and early 20th centuries. What was Dubois’s philosophy?
- Black Americans should accommodate White Americans. (Incorrect. This was Booker T. Washington’s approach and W.E.B. DuBois felt it was too accommodating and not aggressive enough.)
- It was centered on the idea of self-sufficiency. (Incorrect. This was Booker T. Washington’s approach that stated Black Americans would gain acceptance into society through their skills and labor.)
- He favored studying the Black experience in America over actively agitating. (Incorrect. Although DuBois did earn a doctorate from Harvard and studied in Berlin with the intention of studying the Black experience in America, he also advocated for immediate agitation for the rights guaranteed by the 13th, 14th and 15th Amendments.)
- Black people must actively fight for their rights. (Correct! DuBois was part of the faction within the Black community that felt immediate agitation for the rights guaranteed under the Thirteenth, Fourteenth, and Fifteenth Amendments, established during the immediate aftermath of the Civil War, was necessary.)
A: Black people must actively fight for their rights.

Q: Booker T. Washington and W.E.B. DuBois were prominent civil rights leaders in the late 1800s and early 1900s who used very different tactics to accomplish their goals. Why did Washington approach civil rights in such a different way than DuBois?
- Washington was educated at the top colleges, giving him an opportunity to study why a racial schism existed. (Incorrect. Washington was self-taught and focused on educating others in practical skills. DuBois was Harvard educated and spent time in Berlin studying how Black people lived.)
- DuBois had first-hand experience with living in the south and the violence that could befall Black Americans. (Incorrect. DuBois was born in Massachusetts and attended Harvard. Washington was born into slavery and lived in the south.)
- DuBois’s experiences made him believe anyone could contribute to the elevation of the black population, regardless of education. (Incorrect. DuBois was highly educated himself and believed that only classically trained, Black men could have upward mobility.)
- Washington was born into slavery and had very different views of what White people would “allow” from Black people. (Correct! Washington hoped to show that if White people let Black people live their lives, they wouldn’t push back against the White population, thus protecting Black Americans from violence.)
A: Washington was born into slavery and had very different views of what White people would “allow” from Black people.

Q: As president, Theodore Roosevelt brought the Square Deal to the American people. What was a goal of the Square Deal?
- The establishment of the Department of Commerce and Labor. (Incorrect. The Department of Commerce and Labor was established in 1903 by Roosevelt, prior to his Square Deal.)
- It intended to reduce the role of the federal government. (Incorrect. Roosevelt wanted an involved, hands-on government. He believed the federal government should adopt a more proactive role and serve as a steward of all Americans.)
- It introduced sweeping changes after McKinley’s assassination. (Incorrect. As the new president, Roosevelt moved cautiously with his agenda while he finished out McKinley’s term and kept much of McKinley’s cabinet intact.)
- The protection of consumers. (Correct! Roosevelt read the novel and exposé on the meatpacking industry, <em>The Jungle</em>. A subsequent presidential commission investigated the industry and corroborated the deplorable conditions under which Chicago’s meatpackers processed meats for American consumers. Alarmed by the results, Roosevelt moved quickly to protect public consumers.)
A: The protection of consumers.

Q: Roosevelt won his second term in 1904 and he moved quickly to enact his own brand of Progressivism, which he called a Square Deal. What was the overarching goal of Roosevelt's Square Deal?
- To secure workers rights at a cost to businesses. (Incorrect. President Roosevelt believed that businesses should have reasonable protection from the most extreme demands of organized labor.)
- To eliminate all trusts and monopolies to protect consumers. (Incorrect. Roosevelt was more interested in regulating corporations than breaking them apart. He believed in both good and bad trusts.)
- To protect the upper class and let corporations operate without regulation. (Incorrect. Despite his own wealthy background, Roosevelt pushed for antitrust legislation and regulations. He wanted to take on plutocracy and bad trusts.)
- To protect the middle class while also protecting businesses. (Correct! The Square Deal aimed at helping middle-class citizens and involved attacking plutocracy and bad trusts while at the same time protecting business from the most extreme demands of organized labor.)
A: To protect the middle class while also protecting businesses.

Q: In his second term, President Theodore Roosevelt brought the Square Deal to the American people. One part of Roosevelt's plan was the conservation of natural resources. What was another main goal of the Square Deal?
- growth of trusts (Incorrect. Roosevelt launched his administration’s first antitrust suit against the Northern Securities Trust Company. In 1904 the U.S. Supreme Court affirmed the ruling to break up the trust. Roosevelt immediately moved against other corporations as well, including the American Tobacco Company and Rockefeller’s Standard Oil Company.)
- dismantle all trusts (Incorrect. Roosevelt believed there were “good trusts,” that used their power in the marketplace and economies to deliver goods and services to customers more cheaply.)
- reduce the role of the federal government (Incorrect. Roosevelt believed the federal government should adopt a more proactive role and serve as a steward of all Americans.)
- regulation of trusts (Correct! Roosevelt did not consider all trusts dangerous to the public welfare. He believed in “good trusts,” and also publicly denounced “bad trusts”. He believed it was the role of the federal government to decide what trusts needed busting.)
A: regulation of trusts

Q: In the late 1800s and early 1900s the ideas of conserving nature came head-to-head with ideas of preserving nature. What was the main idea of conservation during this time?
- To set aside pristine lands for their aesthetic and spiritual value. (Incorrect. This was the stance taken by preservationists, not conservationists.)
- To set aside only wild lands for preservation and not address urban environmental concerns. (Incorrect. Progressive Era environmentalism addressed more than the management of American public lands, after all, reformers addressing issues facing the urban poor were also doing environmental work.)
- To set aside lands that would not be destroyed but also not maintained. (Incorrect. The establishment of the U.S. Forest Service and National Park Service ensured that federal lands would be taken care of.)
- To put every part of the land and its resources to use that will serve the most people. (Correct! Conservation was a kind of environmental utilitarianism that emphasized the efficient use of available resources, through planning and control.)
A: To put every part of the land and its resources to use that will serve the most people.

Q: As the rate of environmental destruction rapidly increased in the Progressive Era, the idea of environmental conservation became more mainstream. What is one example of how environmental conservation took hold in the United States?
- The destruction of natural resources in favor of the greater good. (Incorrect. It’s true some natural resources were compromised but many more were saved by the creation of national parks, monuments, forests, and preserves.)
- By not allowing any man-made changes inside national parks. (Incorrect. The construction of the Hetch Hetchy Dam is an example of construction that was allowed in Yosemite National Park.)
- By creating short-term restrictions on the use of federal land. (Incorrect. The national parks, forests, monuments, and preserves were intended to stay protected and preserved for many generations to come.)
- By addressing urban environmental concerns. (Correct! Some activists focused on questions of health and sanitation while others committed to efforts of coordination and oversight in matters of public health, waste management, and even playgrounds and city parks. Their work focused on the intersection of communities and their material environments.)
A: By addressing urban environmental concerns.

Q: President Roosevelt was an avid outdoorsman who enjoyed nature and believed in conservation and preservation. How did Roosevelt’s passion for conservation manifest itself?
- With oversight of waste management and public health. (Incorrect. These things usually happened at the municipal level and were initiated by progressive activists.)
- By vetoing Congress's approval of the Hetch Hetchy Dam. (Incorrect. Congress approved the project and the dam was built, flooding the valley for the benefit of San Francisco residents.)
- With the appointment of John Muir, a preservationist, as chief of the Forest Service. (Incorrect. Roosevelt chose to appoint his good friend Gifford Pinchot, a conservationist, as the country’s first chief of the newly created U.S. Forest Service.)
- With the creation of national forests, monuments, preserves, and parks. (Correct! Roosevelt conserved public land for regulated use for future generations. Roosevelt established eighteen national monuments, fifty-one federal bird preserves, five national parks, and over one hundred fifty national forests, which amounted to about 230 million acres of public land.)
A: With the creation of national forests, monuments, preserves, and parks.

Q: Willam Howard Taft was Teddy Roosevelt's hand-picked successor. Taft, however, did not stay true to Roosevelt’s progressive ideals. What is one example of how Taft separated himself from Roosevelt?
- He stopped trust busting, allowing many trusts to remain intact. (Incorrect. Taft initiated twice as many antitrust suits against big business as Roosevelt.)
- He removed the authority of the Interstate Commerce Commission. (Incorrect. He stayed the course of his predecessor by signing the Mann-Elkins Act of 1910, which extended the authority of the Interstate Commerce Commission over telephones and telegraphs.)
- He was skilled at walking the line between progressives and conservatives. (Incorrect. Political infighting within his own party exposed the limitations of Taft’s presidential authority)
- He sold millions of acres of federal land to a company. (Correct! In 1909, Taft’s Secretary of the Interior, Richard Ballinger, approved the sale of millions of acres of federal land to a company for which he had previously worked, over Gifford Pinchot’s objections. Pinchot publicly criticized the secretary and Taft fired Pinchot, a move that widened the gap between him and the former president.)
A: He sold millions of acres of federal land to a company.

Q: William Taft was endorsed by Theodore Roosevelt as someone who would continue his progressive agenda. What was one key feature of Taft’s progressive agenda?
- He sided with progressives and signed a bill reducing tariffs. (Incorrect. Taft endorsed the Senate version of the bill, later known as the Payne-Aldrich Act of 1909, which raised tariff rates on over eight hundred products in the original bill.)
- He blocked the creation of the U.S. Chamber of Commerce. (Incorrect. Taft angered Progressives in his own party when he created the U.S. Chamber of Commerce in 1912, viewed by many as an attempt to offset the growing influence of the labor union movement at the time.)
- He continued Roosevelt’s legacy of preservation. (Incorrect. In 1909, Taft’s Secretary of the Interior, Richard Ballinger, approved the sale of millions of acres of federal land to a company, angering Roosevelt and other progressives.)
- He broke up many trusts and monopolies. (Correct! Taft initiated twice as many antitrust suits against big business as Roosevelt, took the U.S. Steel Corporation to court over an acquisition that Roosevelt had promised would not result in prosecution, and took an all-encompassing view on the illegality of monopolies.)
A: He broke up many trusts and monopolies.

Q: William Howard Taft was chosen as a Republican candidate who would continue along the same progressive path as Roosevelt. In what ways did Taft continue Roosevelt's progressive agenda?
- He sided with big businesses with the Payne-Aldrich Act of 1909. (Incorrect. This Bill was a win for the conservatives and angered the progressives who proposed a reduction in tariffs.)
- He called for a powerful federal government under New Nationalism. (Incorrect. New Nationalism was Theodore Roosevelt’s 1912 campaign platform, which called for a powerful federal government to protect the American public.)
- He founded the Bull Moose Party after a rift developed in the Republican Party. (Incorrect. Progressive Party, also known as the Bull Moose Party, was started by Roosevelt and other Progressive Republicans who were unhappy with Taft and wanted Roosevelt to run for a nonconsecutive third term in 1912.)
- He supported the passage of the 16th and 17th Amendments. (Correct! During Taft’s presidential term, Congress proposed constitutional amendment sixteen to authorize a federal income tax and seventeen mandating the direct election of U.S. senators. Both were ratified with Taft’s support.)
A: He supported the passage of the 16th and 17th Amendments.

Q: When Woodrow Wilson took office in 1913, he immediately set to work introducing his New Freedom agenda. What was one main piece of legislation introduced by Wilson in his New Freedom agenda?
- To end the collection of a federal income tax. (Incorrect. Wilson reinstated the federal income tax, which followed the ratification of the Sixteenth Amendment.)
- He vetoed the Federal Reserve Act. (Incorrect. In 1913, Wilson signed the Federal Reserve Act to regulate the banking industry and establish a federal banking system, designed to remove power over interest rates from the hands of private bankers.)
- He cut the power in the Sherman Antitrust Act. (Incorrect. In 1914, Wilson completed his New Freedom agenda with the passage of the Clayton Antitrust Act. This law expanded the power of the original Sherman Antitrust Act.)
- The reduction of tariffs to increase competition. (Correct! Wilson lowered tariff rates to increase international trade, increasing competition in the interest of consumers.)
A: The reduction of tariffs to increase competition.

Q: As the 1916 election approached, Wilson knew he had to change his course to impress progressives to win their votes. How did Wilson accomplish this?
- He did not support labor and union rights. (Incorrect. Wilson gained the support of many working-class voters with his defense of labor and union rights during a violent coal strike in Ludlow, Colorado.)
- He did not interfere with big businesses' labor practices. (Incorrect. He supported the Adamson Act, which put in place the first federally mandated eight-hour workday for railroad workers.)
- He focused on foreign affairs as war began to spread across Europe. (Incorrect. Wilson’s focus on foreign affairs left progressives disinclined to vote for him and keep him in office.)
- He passed the Federal Farm Act. (Correct! The Federal Farm Act, which provided oversight of low-interest loans to millions of farmers in need of debt relief, was progressive legislation.)
A: He passed the Federal Farm Act.

Q: Woodrow Wilson introduced his New Freedom agenda in order to preserve progressive interests. What did the New Freedom agenda accomplish?
- It increased tariffs on several hundred imported goods. (Incorrect. The Revenue Act of 1913, also known as the Underwood Tariff Act, lowered tariff rates across the board by approximately 15 percent. This reversed the increase in tariffs under Taft.)
- It did not support the right of laborers to strike or form unions. (Incorrect. The Clayton Antitrust Act declared strikes, boycotts, and labor unions legal under federal law.)
- It protected consumers with the Meat Inspection Act. (Incorrect. The Meat Inspection Act was signed by President Theodore Roosevelt on June 30, 1906, that prohibited the sale of adulterated or misbranded livestock and ensured sanitary slaughtering and processing of livestock.)
- It regulated banks with the creation of the Federal Reserve. (Correct! The Federal Reserve Act created twelve privately owned regional reserve banks regulated by a presidentially appointed Federal Reserve Board, effectively regulating banking.)
A: It regulated banks with the creation of the Federal Reserve.

Q: John read an article in his local newspaper about women’s suffrage hoping to gain some insight into the debate. The article said women are too emotional to cast votes. John isn’t sure he agrees with this conclusion. What should John do to decide if the new article is an unbiased source?
- Go talk to the author and ask if they have any biases. (Incorrect. Every author is biased in some way, whether they know it or not, even if they are trying to remain non-partisan.)
- Trust the newspaper, they would not intentionally publish a biased article. (Incorrect. Some reporting was intentionally sensationalized in order to appeal to the paper’s specific audience or to elicit an emotional response from the reader.)
- Disregard the article and assume the author is being intentionally malicious. (Incorrect. Bias is not always ill-intentioned. Sometimes, an author does not feel that the subject warrants any kind of ill intent or perhaps they are simply unaware of the effect their biased writing could have.)
- See who wrote the article and what sources they used. (Correct! John should check who the author is and if they have any known biases. He should also check who was interviewed to see if diverse opinions were considered.)
A: See who wrote the article and what sources they used.

Q: Arya, a present-day student, is studying the 19th Amendment when she comes across an article written in the 1970s about women’s suffrage activists. The article states women suffragists were always too aggressive in their techniques and could have won suffrage sooner had they been more civilized. Arya isn’t sure if the article is biased. What clues can Arya look for to help her determine if the article is biased?
- Ayra can look at the author, if it is a woman then the article is most likely not biased against other women. (Incorrect. Authors can have biases for many reasons and just because a person is the same race, gender or class as a certain group does not mean they will not hold biases against that group.)
- Arya read similar articles from different authors, but from the same publication, so this author is not biased. (Incorrect. Some publications will only print articles by authors that support a certain viewpoint. Just because multiple authors make the same argument, it does not mean they are unbiased.)
- Arya can assume the article is unbiased because it is a secondary source. (Incorrect. Secondary sources can also be biased. Just because the author had many sources available does not mean they give an unbiased opinion in their article.)
- Arya can look for facts that she learned from other sources that are omitted from this article. (Correct! Arya knows the Silent Sentinels had more aggressive techniques than those of the National American Women’s Suffrage Association. Since the 1970s article uses the word “always” and does not mention NAWSA at all, Arya can assume the article is biased.)
A: Arya can look for facts that she learned from other sources that are omitted from this article.

Q: Logan, a present-day student, is writing an essay for his U.S. history class. He believes prohibition was a bad decision and the 18th Amendment should have never been ratified. Logan, however, wants to make sure he writes a balanced essay about prohibition. How can Logan make sure he avoids bias in his essay?
- He should use excessively positive language to counterbalance his negative opinions. (Incorrect. By using excessively positive language Logan will shift the balance in the other direction and the essay will still be biased, even if unintentionally.)
- He should leave out well known facts that do not support his personal opinion. (Incorrect. Logan needs to include facts about the topic regardless of his own opinion. The essay will be biased if he only supports his personal opinion.)
- He should use only one source to get information for his essay. (Incorrect. In order to get a wide range of facts and perspectives, Logan should consult as many articles and sources as possible.)
- He should provide both negative and positive information regarding prohibition. (Correct! By providing both pros and cons of prohibition in his essay Logan will give the reader balanced information from which they can form their own opinion.)
A: He should provide both negative and positive information regarding prohibition.

Q: James sees a headline in his local newspaper exclaiming how terrible the 15th Amendment will be for White politicians. James is surprised because he had been in favor of the 15th Amendment. He reads the article and notices many of the people who were interviewed are not named and there are many pictures but the article itself is quite short. Should James fully trust the information he reads in this article?
- Yes, the use of pictures helps provide solid evidence. (Incorrect. While photos could help muckrakers by showing evidence, the overuse of, or reliance on, photos or drawings can indicate the article itself is weak.)
- No, any article that is against racial equality is clearly biased. (Incorrect. There may be biases in the article but there are other problems with the way the article is presented.)
- Yes, it does not matter if the interviewees remained anonymous, there are several of them. (Incorrect. Not naming interviewees is a way to quote one interviewee as several or to simply disguise the author's opinions as public opinions.)
- No, there are hallmarks of sensationalist reporting in the article. (Correct! The interviews could be faked and therefore they don’t name names. Overuse of drawings or photos can also be an indicator of sensationalized reporting.)
A: No, there are hallmarks of sensationalist reporting in the article.

Q: Emily was devastated when she heard about the Triangle Shirtwaist Factory fire. She read an article and was overcome with emotion at the interviews with the surviving women. She continues buying the newspaper every week to read the articles and get the latest updates. What newspaper selling tactic is being used on Emily?
- fear (Incorrect. Newspapers appealing to fear would report on a subject, such as crime, that would make people feel afraid. The readers would feel like they must stay informed in order to remain safe and would continue buying newspapers.)
- outrage (Incorrect. Publishing scandalous stories often created mass outrage against political officials, celebrities, or other public figures. In order to stay up-to-date on these scandals and to seem well-informed, or righteously outraged, Americans would become regular newspaper readers, driving up sales.)
- creating a martyr (Incorrect. This tactic involved newspapers interviewing people who had suffered for a cause that they supported. This reporting would stir up emotions and feelings of loyalty in readers who identified with that individual, thereby creating feelings of loyalty toward the cause itself.)
- voyeurism (Correct! When newspapers publish scandalous stories, detailed crime or disaster reports, personal interviews, and other emotional pieces they are appealing to voyeurism.)
A: voyeurism

Q: Prior to the onset of yellow journalism and sensationalized reporting, newspapers were largely outright political, with obvious biases. In the early 20th century newspapers attempted to rebrand themselves as nonpartisan. What changes did newspapers make?
- They stopped reporting on politicians and did not print political news. (Incorrect. Reporting on political figures, celebrities and public figures, as well as political news continued.)
- They became very neutral in their political reporting, making sure to avoid bias. (Incorrect. Biases were still present in political reporting. However, they were often better disguised.)
- They only reported on scandalous government officials in an effort to create outrage. (Incorrect. Newspapers did indeed report on scandals involving government officials but they also continued to report on other political news.)
- They began manipulating facts, making readers feel like they formed their own opinions. (Correct! Papers would often publish pieces that contained half-truths in order to sway public opinion to whatever the stance of the reporter or publisher was. Newspapers essentially switched from simply telling people exactly what to think, to manipulating facts in order to allow the public to feel that they came to that conclusion on their own.)
A: They began manipulating facts, making readers feel like they formed their own opinions.