progressivism essay

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Course: US history   >   Unit 7

• Introduction to the age of empire
• The age of empire
• The Spanish-American War
• Imperialism
• The Progressives

The Progressive Era

• The presidency of Theodore Roosevelt
• Progressivism
• The period of US history from the 1890s to the 1920s is usually referred to as the Progressive Era , an era of intense social and political reform aimed at making progress toward a better society.
• Progressive Era reformers sought to harness the power of the federal government to eliminate unethical and unfair business practices, reduce corruption, and counteract the negative social effects of industrialization.
• During the Progressive Era, protections for workers and consumers were strengthened, and women finally achieved the right to vote.

The problems of industrialization

The ideology and politics of progressivism, the dark side of progressivism, what do you think.

• For more, see H.W. Brands, The Reckless Decade: America in the 1890s (Illinois: University of Chicago Press, 2002).
• For more on the Progressive movement, see Michael McGerr, A Fierce Discontent: The Rise and Fall of the Progressive Movement in America (New York: Oxford University Press, 2005).
• For more on Progressive ideology, see Shelton Stromquist, Reinventing “The People”: The Progressive Movement, the Class Problem, and the Origins of Modern Liberalism (Champaign: University of Illinois Press, 2006).
• See Walter Nugent, Progressivism: A Very Short Introduction (New York: Oxford University Press, 2010).
• For more on Wilson’s racial policies, see Eric S. Yellin, Racism in the Nation’s Service: Government Workers and the Color Line in Woodrow Wilson’s America (Chapel Hill: University of North Carolina Press, 2016).
• Daniel J. Tichenor, Dividing Lines: The Politics of Immigration Control in America (New Jersey: Princeton University Press, 2002), 3-4.
• For more on eugenics in the United States, see Paul A. Lombardo, A Century of Eugenics in America: From the Indiana Experiment to the Human Genome Era (Bloomington: Indiana University Press, 2011).

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The Progressive Era

The Civil War increased the power of the federal government by forcing the Southern states to abolish slavery and paved the way for still greater increase in other matters after the war. People expected it to do more, and gave it more power so it could try. The defeat of the South, Reconstruction, and the Supreme Court’s interpretation of the Fourteenth Amendment gave the national government growing power over the states and the people. The great and long-overdue liberating qualities of the Thirteenth, Fourteenth, and Fifteenth Amendments came, ironically, at a price to liberty: the government would need much greater power it if was going to attempt to enforce equality.

Also important to the constitutional history of the United States during this time were developments on the world stage. The ideas of German philosophers Karl Marx and Friedrich Engels captured the attention of intellectuals and many others concerned with the conditions of the poor in industrialized nations.

Marx and Engels wrote “the history of all hitherto existing society is the history of class struggles” (Karl Marx and Friedrich Engels, Communist Manifesto , 1848).

They argued that capitalism should be replaced by socialism—a term that broadly refers to government ownership of industries and collective, rather than private, ownership of property. Eventually, Marx and Engels envisioned a classless society giving “to each according to his need,” and taking “from each according to his ability.” There would no longer be any unfulfilled need, or even a need for government itself in a future communist society. The individual person, with rights at the center of the American tradition, would be replaced by socialized persons called “species beings.” Until that time the Communist party would rule a “dictatorship of the proletariat,” the working class that the party claimed to represent.

Karl Marx and Friedrich Engels, authors of “The Communist Manifesto” (1848)

Socialism appealed to some but not many in the U.S. The Socialist Labor Party was founded in 1877, with goals of a classless society and collective ownership of industry and social services. Woodrow Wilson, while not claiming the label “Socialist,” determined that democracy and socialism were not all that different.

Writing as a leading professor in 1887, he wrote: “In a fundamental theory socialism and democracy are almost if not quite one and the same. They both rest at bottom upon the absolute right of the community to determine its own destiny and that of its members. Men as communities are supreme over men as individuals” (Woodrow Wilson, Socialism and Democracy , 1887).

The idea that government or “the community,” has “an absolute right to determine its own destiny and that of its members” is a progressive one. The difference between the Founders’ and progressive’s visions can be summarized this way: The Founders believed citizens could best pursue happiness if government was limited to protecting the life, liberty, and property of individuals. They believed people were naturally inclined to favor themselves, and they structured government so that people’s self-interest and individual ambition would lead outstanding officials to check one another’s attempts to exercise more power than the Constitution allows. Unlike the framers of the Constitution, progressives believed that the ultimate aim of government should be promoting the development of all human faculties. Because “communities” have rights, those rights are more important than the personal liberty of any one individual in that community. Therefore, they believed, government should provide citizens with the environment and the means to improve themselves through government-sponsored programs and policies as well as economic redistribution of goods from the rich to the poor.

The twentieth century saw continued unrest over the conditions of workers in all industrial countries.

In the U.S., some organized labor demonstrations became violent. When more than 100,000 workers protested pay cuts in the 1894 Pullman strike, disrupting all rail service west of Detroit, President Cleveland eventually used the U.S. Army to break the protests. Many believed socialism promised the relief they sought. The Socialist Party of America was formed in 1901. International Workers of the World, a union that called for the end of capitalism and wage labor, formed in 1905. Industrial tragedies like the Triangle Shirtwaist Factory Fire, in which more than one hundred workers died, further incited those demanding reforms. In 1917, the drama erupted in Europe as well, when the Bolshevik Revolution established Soviet Russia.

Strikers confront the Illinois National Guard during the 1894 Pullman Strike.

Some saw the integration of some socialist party goals into the Democratic Party platform as a compromise. While the Socialist Party never captured the presidency in the U.S., Socialist candidate Eugene V. Debs received almost six percent of the popular vote in 1912. Socialist ideas were clearly part of the national conversation, and found their way into Progressive reforms of the period. Progressivism was not Marxism, but the two schools did agree that the community and its purposes should come before the individual and his preferences. These progressive reforms included the Sixteenth and Seventeenth Amendments.

Wilson, who served as president from 1913-1919, advocated what we today call the living Constitution, or the idea that its interpretation should adapt to the times. The Founders’ Constitution, in which ambition is set to “counteract” ambition, owes more to Newtonian mechanics than to Darwinian evolution, Wilson argued. As such, the Founders’ Constitution is outdated and needs improvement. The evolutionary adaptability of species identified by Darwin suggests a constitutional model. He wrote:

“Living political constitutions must be Darwinian in structure and in practice” (Woodrow Wilson, “What is Progress?” 1912).

Wilson oversaw the implementation of progressive policies such as the introduction of the income tax and the creation of the Federal Reserve System to attempt to manage the economy.

The Sixteenth Amendment authorized the national government to tax incomes. It was ratified in 1913, and Congress passed the Revenue Act of 1913 that same year. With a progressive income tax (where those who produce more pay more), the national government could now take wealth from some who had more and redistribute it to others who had less.

President Woodrow Wilson, a leading Progressive in the early twentieth century.

The Seventeenth Amendment, providing for the election of senators by the people of each state, was approved that same year. This amendment provided for the direct election of U.S. Senators. This change to the Constitution was a challenge to the principle of federalism. The Founders had carefully structured the two houses of Congress and given them different powers based on those differences. For example, representatives were elected by the people of each state for two year terms, and had the “power of the purse.” Senators were selected by their state legislatures, had six year terms, and had the duties of ratifying treaties, trying impeachments, and approving executive appointments. As Madison had written in  Federalist No. 10,  the design of Congress was meant to strike a balance, allowing the people to govern themselves while still protecting individual rights and the powers of states (James Madison,  Federalist No. 10 , 1788). The Senate was, to put it another way, a “check” against democracy and the tyranny of the majority. The Seventeenth Amendment loosened this “check and balance.”

Prohibition of the sale of liquor was a drastic progressive reform for the improvement of popular morality.

While the Temperance movement began as a female-dominated attempt to persuade individuals to abstain from drinking, it later shifted to a campaign to use the force of law to ban the manufacture and sale of alcohol. The Eighteenth Amendment (1920) banned the manufacture, sale, or transport of intoxicating beverages and the Volstead Act codified it in U.S. law. A massive failure in every way, Prohibition was repealed with the Twenty-First Amendment in 1933.

The last of the progressive amendments to the Constitution, the Nineteenth Amendment barred states from denying female citizens the right to vote in federal elections. This amendment extended the right to vote to half the population which had, in most states, been denied the right to cast votes for their representatives. Interestingly, some woman’s suffragists campaigned for the extension of the franchise to women not on women’s equality, but on women’s claimed superior moral character, which was needed to guide the U.S. down the right paths. By acknowledging and basing their arguments on natural differences between the sexes, the suffrage movement differed from modern feminism which emphasizes the view that the sexes are essentially the same.

The Progressive Era represented a dramatic shift when it came to many peoples’ understanding of democracy, the purpose of government, and the role it should play in our lives. It also set the stage for the New Deal, and a definition of “rights” that was also a dramatic break from tradition.

Suffragettes march in New York City in 1912 for the right of women to vote.

Related Content

Part of the Civil War’s legacy was a shift in the role of the national government. The defeat of the South, Reconstruction, and the Supreme Court’s interpretation of the Fourteenth Amendment gave the national government growing power over the states and the people. The Fourteenth Amendment gave the national government power (though exactly how much power was still being debated) to ensure state laws did not violate the rights of the freedmen. Additional amendments during the Progressive Era (the 1890s - 1920s) continued this transfer of power to the national government. In the name of giving power to the people, the national government was given power to tax incomes; states lost their representation in Congress, the manufacture and sale of alcohol was banned, and women achieved the right to vote.

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6 Chapter 6: Progressivism

This chapter will provide a comprehensive overview of Progressivism. This philosophy of education is rooted in the 
 philosophy of pragmatism. Unlike Perennialism, which emphasizes a universal truth, progressivism favors “human experience as the basis for knowledge rather than authority” (Johnson et. al., 2011, p. 114). By focusing on human experience as the basis for knowledge, this philosophy of education shifts the focus of educational theory from school to student.

In order to understand the implications of this shift, an overview of the key characteristics of Progressivism will be provided in section one of this chapter. Information related to the curriculum, instructional methods, the role of the teacher, and the role of the learner will be presented in section two and three. Finally, key educators within progressivism and their contributions are presented in section four.

Characteristics of Progressivim

6.1 Essential Questions

By the end of this section, the following Essential Questions will be answered:

• In which 
 school 
of thought is Progressivism rooted?
• What is the educational 
 focus of Progressivism?
• What do Progressivist 
 believe are 
 the primary 
 goals of schooling?

Progressivism is a very student-centered philosophy of education. Rooted in pragmatism, the educational focus of progressivism is on engaging students in real-world problem- solving activities in a democratic and cooperative learning environment (Webb et. al., 2010). In order to solve these problems, students apply the scientific method. This ensures that they are actively engaged in the learning process as well as taking a practical approach to finding answers to real-world problems.

Progressivism was established in the 
 mid-1920s and continued to be one of the most 
influential philosophies of education through the mid-1950s. One of the primary reasons for this is that a main tenet of progressivism is for the school to improve society. This was sup posed to be achieved by engaging students in tasks related to real-world problem-solving. As a result, Progressivism was deemed to be a working model of democracy (Webb et. al., 2010).

6.2 A Closer Look

Please read the following article for more information on progressivism: Progressive education: Why it’s hard to beat, but also hard to find.

As you read the article, think about the following Questions to Consider:

• How does the author define progressive 
 education?
• What does the author say progressive 
 education is not?
• What elements of progressivism make sense, 
 according to the author? Progressive education: Why it’s hard to beat, but also hard to find

6.3 Essential Questions

• How is a Progressivist curriculum best described?
• What subjects 
 are included in 
 a Progressivist curriculum?
• Do you think 
 the focus of this curriculum is beneficial for students? Why 
 or why not?

As previously stated, Progressivism focuses on real-world problem-solving activities. Consequently, the Progressivist curriculum is focused on providing students with real-world experiences that are meaningful and relevant to them rather than rigid subject-matter content.

Dewey (1963), who is often referred to as the “father of progressive education,” believed that all aspects of study (i.e., arithmetic, history, geography, etc.) need to be linked to materials based on students every- day life-experiences.

However, Dewey (1938) cautioned that not all experiences are equal:

The belief that all genuine education comes
 about through experience does not mean that
 all experiences are genuinely or equally 
 educative. Experience and education cannot
 be directly equated to each other. For some
 experiences are mis-educative. Any experience
 is mis-education that has the effect of arresting
 or distorting the growth or further experience (p. 25).

An example of miseducation would be that of a bank robber. He or she many learn from the experience of robbing a bank, but this experience can not be equated with that of a student learning to apply a history concept to his or her real-world 
 experiences.

Features of a Progressive Curriculum

There are several key features that distinguish a progressive curriculum. According to Lerner (1962), some of the key features of a progressive curriculum include:

• A focus on the student
• A focus on peers
• An emphasis on growth
• Action centered
• Process and change centered
• Equality centered
• Community centered

To successfully apply these features, a progressive 
 curriculum would feature an open classroom environment. In this type of environment, students would “spend considerable time in direct contact with the community or cultural surroundings beyond the confines of the classroom or school” (Webb et. al., 2010, p. 74). For example, if students in Kansas were studying Brown v. Board of Education in their history class, they might visit the Brown v. Board of Education National Historic Site in Topeka. By visiting the National Historic Site, students are no longer just studying something from the past, they are learning about history in a way that is meaningful and relevant to them today, which is essential in a Progressive curriculum.

• In what ways have you experienced elements 
 of a Progressivist curriculum as a student?
• How might you implement a Progressivist 
 curriculum as a future teacher?
• What challenges do you see in implementing 
 a Progressivist curriculum and how might 
 you overcome them?

Instruction in the Classroom

6.4 Essential Questions

• What are the 
 main methods of instruction in a Progressivist classroom?
• What is the teachers 
 role in the classroom?
• What is the students 
 role in the classroom?
• What strategies do students use in a Progressivist classrooms?

Within a Progressivist classroom, key instructional methods include: group work and the project method. Group work promotes the experienced-centered focus of the Progressive philosophy. By giving students opportunities to work together, they not only learn critical skills related to cooperation, they are also able to engage in and develop projects that are meaningful and have relevance to their everyday lives.

Promoting the use of project work, centered around the scientific method, also helps students engage in critical thinking, problem solving, and deci- sion making (Webb et. al., 2010). More importantly, the application of the scientific method allows Progressivists to verify experi ence through investigation. Unlike Perennialists and Essentialists, who view the scientific method as a means of verifying the truth (Webb et. al., 2010).

Teachers Role

Progressivists view teachers as a facilitator in the classroom. As the facilitator, the teacher directs the students learning, but the students voice is just as important as that of the teacher. For this reason, progressive education is often equated with student-centered instruction.

To support students in finding their own voice, the teacher takes on the role of a guide. Since the student has such an important role in the learning, the teacher needs to guide the students in “learning how to learn” (Labaree, 2005, p. 277). In other words, they need to help students construct the skills they need to understand and process the content.

In order to do this successfully, the teacher needs to act as a collaborative partner. As a collaborative partner, the teachers works with the student to make group decisions about what will be learned, keeping in mind the ultimate out- comes that need to be obtained. The primary aim as a collaborative partner, according to Progressivists, is to help students “acquire the values of the democratic system” (Webb et. al., 2010, p. 75).

Some of the key instructional methods used by Progressivist teachers include:

• Promoting discovery and self-directly learning.

• Integrating socially relevant themes.
• Promoting values of community, cooperation, 
 tolerance, justice, and democratic equality.
• Encouraging the use of group activities.
• Promoting the application of projects to enhance 
 learning.
• Engaging students in critical thinking.
• Challenging students to work on their problem 
 solving skills.
• Developing decision making techniques.
• Utilizing cooperative learning strategies. (Webb et. al., 2010).

6.5 An Example in Practice

Watch the following video and see how many of the bulleted instructional methods you can identify! In addition, while watching the video, think about the following questions:

• Do you think you have the skills to be a 
Constructivist teacher? Why or why not?
• What qualities do you have that would make you 
 good at applying a Progressivist approach in the 
 classroom? What would you need to improve 
upon?

Based on the instructional methods demonstrated in the video, it is clear to see that progressivist teachers, as facilitators of students learning, are encouraged to help their stu dents construct their own understanding by taking an active role in the learning process. Therefore, one of the most com- mon labels used to define this entire approach to education today is: C onstructivism .

Students Role

Students in a Progressivist classroom are empowered to take a more active role in the learning process. In fact, they are encourage to actively construct their knowledge and understanding by:

• Interacting with their environment.
• Setting objectives for their own learning.
• Working together to solve problems.
• Learning by doing.
• Engaging in cooperative problem solving.
• Establishing classroom rules.
• Evaluating ideas.
• Testing ideas.

The examples above clearly demonstrate that in the Progressive classroom, the students role is that of an 
 active learner.

6.6 An Example in Practice

Mrs. Espenoza is an 6th grade teacher at Franklin Elementary. She has 24 students in her class. Half of her students are from diverse cultural backgrounds and are receiving free and reduced lunch. In order to actively engage her students in the learning process, Mrs. Espenoza does 
not use traditional textbooks in her classroom. Instead, she uses more real-world resources 
 and technology that goes beyond the four walls of the classroom. In order to actively engage 
 her students in the learning process, she seeks out members of the community to be guest 
 presenters in her classroom as she believes 
 this provides her students with an way to 
 interact with/learn about their community. 
 Mrs. Espenoza also believes it is important for 
 students to construct their own learning, so she emphasizes: cooperative problem solving, project-based learning, and critical thinking.

6.7 A Closer Look

For more information about Progressivism, please watch the following videos. As you watch the videos, please use the “Questions to Consider” as a way to reflect on and monitor your own learnings.

• What are two new insights you gain about the 
Progressivist philosophy from the first video?
• What is the role of the Progressivist teacher according to the second video? Do you think you would be good in this role? Why or why not?
• How does Progessivism accommodate different learning styles? Give at least one specific example. What is the benefit of making this accommodation for the student?
• Can you relate elements of this philosophy to 
 your own educational experiences? If so, how? 
 If not, can you think of an example?

Key Educators

6.8 Essential Questions

• Who were 
 the key educators 
 of Progressivism?
• What 
impact did 
 each of the 
 key educators 
 of Progressivism have 
 on this philosophy of education?

The father of progressive education is considered to be Francis W. Parker. Parker was the superintendent of schools in Quincy, Massachusetts, and later became the head of the Cook County Normal School in Chicago (Webb et. al., 2010). 
 John Dewey is the American educator most commonly associated with progressivism. William H. Kilpatrick also played an important role in advancing progressivism. Each of these key educators, and their contributions, will be further explored in this section.

Francis W. Parker (1837 – 1902)

Francis W. Parker was the superintendent of schools in Quincy, Massachusetts (Webb, 2010). Between 1875 – 1879, Parker developed the Quincy plan and implemented an experimental program based on “meaningful learning and active understanding of concepts” (Schugurensky, 2002, p. 1). When test results showed that students in Quincy schools outperformed the rest of the school children in Massachusetts, the progressive movement began.

Based on the popularity of his approach, Parker founded the Parker School in 1901. The Parker School

“promoted a more holistic and social 
 approach, following Francis W. Parker’s 
 beliefs that education should include the 
 complete development of an individual 
 (mental, physical, and moral) and that 
 education could develop students into 
 active, democratic citizens and lifelong learners” (Schugurensky, 2002, p. 2).

Parker’s student-centered approach was a dramatic change from the prescribed curricula that focused on rote memorization and rigid student disciple. However, the success of the Parker School could not be disregarded. Alumni of the school were applying what they learned to improve their community and promote a more democratic society.

John Dewey (1859 – 1952)

John Dewey’s approach to Progressivism is best articulated in his book: The School and Society

(1915). In this book, he argued that America needed new educational systems based on “the larger whole of social life” (Dewey, 1915, p. 66). In order to achieve this, Dewey proposed actively 
 engaging students in inquiry-based learning and experimentation to promote active learning and growth among 
 students.

As a result of his work, Dewey set the foundation for 
 approaching teaching and learning from a student-driven 
 perspective. Meaningful activities and projects that actively engaging the students’ interests and backgrounds as the 
 “means” to learning were key (Tremmel, 2010, p. 126). In this way, the students could more fully develop as learning would be more meaningful to them.

6.9 A Closer Look

For more information about Dewey and his views on education, please read the following article titled: My 
 Pedagogic Creed. This article is considered Dewey’s 
 famous declaration concerning education as presented in five key articles that summarize his beliefs.

My Pedagogic Creed

William H. Kilpatrick (1871-1965)

Kilpatrick is best known for advancing Progressive 
 education as a result of his focus on experience-centered 
 curriculum. Kilpatrick summarized his approach in a 1918 
 essay titled “The Project Method.” In this essay, Kilpatrick (1918) advocated for an educational approach that involves

“whole-hearted, purposeful activity proceeding in a social 
 environment” (p. 320).

As identified within The Project Method, Kilpatrick (1918) emphasized the importance of looking at students’ 
 interests as the basis for identifying curriculum and developing pedagogy. This student-centered approach was very 
 significant at the time, as it moved away from the traditional approach of a more mandated curriculum and prescribed 
 pedagogy.

Although many aspects of his student-centered approach were highly regarded, Kilpatrick was also criticized given the diminished importance of teachers in his approach in favor of the students interests and his “extreme ideas about student- centered action” (Tremmel, 2010, p. 131). Even Dewey felt that Kilpatrick did not place enough emphasis on the importance of the teacher and his or her collaborative role within the classroom.

Reflect on your learnings about Progressivism! Create a T-chart and bullet the pros and cons of 
 Progressivism. Based on your T-chart, do you 
 think you could successfully apply this 
 philosophy in your future classroom? Why 
or why not?

Media Attributions

• Progressivism Quote © quotemaster.org
• Dewey Curriculum © quotesgram.com
• Action Centered © Photos for Class
• Stop and Think © DWRose
• Project Based Learning © Blendspace
• Collaboration © photosforclass.com
• Learning by Doing © PBL Education - WordPress.com
• Francis W. Parker Quote © azquotes.com
• School and Society © Amazon.com
• The Project Method © Goodreads.com

To the extent possible under law, Della Perez has waived all copyright and related or neighboring rights to Social Foundations of K-12 Education , except where otherwise noted.

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• Essay on The Progressive Era (1880 - 1920)

Essay on Progressivism

Thesis statement : it is hypothesized that Progressivism was a wide and varied movement that changed American values and lifestyles having everlasting impact on American history.

Progressivism

Progressivism, ranging from 1880 to 1920, was a well-planned and well-organized movement in the United States having wide as well as diversified goals. Leaders of progressivism movement focused on humanity element and tried to make advancements by promoting liberation to stimulate human force along with exploiting human potential to remove restraints imposed by contemporary liberalization. The paper will present an overview of Progressivism as a wide and varied movement. It will also discuss the goals of movement and mention some of the prominent people who took part in it. At the end, the significance of Progressivism to America will also be highlighted.

Progressivism - A Wide and Varied Movement

Progressivism expanded in American cities and confronted political mechanism full of monopolies and corrupt leaders. For the resolution of diversified problems existing at the local and state levels, progressivism focused on promoting idea of public ownership of government run by professional city bosses. Leaders of the movement strived to resolve the issues created by the wave of industrialization. At the time of movement the main problems confronted by the American society was the gigantic growth of cities and industries. Hundreds of thousands of African Americans started migrating to the northern cities. This huge wave of migration being main cause of growth coupled with disastrous working conditions presented a worse scenario.

The new comers strived to adapt to entirely new conditions at one hand while trying hard to maintain their distinctive culture and language system on the other creating a complex situation. Wealth concentrated in few hands and a large segment of people were caught in the vicious circle of poverty. Low wage-rates, dangerous working conditions, and long working hours were among several grave problems faced by most of the Americans. Swift technological advancements and rapid speed of industrialization altered the life styles of Americans.

In this context, progressive leaders advocated and strived to introduce reforms for solving the grave issues. Progressivism movement was wide in nature with varying goals. It introduced urban reforms and had offensive attitude towards dishonest leaders and corrupt political system. Leaders of progressive movement favored taking ownership of public utilities by government supporting different social welfare programs to resolve mainly the problems of immigrants, working class, and poor. At the state level, Progressive movement introduced specific democratic reforms. The purpose of democratic reforms was to allow American citizens to select leaders as per their choice, independently and freely.

Basically, the roots of Progressivism had been in the transitional era of United States from a nation comprising farmers to a nation of consumers and employees manipulated by large firms, exploiting and misusing resources, supported by the corrupt government. Progressive movement started with the intentions to rectify these problems. Moreover, it focused on providing solutions to the issues raised by urbanization and industrialization, as discussed above.

Progressive leaders felt that their democratic reforms were threatened by the corrupt governmental policies and dishonest leaders. Progressivism confronted ending corporate power and to abolish monopolies. Democracy, they believed, was the solution of problems faced by most of the Americans, especially lower class. They tried to protect working people and aimed to break the vicious circle of poverty by eliminating the gap between different social classes.

It is pertinent to mention that Progressive movement was wide in a sense that it included both Democrats and Republicans. The movement heavily impacted the political structure at local, state, and national levels. It had significant influence on cultural and social life of America. It was, in fact, a dynamic movement introducing reforms at varied platforms including democratic, social, and political fronts. The agenda also had variety and diversification. It comprises social as well as political agenda. However, the main aims were elimination of corruption, protecting common people especially lower- class, elimination the continuous gap between different social classes, and promoting scientific as well as technological developments ensuring welfare of people.

With varying nature and wider in scope, Progressivism concentrated on providing effective tools to build trust of people in government and business organizations. However, a small group in the Progressive movement also supported ownership of production by government. Amendments to the Constitution showed their priorities at the political front as they provided new ways for electing senators and tried to eliminate monopolies. The wide spectrum of Progressivism can be viewed from the fact that not only it focused on fighting at the political platform, the movement tried to address the problem of urbanization. It is also pertinent to highlight the shortcomings of Progressive movement as their failure in the areas of limiting child labor and not addressing racial problems of blacks especially African Americans who had migrated from South. At the end of first phase of Progressive movement ranging from 1880 to 1920, the election of 1912 was fought by contenders with Progressive approach having varied goals from different labor issues to problems at political as well as social level. More power was given to Congress in this era. Election of Senators was to be made by the public and women gained voting powers in this particular era.

Goals of Progressivism and People who Took Part in It

Progressivism was a movement starting at the end of nineteenth century (1880) and ended in the second decade of twentieth century (1920). In this era tremendous changes at the economic, social, and political level were made. People taking part in the movement had diversified backgrounds, different political views, and varied social interests. It included political leaders from both Democrats and Republicans. The movement was led by people of different groups comprising teachers, political leaders, labor leaders, religious leaders, journalists, from both genders. It included famous people like; Theodore Roosevelt- President of the United States; Woodrow Wilson- President of the United States; Robert M. La Follette, former governor of Wisconsin.

Muckrakers, a group of journalists such as Lincoln Steffens and Ida Tarbell, exposed corruption practices in government and highlighted business scandals. They portrayed the miserable working conditions of poor and exploitations of large industries along with issues of concentration of wealth. Henry Ford introduced a lucrative pay scale for his workers during Progressive era. Among prominent ladies were Lucy Burns- an advocate of women's rights, and Jane Adams- a social worker and first women winner of the Noble Peace Prize. As regards goals of Progressivism, one of them was 'social welfare' aiming to provide social justice to everyone irrespective of social class. It strived to eliminate differences in social classes and supported attaining social justice by promoting the idea of charity and welfare by large organizations. For this purpose a large force comprising social workers was prepared and trained to perform their task effectively. Second goal of Progressivism was 'promotion of moral improvement', for example women's Suffrage by providing women the right to vote. Certain prohibition laws were introduced, for example Progressive leaders were of the view that usage of alcohol limited thinking and working of a person. Third goal was to provide 'economic reforms' by regulating especially large corporations to ensure independence and remove restrictions imposed by capitalism. The fourth main goal of Progressivism was 'efficiency'. Among other ideas, it included creating professional city manager to run affairs at local, state, and national level more effectively. Moreover, leaders of Progressivism reduced powers given to local wards through effective organization of city governments.

Lasting Significance of Progressivism to American History

The Progressive period is known for its tremendous successful efforts having everlasting impact on American economy and society by making remarkable changes at the social, economical, and political levels. Although, reformers of this movement belonged to a diversified group from labor and religious leaders, journalists, politicians, and teachers- both men and women- one thing common among them was to protect people, especially working class, solve problems of urbanization and industrialization, and concentrate on social welfare of American people. At the end of the movement by 1920, newly formed laws at state, local, and national level changed the entire scenario of America in all three major areas; economic, social, and political, having everlasting impact on the country.

Efforts have been made in the paper to present everlasting impact of Progressivism - a wide and varied movement from 1880 to 1920- that brought tremendous changes at the economic, social, and political levels of America. Goals of the movement and people who took part in it have also been highlighted. On the basis of arguments presented in paper it is concluded that Progressivism movement had an everlasting impact on America changing American values and lifestyles.

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Progressivism Essay

Type of paper: Essay

Topic: Sociology , Journalism , Politics , Development , Democracy , Capitalism , Government , Reforms

Published: 03/12/2020

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Progressivism was a reform movement that started in the late 19th century and lasted up to the early years of the 20th century. This period was marked by social, economic, and political problems resulting from industrialization and urbanization caused by capitalism in America. Progressives wanted to create a lasting solution to these problems. This paper focuses on progressives' efforts to create a strong democratic system in America as an answer to the problems caused by modern capitalism. Progressives believed that modern capitalism marked the end of an order and the beginning of a new one. They advocated for a joint civil and government effort in controlling the backlash of capitalism. They desired a system that would control monopoly, improve the lives if citizens, foster social cohesion, and promote democracy (Eisenstark, Lora, and Jennifer 19). Agents of reforms such as muckraking journalists preached emotional messages in a bid to change peoples' way of thinking. Progressives wished for a democratic political system that had less control to state and municipal affairs. They believed that political parties should implement reforms and not pay patronage to their faithful followers only. A strong government, according to the progressives, would allow for more civil involvement in national matters and practice restraint when it came to exercising powers. Progressives wanted a democratic presidential system whereby the president would act as a unifying factor to offer direction and vision towards change (Thompson 45). Civil service reforms are the precursor of progressive reforms. In order for change to occur, it must start with like-minded people who form the civil service. The progressives were able to stir change because they had the backing of ordinary people in the society such as journalists, resettlement house workers, social gospel reformers among others.

Works Cited

Eisenstark, Reyna, Lora Friedenthal, and Jennifer L. Weber. Progressivism. New York: Chelsea House, 2010. Print. Thompson, John A. Progressivism. Durham: British Association for American Studies, 1979. Print.

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