Examples of The Wisconsin Idea in the following topics:
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- House of Representatives, was the governor of Wisconsin, and was a U.S.
- He created an atmosphere of close cooperation between the state government and the University of Wisconsin in the development of Progressive policy, which became known as the "Wisconsin Idea."
- The Wisconsin Idea promoted the idea of grounding legislation in thorough research and expert involvement.
- This made Wisconsin a, "laboratory for democracy" and, "the most important state for the development of Progressive legislation."
- House of Representatives, was the governor of Wisconsin, and was a U.S. senator from Wisconsin from 1906 to 1925.
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- The system whereby a city was governed by a powerful mayor and council was replaced by the council-manager or the commission system.
- Under the council-manager system, the council would pass laws while the manager would ensure their execution.
- The result was the rapid growth of the educated middle class, who typically were the grass roots supporters of progressive measures.
- At the state and national levels new food and drug laws strengthened local efforts to guarantee the safety of the food system.
- In Wisconsin, the stronghold of Robert Lafolette, the Wisconsin Idea used the state university as a major source of ideas and expertise.
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- Three practices - the referendum, the initiative, and the recall - were created.
- They promoted the idea of "One Big Union" in the hopes that one large, centralized body would be better equipped to deal with similarly-large capitalist enterprises.
- These Progressive reforms were soon replicated in other states, including Idaho, Washington, and Wisconsin, and today roughly half of U.S. states have initiative, referendum and recall provisions in their state constitutions.
- In Wisconsin, the stronghold of Robert LaFollette, the Wisconsin Idea used the state university as a major source of ideas and expertise.
- Progressive scholars, based at the emerging research universities such as Harvard, Columbia, Johns Hopkins, Chicago, Michigan, Wisconsin and California, worked to modernize their disciplines.
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- The Vietnam War met with rising opposition among Americans during the second half of the 1960s.
- The idea quickly spread, and on May 15, the first national “teach-in” was held at 122 colleges and universities across the nation.
- The fall of 1967 saw further escalation of the anti-war actions of the New Left.
- The school year started with a large demonstration against Dow recruiters at the University of Wisconsin in Madison on October 17.
- Students at the University of Wisconsin-Madison protested the war in Vietnam in 1965.
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- Following Darwin's idea of natural selection, English philosopher Herbert Spencer proposed the idea of social Darwinism.
- Wisconsin-born author Thorstein Veblen argued in his book The Theory of the Leisure Class that the "conspicuous consumption and conspicuous leisure" of the wealthy had become the basis of social status in America.
- The works of authors such as George and Bellamy became popular, and soon clubs were created across America to discuss their ideas, although these organizations rarely made any real social change.
- Followers of the new Awakening promoted the idea of the Social Gospel ,which gave rise to organizations such as the YMCA, the American branch of the Salvation Army, and settlement houses such as Hull House, founded by Jane Addams in Chicago in 1889.
- Analyze the responses to the poverty and social inequality that emerged during the Gilded Age
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- Nativist movements included the Know-Nothing or American Party of the 1850s, the Immigration Restriction League of the 1890s, and the anti-Asian movements in the West, the latter of which resulted in the Chinese Exclusion Act of 1882.
- The Bennett Law caused a political uproar in Wisconsin in 1890, as the state government passed a law that threatened to close down hundreds of German-language elementary schools.
- The parents, the pastors and the church have entered into a conspiracy to darken the understanding of the children, who are denied by cupidity and bigotry the privilege of even the free schools of the state."
- Furthermore, the idea that the state could intervene in family life and tell children how to speak was intolerable.
- The law was repealed in 1891, but Democrats used the memories to carry Wisconsin and Illinois in the 1892 U.S. presidential election.
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- Louisiana was incorporated into the Union in a fashion similar to the Old Southwest (Kentucky, Tennessee, Mississippi, Alabama), and to a lesser extent, the Old Northwest (Ohio, Michigan, Indiana, Illinois, Wisconsin, Minnesota).
- All slave societies enacted codes to regulate the behavior of enslaved peoples, and with the transfer of power from the French to the Americans, the old French Code Noir, or Black Law, was replaced by the more restrictive Slave Laws of the Deep South.
- The question of slavery in the Louisiana Territory was left ambiguous in the north.
- Jefferson disliked the idea of purchasing Louisiana from France, as that could imply that France had a right to be in Louisiana.
- The Louisiana Territory was vast, stretching from the Gulf of Mexico in the south to Rupert's Land in the north, and from the Mississippi River in the east to the Rocky Mountains in the west.
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- The home front of the United States in World War I saw a systematic mobilization of the entire population and the economy to produce the soldiers, food supplies, munitions and money needed to win the war.
- The war came in the midst of the Progressive Era, when efficiency and expertise were highly valued.
- Therefore the federal government (and states as well) set up a multitude of temporary agencies to bring together the expertise necessary to redirect the economy and society into the production of munitions and food necessary for the war, as well as the production of ideas necessary to motivate the people.
- In 1914, Congress passed the Smith-Lever Act, which created the Cooperative Extension Service in order to develop more effective agricultural and animal husbandry classes, programs, and use of land grant institutions such as Washington State University, Texas Agriculture & Mining, and the University of Wisconsin.
- Distinguish the purposes of the Smith-Lever Act, the Fuel and Food Control Act, the U.S.
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- One of the main political goals of the Progressive Movement was to expose corruption within the United States government.
- One of the most notable examples of this literature is Upton Sinclair's The Jungle, published in 1906 and offering a disturbing portrayal of the meatpacking industry in the U.S.
- The result was a rapid growth of the educated middle class—typically the grass roots supporters of Progressive measures.
- Progressive scholars, based at emerging research universities such as Harvard, Columbia, Johns Hopkins, Chicago, Michigan, Wisconsin and California, worked to modernize their disciplines.
- The idea centered on birth control that would enable parents to focus their resources on fewer, better children.
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- Taking power out of the hands of elected officials, and placing it in the hands of professional administrators reduced the voice of the politicians, and in turn reduced the voice of the people.
- City governments were reorganized to reduce the power of local ward bosses, and to increase the powers of the city council.
- County and other types of local government follow the same pattern, with governing body members receiving a title that matches the title of the body.
- La Follette in Wisconsin, as well as others, worked to clean up state and local governments by passing laws to weaken the power of machine politicians and political bosses.
- Its peak of influence occurred in the 1910s; by the 1920s, it was still influential but had begun an era of competition and syncretism with opposing or complementary ideas.