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Roosevelt the Progressive?
David Cason
Social, economic, and political conditions in the late 19th century America paved the way for a dynamic progressive leader, who could transform the U.S. presidency from a Whigish late 19th century paradigm into a 20th century Executive. Theodore Roosevelt would be that Executive. So often our Vice Presidents had been added to the ticket for sectional balance. When called to fullfill their constitutional duty to step up to the presidency, many were a disappointment. Roosevelt would not be a disappointment for those desiring a renewed strong Executive.
Students will examine excerpts from primary source documents including personal correspondence between Theodore Roosevelt and Upton Sinclair and Lincoln Steffens.
Excerpts from Sinclair and Steffens: See Linked Files.
Whole texts available from:
Ida Tarbell document: http://tarbell.alleg.edu/archives/jdr.html
Upton Sinclair document: http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/
Lincoln Steffens document: http://www.spartacus.schoolnet.co.uk/Jsteffens.htm
Video: TR : A Biography A&E
90 Minutes
2
How did Theodore Roosevelt transform the Presidency?
Since Roosevelt is one of our better known presidents, students are to take a few minutes to jot down prior knowledge they have about Roosevelt. For example, why is he on Mount Rushmore?
Take a few minutes to review students' observations. Some basic facts that you might want to guide the students in discussing are: Roosevelt's background, the circumstances of his rise to the Presidency, his views on reform, and his views on the role of the Presidency. Give the students a word, such as "reformer" and have them take each letter and connect it to Roosevelt. Such as: E for environmentalist, M for Meat Inspection Act, etc. The teacher could compose a short paragraph on each of the basic facts that he is looking for in the activating strategy.
After the introductory discussion, students will view the video TR: A Biography from the Biography Channel. Any other reputable video on Roosevelt would do.They will watch the first 30 minutes of the video. This video will detail Roosevelt's background, the circumstances surrounding his rise to the presidency, and his first term in office. The teacher will define and discuss the following terms: Square Deal, Trust-busting, and the Northern Securities Case.
Students will then be divided into two groups. One group will read a letter from Roosevelt to Upton Sinclair dated May 29, 1906 concerning the investigation of meat packing ( page 481-483 in the LOA text). The other group will read a letter from Roosevelt to Lincoln Steffens dated June 5, 1908 concerning Robert La Follette and the speed of reform ( page 580-584 in the LOA text). Based on the students reading of the Sinclair and Steffens documents from lesson one, students are to write a brief hypothetical response from Sinclair and Steffens to Roosevelt concerning the contents of the letter. (Teachers may access excerpts from linked files or whole texts at websites listed under Materials.)
Alternative Activity for those without access to the Video:
Using either the Internet, textbook, encyclopedia's or other reference books, have students make a list of facts concerning the life of Theodore Roosevelt. This could be done in chronological categories. Some suggested categories might be:
Early Life
Spanish American War Period
Presidency
Bull-Moose Period
Once the students have categorized these facts, have them next write an obituary on the life of Roosevelt as it might have appeared in a newspaper of the time.
The teacher will restate the essential question and have students indicate how they see that Roosevelt transformed the presidency. You might have students make large signs with each of the letters of the word Reformers that was used in the introductory activity and restate a short piece of information about how each letter relates to Roosevelt.
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