Progressive Era Overview- Mr. Harris

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Progressive Era Overview

The Progressive Era actually started long before 1900 and continues in many ways to the present time, for American has been in the business of reform from its earliest existence as a nation. Yet the Progressive Era as designated by historians—roughly 1900 to 1916—was a “just in time” phenomenon. Had Progressivism for some reason not gotten off the ground, the country could well have seen far more violence and upheaval than actually happened.

By the end of the 19th Century much of America was a tinderbox. Cities were crowded with millions of immigrants, working conditions were appalling, and corruption darkened politics from the local level to the highest institutions in the land. Some thing had to be done, and it was. Although the progressive reformers did not fix everything, there was little that escaped their fury.

With input from the “muckrakers”—journalists such as Ida Tarbell, Lincoln Steffens and others—and under the leadership of Theodore Roosevelt and many other political and business leaders, the nation began to clean up its act. By 1916 hundreds of national, state and local laws had begun to make the cities cleaner and healthier, the workplace safer, and businessmen more honest and considerate of their workers and customers. Much was done out of what has been called “enlightened self-interest,” which for some meant doing the right thing for the wrong reasons. But whatever the motives of the reformers, progress was made, and not a moment too soon.

http://www.sagehistory.net/progressive/index.html

I. Sources of Progressive Reform
A. Industrialization, with all its increase in productivity and the number of consumer goods, created
1) Unemployment and labor unrest
2) Wasteful use of natural resources
3) Abuses of corporate power
B. Growing cities magnified problems of poverty, disease, crime, and corruption
C. Influx of immigrants and rise of new managerial class upset traditional class alignments
D. Massive depression (1893-1897) convinced many that equal opportunity was out of reach for many Americans.

Who Were the Progressives? - Mr. Harris

The Standard Oil Company

II. Who Were the Progressives?
A. New middle class composed of young professionals

1. Sought to apply principles of professions (medicine, law, business, teaching) to problems of society
2. Strong faith in progress and the ability of educated people to overcome problems
3. Rise in volunteer organizations organized to address issues (American Bar Association, U.S. Chamber of Commerce, National Association for the Advancement of Colored People, National Municipal League, eg.)
4. Mainly urban in residence and orientation

B. Muckraking journalists attacked corruption and scandal with a sense of moral outrage
1. Lincoln Steffens exposed city machines in The Shame of the Cities (1904)
Lincoln Steffens
From The Shame of the Cities

Perhaps the most influential of the muckrakers was Lincoln Steffens. Steffens' articles were published in McClure’s magazine in 1902 and 1903 and then collected in The Shame of the Cities, published in 1904.

Now, the typical American citizen is the business man. The typical business man is a bad citizen; he is busy. If he is a "big business man" and very busy, he does not neglect, he is busy with politics, oh, very busy and very businesslike. I found him buying boodlers in St. Louis, defending grafters in Minneapolis, originating corruption in Pittsburgh, sharing with bosses in Philadelphia, deploring reform in Chicago, and beating good government with corruption funds in New York. He is a self-righteous fraud, this big business man. He is the chief source of corruption, and it were a boon if he would neglect politics. But he is not the business man that neglects politics; that worthy is the good citizen, the typical business man. He too is busy, he is the one that has no use and therefore no time for politics. When his neglect has permitted bad government to go so far that he can be stirred to action, he is unhappy, and he looks around for a cure that shall be quick, so that he may hurry back to the shop.

Naturally, too, when he talks politics, he talks shop. His patent remedy is quack; it is business. "Give us a business man," he says ("like me," he means). "Let him introduce business methods into politics and government; then I shall be left alone to attend to my business." There is hardly an office from United States Senator down to Alderman in any part of the country to which the business man has not been elected; yet politics remains corrupt, government pretty bad, and the selfish citizen has to hold himself in readiness like the old volunteer firemen to rush forth at any hour, in any weather, to prevent the fire; and he goes out sometimes and he puts out the fire (after the damage is done) and he goes back to the shop sighing for the business man in politics. The business man has failed in politics as he has in citizenship. Why? Because politics is business.
That’s what’s the matter with it. That’s what’s the matter with everything,—art , literature, religion, journalism, law, medicine,—they’re all business, and all—as you see them. Make politics a sport, as they do in England, or a profession, as they do in Germany, and we’ll have—well, something else than we have now,—if we want it, which is another question. But don’t try to reform politics with the banker, the lawyer, and the dry-goods merchant, for these are business men and there are two great hindrances to their achievement of reform: one is that they are different from, but no better than, the politicians; the other is that politics is not "their line". …
The commercial spirit is the spirit of profit, not patriotism; of credit, not honor; of individual gain, not national prosperity; of trade and dickering, not principle. "My business is sacred " says the business man in his heart. "Whatever prospers my business, is good; it must be. Whatever hinders it, is wrong; it must be. A bribe is bad, that is, it is a bad thing to take; but it is not so bad to give one, not if it is necessary to my business." "Business is business" is not a political sentiment, but our politician has caught it. He takes essentially the same view of the bribe, only he saves his self-respect by piling all his contempt upon the bribe-giver and he has the great advantage of candor. "It is wrong, maybe," he says, ‘but if a rich merchant can afford to do business with me for the sake of a convenience or to increase his already great wealth, I can afford, for the sake of living, to meet him half way. I make no pretensions to virtue, not even on Sunday."

And as for giving bad government or good, how about the merchant who gives bad goods or good goods, according to the demand? But there is hope, not alone despair, in the commercialism of our politics. If our political leaders are to be always a lot of political merchants, they will supply any demand we may create. All we have to do is to establish a steady demand for good government. The boss has us split up into parties. To him parties are nothing but means to his corrupt ends. He ‘bolts" his parry, but we must not; the bribe-giver changes his party, from one election to another, from one county to another, from one city to another, but the honest voter must not.

Why? Because if the honest voter cared no more for his party than the politician and the grafter, their the honest vote would govern, and that would be bad—for graft. It is idiotic, this devotion to a machine that is used to take our sovereignty from us.

If we would leave parties to the politicians, and would vote not for the party, not even for men, but for the city, and the State, and the nation, we should rule parties, and cities, and States, and nation. If we would vote in mass on the more promising ticket, or, if the two are equally bad, would throw out the party that is in, and wait till the next election and then throw out the other parry that is in—then, I say, the commercial politician would feel a demand for good government and he would supply it. That process would take a generation or more to complete, for the politicians now really do not know what good government is. But it has taken as long to develop bad government, and the politicians know what that is. If it would not "go," they would offer something else, and, if the demand Were steady, they, being so commercial, would "deliver the goods."

Describe the climate and what exactly the article is exposing.

Do you believe the excerpt is legitimate, and explain why?

What did government do to fight this once the public knew?

2. Ida Tarbell exposed Standard Oil Trust abuses
from "The Rise of the Standard Oil Company"
by Ida M. Tarbell
There were at that time some 26 [oil] refineries in the town--some of them very large plants.... To the owners of these refineries, Mr. Rockefeller now went one by one, and explained [his plans]. "You see," he told them, "this scheme is bound to work. It means an absolute control by us of the oil business. There is no chance for anyone outside.... You are to turn over your refinery to my appraisers, and I will give you Standard Oil Company stock or cash, as you prefer, for the value we put upon it. I advise you to take the stock. It will be for your good." Certain refiners objected. They did not want to sell. They did want to keep and manage their [own] business. Mr. Rockefeller was regretful but firm. It was useless to resist, he told the hesitating .... "You can never make more money, in my judgment," said Mr. Rockefeller. "You can't compete with the Standard. We have all the large refineries now. If you refuse to sell, it will end in your being crushed."
[McClure's, December 1902]

Describe the climate and what exactly the article is exposing.

Do you believe the excerpt is legitimate, and explain why?

What did government do to fight this once the public knew?

3. Upton Sinclair's The Jungle (1906) attacked the meat-packing industry
'There would be meat that had tumbled out on the floor, in the dirt and sawdust where the workers had tramped and spit uncounted billions of consumption germs. There would be meat stored in great piles in rooms; and the water from the leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats." (pp. 134-5).

Describe the climate and what exactly the article is exposing.

Do you believe the excerpt is legitimate, and explain why?

What did government do to fight this once the public knew?

Teddy Roosevelt & the Square Deal - Mr. Harris

II. Teddy Roosevelt & the Square Deal
A. Using the power of the presidency (a "bully pulpit") as no president since Lincoln, T.R. loved to lead and to fight those he felt were not acting in America's best interests.

1. Coal Strike--When coal mine owners refused to deal with the union in a 1902 strike, T.R. summonsed them and the head of the mine workers to the White House and threatened to use army troops to keep the mines open. Owners backed down and T.R. was credited with ending the strike
2. Northern Securities Case--T.R. used the Sherman Antitrust Act to attack a railroad monopoly. Supreme Court ordered the company to dissolve.
3 . Added Departments of Labor and Commerce to the Cabinet
4. Pushed through the Hepburn Act (1906), strengthening the Interstate Commerce Commission
5. Urged Congressional approval of the Pure Food and Drug Act (1906), which forbade impure foods and required labeling of ingredients of foods and drugs.

B. Conservation reform added massive areas to the national forests (total of 190 million acres)
1. Transferred forests to the U.S. Forest Service headed by Gifford Pinchot, who insisted that trees be planted as well as harvested
2. Withdrew millions of acres of public land from sale to protect resources
3. Used public land sale revenues to build dams and canal systems

Describe who Roosevelt was.

What was the Square Deal?

What was the effect of the Square Deal? Describe one of these: Northern Securities Case, Hepburn Act (1906), Pure Food and Drug Act (1906), AMERICAN ANTIQUITIES ACT (1906)

City and State Government Reform - Mr. Harris

Senator Robert La Follette

III. City and State Government Reform
A. City government system changed to prevent boss or "machine" rule
1. City commissions replaced mayors and city councils in some areas
2. City managers (nonpolitical professional managers) were hired to run small cities

B. State level reform efforts championed by Robert La Follette of Wisconsin
1. Direct primary to give voters control over candidates
2. Competitive civil service and restrictions on lobbying
3. Many states passed workmen's compensation laws
4. Election reforms to bring direct democracy to voters
a) Initiative--allowed 5% of voters to "initiate" laws in state legislatures
b) Referendum--in some states voters could then pass initiatives into laws
c) Recall--by petition voters could force an official to stand for re-election at any time

1. Describe who Robert La Follette of Wisconsin was, and what was the Wisconsin Plan?

2. Briefly describe why there was a need for “direct elections of Senators?”

3. Explain in your own words: Initiative, Referendum, and Recall.

Major Progressivism Programs - Mr. Harris

John Dewey

IV. Major Progressivism Programs
A .Education
1. Progressive education--John Dewey led movement that focused on personal growth, not mastery of body of knowledge and learning through experience.2. Charles Eliot of Harvard pioneered elective courses and new teaching techniques (such as seminars) to make university learning more meaningful3. Women began attending colleges in large numbers (by 1920, 47% of total enrollment was female).4. Believing that more education would help bring an enlightened population, Progressives pushed enrollments to record levels (86% of children in schools by 1920) without seriously assessing how schools were doing.
B. Law--Judge’s opinions needed to be based on factual information, not just oral arguments, and precedents
1. Muller V. Oregon (1908)--limited women's working hours2. Not all Progressive legal principles prevailed. In Lochner v. New York (1905), the Supreme Court overturned a New York law limiting bakers' working hours.
C. Settlement houses--Jane Addams and others established group homes in city slums to aid poor urban residents.
1. Promoted public health reform in cities, chlorinating water and tightening sanitary regulations2. Developed education and craft programs for residents 3. Created neighborhood health clinics and dispensaries

D. Racial anti-discrimination efforts
1. Booker T. Washington (Atlanta Compromise) argued for self-help and accommodation on the part of blacks to white society2. W.E.B. DuBois (Niagara Movement--1905) urged blacks to assert themselves and agitate for political and economic rights. Formed NAACP to use legal means to end racial discrimination

1. Briefly describe John Dewey and his educational Reforms.

2. What was the purpose of the settlement house?

3. Describe one issue that Jane Addams fought for.

4. Explain the similarities and differences between Washington and DuBois?

5. Why did each believe that their way was the best way?

Women's Rights - Mr. Harris

E. Women's rights

1. While the number of employed women stayed constant from 1900-1920 (20%), the type of work switched from domestic labor (servants, cooks, launderesses) to clerical work (clerks, typists, bookkeepers), factory work, and professionals.
2. Most women still held the lowest paying and least opportune jobs
3. Significant Progressive feminists called for greater reform
a) Charlotte Perkins Gilman attacked the male monopoly on opportunity and declared that domesticity was an obsolete value for American women
b) Margaret Sanger led the movement to provide birth control to prevent unwanted pregnancies among poor women
c) Suffragists urged that women be given the franchise, which came on the national level with the 19th Amendment (1919).


F. Child labor laws--most states passed minimum working age laws and prohibited children from working more than 10 hours per day, but enforcement was difficult to achieve.

G. Temperance--Anti-Saloon League and Women's Christian Temperance Union fought alcoholism on the state level through blue laws and on the national level with the 18th Amendment which prohibited the manufacture, sale, and transportation of liquor.

1. Explain the issues that women went through during this time period.

2. What was the background which led to the 18th amendment?

Presidential Election of 1912 - Mr. Harris

V.
A. Republican successor Taft proved to be less progressive than T.R. in the areas of tariff reform and conservation.
1. Payne-Aldrich Tariff (heralded by Taft as "the best tariff passed by the Republican Party") protected industries and kept consumer prices high2. A public land sale scandal in Alaska pitted Pinchot against Secretary of Interior Ballinger. Taft fired Pinchot

B. T.R. organized the National Progressive or "Bull Moose" Party after Progressive Republicans bolted the Taft-controlled Republican convention. Party platform included long list of Progressive demands
C. Democrats nominated Woodrow Wilson, the scholarly governor of New Jersey who called for moral revival and reform, including low tariffs, the breaking up of all monopolies, and for the government to be an umpire in disputes between labor and business.
D. Socialists nominated Debs, who called for public ownership of all natural resources and major industries.
E. Wilson won 40/48 states as Republicans split between Taft and TR. Height of Progressivism as Wilson, TR, and Debs totaled 11 million votes to 3.5 million for Taft.

1. What were the implications of Roosevelt creating the Bull Moose Party?

Wilson's New Freedom and Progressivism - Mr. Harris

President Woodrow Wilson

VI. Wilson's New Freedom and Progressivism
A. Tariff reform--Underwood Tariff (1913) gave first significant tariff reduction since 1860s as Wilson personally delivered his goals to Congress.
B. Currency and banking reform-- Creation of Federal Reserve System
1. Acted as bankers' banks and prevent "runs" on bank assets2. Federal Reserve notes issued a flexible new currency to the banking system
C. Clayton Antitrust Act (1914) to restrict monopolies and set up a Federal Trade Commission to stop unfair practices which may arise

1. Describe what was Wilson’s New Freedom was and did?

Evaluation of Progressivism- Mr. Harris

VII. Evaluation of Progressivism
A. Weaknesses of Progressive reform
1. Material progress of Americans weakened zeal of reformers

2. Myriad of Progressive goals were often confusing and contradictory

3. Opposition to Progressivism apparent as initiatives failed and courts struck down Progressive legislation

4. Government remained mainly under the influence of business and industry

5. Outbreak of World War I dampened enthusiasm of attempts to use governments to create just societies on earth

B. Progressive accomplishments
1. Trustbusting forced industrialists to notice public opinion

2. Legislation gave federal and state governments the tools to protect consumers.

3. Income tax helped build government revenues and redistribute wealth

4. Progressives successfully challenged traditional institutions and approaches to domestic problems.

Evaluate Progressivism; did it meet its goals?

How did the Progressives help Native Americans, Women and African American?

PROGRESSIVE ASSIGNMENT- MR. HARRIS

Does the public have the right to know and challenge what’s going on in the current climate?

1. Find an article that you believe falls under muckraking, or yellow journalism.

Copy and Paste the Article into the Post.

2. Describe what exactly the article is exposing.

3. Do you believe the article is legitimate, and explain why.

LATIN AMERICA- MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:
PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL, PERIOD NUMBER AND TOPIC:NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS, INVESTMENTS AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

WORLD WAR ONE POSTINGS-MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:
PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL PERIOD NUMBER AND TOPIC:
NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS , INVESTMENTS AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

SPANISH AMERICAN WAR POSTINGS-MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:
PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL, PERIOD NUMBER AND TOPIC:
NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS , INVESTMENTS AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

JAPAN POSTINGS-MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:
PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL, PERIOD NUMBER AND TOPIC:NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS , INVESTMENTS AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

CHINA POSTINGS-MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:
PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL, PERIOD NUMBER AND TOPIC:NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS , INVESTMENTS AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

HAWAII POSTINGS-MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:
PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL, PERIOD NUMBER AND TOPIC:NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS , INVESTMENTS AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

ALASKA POSTINGS-MR. JEFFREY HARRIS

REMINDER FOR ALL POSTINGS:

PLEASE INCLUDE YOUR FIRST NAME, LAST INITIAL, PERIOD NUMBER AND TOPIC:
NATIONAL SECURITY

PROTECTION OF U.S. CITIZENS, INVESTMENTS AND TRADE

PROMOTION OF DEMOCRACY

PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

Mr. Jeffrey Harris-----Social Studies

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Gale Student Resource Center

Virtual Reference Collection (ABC CLIO American and World History)

MR. HARRIS PRESENTS…
TWENTIETH CENTURY FOREIGN POLICY PROJECT:
WHAT IS FOREIGN POLICY?
WHAT ARE THE GOALS OF U.S. FOREIGN POLICY?
Foreign policy is the conduct of one nation towards other nations. The main objective of American foreign policy has always been to promote our national interests.
What are those goals?
National Security:One major goal is to protect our country from attack. Americans achieve this through military preparedness, responding to aggression, allying with friendly nations, and participating in international organizations.
Protection of U.S. citizens, investments, and trade:Our government acts to protect American citizens and investments overseas. It also adopts policies that promote our economy.
Promotion of Democracy:The U.S. activity seeks to spread its political system- democracy-to others.
Promotion of Human Rights and International Peace:The U.S. supports morality in both national and international affairs.
Who makes Foreign Policy?Our Constitution gives control of foreign policy to the federal government. To prevent any one branch of the federal government from becoming too strong, the Constitution divided control of foreign policy between the President and Congress. The Constitution forces them to work together.
The United States has expanded since inception. Using Manifest Destiny as a rallying cry the United States expanded from sea to shinning sea. The problem was what happened when we conquered the continent? As we already knew, Industrialization brought about a new need for raw materials and new markets. This forced the United States to start to re-think its foreign policy. It was one thing to expand the length of the continent, but outside? This forced the United States to rethink its foreign policy and the ramifications of expansion outside the continental United States.
George Washington’s Farewell Address advised the U.S. to stay out of foreign affairs, while the Monroe Doctrine tried to keep European powers out of out hemisphere while we as a nation were maturing. By the 1890s, we seemed to embrace looking outward. Due to various reasons that we will soon delve into, we bought Alaska, annexed Hawaii, opened Japan, and helped the rebels of Cuba.
The question that historians tend to ask is always “why.” Each action has a reaction. The purpose of this activity is to examine the brief history behind each action and the subsequent reaction. We will also examine how our foreign policy dictated some of these moves, and the ramifications.
The media was also starting to become more aware of what was happening at those particular times. What was the Medias take, and what was the influence that it had on the American people.

The purpose of this activity is to make you think!
POSSIBLE TOPICS:
ALASKA
HAWAII

SPANISH AMERICAN WAR
CHINA

JAPAN
LATIN AMERICA

WORLD WAR ONE
WORLD WAR TWO
VIETNAM

YOU MUST DO THE FOLLOWING:
EXPLAIN IN DETAIL HOW THE AREA WAS IMPACTED BY OUR FOUR GOALS: YOU SHOULD CONSIDER THE WHO, WHAT, WHERE, WHEN, AND WHY WHILE COMPLETING THESE.
NATIONAL SECURITY
PROTECTION OF U.S. CITIZENS, INVESTMENTS, AND TRADE
PROMOTION OF DEMOCRACY
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE

THE INFORMATION SHOULD BE AT LEAST ONE PAGE FOR EACH GOAL (THINK ESSAY!) WITH SPECIFIC HISTORIC EVENTS ON THE BLOG.
It is advisable to come up with essentially questions to help guide you. ALL INFORMATION MUST BE IN YOUR OWN WORDS, WITH CITATIONS!!!
ALL PROJECTS MUST HAVE:
OVERALL GENERAL HISTORY PAGE/BLOG-
PRESIDENT DURING THAT TIME PERIOD
EVENTS GOING ON DURING THE TOPIC
RELATED SUPREME COURT CASES.
MEDIA’S TAKE

NATIONAL SECURITY SLIDE-
· WHO, WHAT, WHERE, WHEN, AND WHY
· USE OF KEY VOCABULARY WORDS FROM TIME PERIOD
PROTECTION OF U.S. CITIZENS, INVESTMENTS, AND TRADE-
· WHO, WHAT, WHERE, WHEN, AND WHY
· USE OF KEY VOCABULARY WORDS FROM TIME PERIOD
PROMOTION OF DEMOCRACY-
· WHO, WHAT, WHERE, WHEN, AND WHY
· USE OF KEY VOCABULARY WORDS FROM TIME PERIOD
PROMOTION OF HUMAN RIGHTS AND INTERNATIONAL PEACE-
· WHO, WHAT, WHERE, WHEN, AND WHY
· USE OF KEY VOCABULARY WORDS FROM TIME PERIOD
WORD’S OF WISDOM:
USE MICROSOFT WORD AND CREATE AN ESSAY FOR EACH PART. CREATE A THESIS FOR EACH QUESTION, OR AN ESSENTIAL QUESTION THAT WILL GUIDE YOU. ONCE YOU BELIEVE YOU HAVE THE SECTION DONE, DO NOT BE AFRAID TO HAVE MR. HARRIS LOOK IT OVER. ONCE IT HAS BEEN LOOKED OVER, POST IT UNDER THE APPROPRIATE SECTION OF THE BLOG.
Recommended Websites:
http://www.google.com/Top/Reference/Encyclopedias/
www.encarta.com
http://www.smplanet.com/imperialism/toc.html
Grade:
This project is a major project for the THIRD quarter. You must come prepared daily. Parts of the Project are due on certain days, with the finished work due on: If you hinder your group, your grade, not your group’s grade, will suffer.
You and your partners will have to answer all parts of the project and then create three items for presentation, all based on your topic.
For each item, you must answer certain questions.
Each Student Worksheet must be initialed by Mr. Harris to get full credit, so you must keep him informed of the ideas that you are considering.
No project will be accepted with “surprises.”