Unit Title: The Progressives

Author: Josh Pretlow Grade Level: high school

School: Clarke County High SchoolClarke County, VA

Time Estimated: 3.5 days (90 minuteclasses)

Overview: This mini unit will have the students explore the Progressives in US History.Who were the Progressives? Why did they gain power at this particular period inhistory? What were their goals and were they successful in achieving their goals?Students will come into this with the knowledge of US History that we have discussed sofar this year. Furthermore, they will have read The Jungle by Upton Sinclair before webegin the unit. We will use their reading of this novel as a basis for discussion andreference throughout this unit. As a result of this mini unit, students will be able toanalyze primary sources – a novel, census data, and political cartoons – and interpretthose sources to evaluate the Progressive movement. This mini unit is intended for myInternational Baccalaureate History of the Americas class. It is an advanced level class inwhich we focus not only on historical content but on analyzing documents to preparestudents for the IB test.

Historical Background: Although we speak of a Progressive movement, there wasnever one person, party, or issue that united all of the Progressives at a single moment inhistory. Instead, the Progressives should be seen as an umbrella organization underwhich many different reforms were carried out by many different people. That beingsaid, the Progressive movement is a broadly defined era in American history that soughtreforms in economics, politics, and society. The historical Progressive movement lastedfrom the mid 1890s to the mid 1910s.

In the area of politics, the Progressives sought to make our nation more democraticby putting more power in the hands of the people. This is evidenced by the passing of the17th amendment to the US Constitution. This amendment called for the direct election ofsenators. On the state level, many states such as California codified the idea of areferendum, initiative, and recall. Both of these allowed the will of the people tosupersede the often times corrupt legislatures that existed around the turn of the century.On the national level, the Progressives reached their height when Teddy Roosevelt waselected president. Roosevelt brought with him to Washington a desire and the energyneeded to bring about many reforms that other Progressives were pushing.

Social issues were another priority for the Progressives. Industrialization hadchanged America greatly over the last few generations. As a direct result ofindustrialization, many more people were moving from the country to the cities. Thiscreated many problems such as child labor, poor working conditions for many, and a gapbetween the rich and poor. The injustices of this time period were exposed bymuckraking journalists who printed exposes of true, but almost unbelievable, horrorstories of life for the poor. A classic example of this is Sinclair’s The Jungle. In terms ofsocial reforms, many women and women’s’ groups became active. Jane Addams

established Hull House to help the transition of immigrants. Groups such as theWomen’s Christian Temperance Union (WCTU) grew in both and size and effectivenessduring this time period. Another powerful form of media that conveyed the harshconditions that workers faced was photography. The photos of Lewis Hine focusedprimarily on the horrors of child labor. Many of the social reforms that were achievedwere done so through legislation. The Progressives believed that government should helpto protect and even legislate morality.

Another important aspect in terms of social change was immigration. America,which has always been a land of immigrants, was changing. Before 1880, most of theimmigrants coming to America were skilled workers from Western Europe. They weremainly Protestant and had some experience in representative government. Thesecharacteristics allowed them to easily assimilate into American culture. On the otherhand, after 1880 most of the immigrants were from Southern and Eastern Europe, wereunskilled, practiced the Eastern Orthodox religion, and were not educated. The numberof Jews emigrating from Eastern Europe also increased. This culture gap led to the “newimmigrants” not assimilating into the new American society. In turn, this producedresentment towards many foreigners.

The Progressives were also concerned with the increasing gap of wealth andpoverty in the US. As more immigrants made their way to America, more Americansbegan to migrate toward the cities due to increased industrialization and economicopportunities. However, the reality of the situation was much different than the dreamsthey brought with them. The economic reforms of Progressivism manifested themselvesin laws such as the Sherman and Clayton Anti-trust Laws. Although they were ofvarying degrees of effectiveness, these laws laid the groundwork for the destruction ofboth trusts and monopolies. Teddy Roosevelt is perhaps best known as being thetrustbuster in American history. However, as with most of history, there is evidence tosupport the fact that he had little real affect in this area. Labor was an important aspect ofeconomics also. Again, Roosevelt played an important role in this. The nascent, but everincreasing labor movement received a boost when Roosevelt supported striking miners intheir labor negotiations of 1902. The coal mine owners were forced to negotiate whenRoosevelt threatened to operate the mines with federal troops to keep the supply of coalcoming.

Although the Progressive Movement accomplished many gains in terms ofeconomics, politics, and society, they were not able to solve all of the nation’s problems.During this time, more and more African Americans were becoming disenfranchised inthe south. Jim Crow laws were on the rise also. Ultimately, Progressivism shaped thepath that America was to follow in the 20th century, be it good or bad.

Major Understanding: The Progressives were reacting to a changing world aroundthem. They attempted to deal with problems that America faced as it moved from anagricultural to an industrialized society. Although their methods and ideas varied, thediverse group of people labeled Progressives changed America, and their impact is stillfelt today.

Objectives:Students will:

1. Analyze and interpret primary sources – a novel, political cartoons, and census data– to aid in their understanding of this time period.

2. Evaluate the success (or lack thereof) of the Progressives.

3. Compare and contrast “old” immigrants (pre 1880) and “new” immigrants (post1880).

4. Appreciate literature as a way to study history.

5. Create their own political cartoon dealing with the Progressive movement.

Standards of Learning: Skills

VUS.1 The student will demonstrate skills for historical and geographicalanalysis, including the ability toa) identify, analyze, and interpret primary and secondary source documents,

records, and data, including artifacts, diaries, letters, photographs, journals,newspapers, historical accounts, and art to increase understanding of eventsand life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;h) interpret the significance of excerpts from famous speeches andother documents.

Content

VUS.8 The student will demonstrate knowledge of how the nation grew andchanged from the end of Reconstruction through the early twentieth century bya) explaining the relationship among territorial expansion, westward

movement of the population, new immigration, growth of cities, and theadmission of new states to the Union;

b) describing the transformation of the American economy from a primarilyagrarian to a modern industrial economy and identifying major inventionsthat improved life in the United States;

c) identifying the impact of the Progressive Movement, including childlabor and antitrust laws, the rise of labor unions, and the success of thewomen’s suffrage movement.

Culminating Assessment: In addition to being tested on the material, students willcreate a political cartoon about this time period. A rubric is be included in Lesson 3.

References:

Books & Media

Bailey, Thomas and Kennedy, David. The American Pageant, 10th Ed. Toronto:

D.C. Heath and Company, 1994.College level textbook that my class uses. It provides a good basis from which tostart a study of the Progressives.

Foner, Eric and John A Garraty, eds. The Reader’s Companion to AmericanHistory. Boston: Houghton Mifflin, 1991.Provides a good snapshot of the Progressives and many individuals involved in themovement.

Time: The Making of America. “Teddy: How Roosevelt Invented ModernAmerica,” July 3, 2006.This special issue of a time magazine focuses on Theodore Roosevelt. However,there is a lot of relevant information that ties directly into the political aspect of theProgressives.

Websites

http://www.pen.k12.va.us/VDOE/Superintendent/Sols/historysecondary.docThis is the website for the Virginia History SOLS and framework that I amresponsible for teaching.

http://sunsite3.berkeley.edu/Literature/Sinclair/TheJungle/This is a page that has the entire book, The Jungle, by Upton Sinclair. It iselectronic so you can read the entire book or use it for certain key passages that thestudents can access.

http://www.historyplace.com/unitedstates/childlabor/This is a site that has many photos taken by Lewis Hine that deal with issues suchas child labor, industrialization, urbanization, and working conditions around theturn of the century.

http://coursesa.matrix.msu.edu/~hst203/documents/pure.htmlPage to find copy of the Pure Food and Drug Act. There are also many othergovernment documents from US history there.

http://www.museum.msu.edu/Exhibitions/Virtual/ImmigrationandCaricature/7572-749.htmlThis is a site to find Joseph Keppler's political cartoon "Looking Backward."

http://www.tburg.k12.ny.us/kwiggins/american_progressive_era.htmGood site that has links to many other sites on the Progressives. Includes sites tofind both primary and secondary sources. It was helpful when I was writing myhistorical background for the mini unit.

http://www.census.govUsed this site to find census data relating to the urbanization of America at this

point in history. In particular will use information about percent of rural v. urban.See chart included in lessons.

http://www.senate.gov/artandhistory/art/puck/theme/Puck_Lampoons_the_Senate.jsp?Counter=21 Use this site to find “Bosses of the Senate” and other political cartoons that have to

do with the Senate.

http://historymatters.gmu.edu/This website offers many resources for teachers and historians. There are many

primary sources of all kinds (text, pictures, speeches, etc) and resources to help guidestudents through the process of deciphering these sources.

Lesson 1: Discussion of The Jungle and its Effects

Time Estimated: 1 day, 90 minutes

Objectives:Students will:

1. Identify and discuss themes contained in The Jungle

2. Empathize with characters, and their plight, found in The Jungle

3. Explain how The Jungle led to the passage of The Pure Food and Drug Act

4. Summarize the Pure Food and Drug Act.

Materials:

• Every student should have a copy, and read The Junglehttp://historymatters.gmu.edu/d/5727 for chapter 9

• The Jungle Reading Quiz• Guided Questions for discussion of The Jungle• Essays on The Jungle• Excerpted version of Pure Food and Drug Act for students

http://www.ourdocuments.gov/index.php?flash=true&

Strategies:

1. Hand out the short reading quiz for The Jungle to make sure that all students haveread the book. Collect after they have finished.

2. Arrange desks so that students are sitting in a circular pattern around the room andthe teacher should sit in the circle also. Cut the questions into strips and ask forvolunteers to read a question. Then open up the floor to discussion about thequestions. (Note: I use a ball or something to pass around. The person that hasthat is the ONLY person who can talk, including the teacher.) Hopefully thediscussion will stay focused and in the direction you want; however, if that is notthe case, ask follow up questions that guide the students in the correct direction.

3. Near the end of the discussion it is especially important to make sure that thediscussion is headed in the right direction. It might require more activeparticipation by the teacher. If you haven’t touched the specifics of chapter 9,now is a good time. (A copy of this selection can be found at the History Matterswebsite listed above).

4. After connecting The Jungle to the passage of the Pure Food and Drug Act, pass outa copy of the law to students (see the Excerpted Version). Have the studentsexamine the law as a primary source. Go through the steps ofNotice/Questions/Historical Background with them as a class. Focus on thelanguage of the law and try to decipher what the law is saying in plain English.This can be difficult for students depending on their vocabulary and readingcomprehension skills – remember it is written by lawyers.

5. I like to list the questions that the kids have on the board and use dictionaries tohelp us since most questions are concerning language. For help with the historicalbackground, see the History Matters website listed above also. After we havedeciphered what the law is saying, I give the students the following assignment:For each of the sections of the law that I have given them, they must find anexample of a product that Sinclair has described that violates that law. Forexample, Section 7 of the law describes adulterated foods and there are six waysthat food can be considered adulterated. The potted chicken description fits atleast three of the categories. Refer them specifically to chapter 9 of The Jungle tohelp them with this.

6. Homework: Finish finding the products if they have not. Have each studentanswer the following Essay Questions on The Jungle. (I normally give them outnow and have them due in about 1 week.)

Differentiation:

This lesson, though very concentrated with text, allows for all students to participate.The questions that are being discussed in the book group are very broad and call for anindividual's opinion. It also incorporates group discussion, individualized work, andhigher level thinking skills.

Lesson 2: Changing Demographics of US

Time Estimated: 1 day, 90 minutes

Objectives:Students will:

1. Analyze a photograph as a primary source

2. Compare and contrast “old” v. “new” immigration to US

3. Explain how the US’s demographics were changing by interpreting a chart

4. Describe problems that city dwellers faced during this time period

5. Acquire some background information on the Progressives by reading thetextbook.

Materials:

• Photographs by Lewis Hine athttp://www.historyplace.com/unitedstates/childlabor/

• Population Information Slide (see attached)• Immigration Chart Notes (see attached)• Photo Analysis Guide (see attached)

Strategies:

1. Check for completion of homework assignment and then spend a few minutes goingover how students interpreted the Pure Food and Drug Act.

2. Explain that our country was changing a lot during this time period. It is changing intwo main ways: internally and externally. Put up the overhead of the PopulationInformation Slide that shows the changing demographics of the US. Discuss this andthen ask what problems and conditions this leads to in American cities. (Studentsshould be taking notes during this.)

3. The US is also changing due to external factors. Pass out the Immigration Table andexplain the changing nature of immigration. Using the Historical Background gothrough the chart and explain as the students fill it in.

4. All of this had an effect on our changing country. To illustrate this effect, first selectand show one of Hine’s photos. Ask students to describe what they see. Using the

Photo Analysis Guide go thorough one photo as a class as a way to model the skill tothem. Then hand out copies of the Photo Analysis Guide and copies of Hine’s photosto pairs of students. Have them fill in their guide with information from theirpictures. (Depending on time, share some of their findings to illustrate the effects ofthis changing American system.)

5. Homework: read chapter 32 from text, Progressivism and Roosevelt, 1901 - 1912.

Differentiation:

This lesson uses direct instruction, visual learning from photographs, and analysis of achart. This allows for all learners needs to be met. Students work as pairs and there isclass discussion as well.

Lesson 3: The Progressives

Time Estimated: 1 day, 90 minutes

Objectives:Students will:

1. Describe Progressivism and its achievements

2. Evaluate the success of the Progressives

3. Analyze a political cartoon as a primary source

4. Create a political cartoon dealing with an issue of the Progressive Era.

Materials:

• Progressive Note Outline (see attached)• Political cartoon "Bosses of the Senate"

http://www.senate.gov/artandhistory/art/puck/theme/Puck_Lampoons_the_Senate.jsp?Counter=21

• Political Cartoon Analysis sheet (see attached)• Political Cartoon Rubric (see attached)• Computer paper and colored pencils

Strategies:

1. Display the Lewis Hine photographs that the pairs analyzed at the end of last classand take responses from them as to what each picture tells us about that timeperiod.

2. Distribute the outline and have students take notes on Progressives. Use theHistorical Background for reference. Most of the information is likely to be in astandard textbook chapter that students can read as homework, so this should bemore of a discussion and clarification than just note taking. At the end of thispresent the following question to the students for reflection (and possible essay onthe test): Evaluate the Progressive Movement. What were its goals andaccomplishments? Was it successful? Be able to justify your response.

3. Put the political cartoon "Bosses of the Senate" onto the overhead. (either make anoverhead transparency or use the computer website to project it. Hand out thechart for analyzing a political cartoon and go through it as an example for theclass. (If need be or if time allows, you could then have the students analyze oneon their own to make sure they understand the skill. "Looking Backward" is good

cartoon on immigration for this.)

4. Distribute the assignment that asks students to create a political cartoon of theirown dealing with an issue of importance during the Progressive Era. See attachedPolitical Cartoon Rubric for detailed directions. They are to work in pairs doingthis and will spend the first 30 minutes of next class presenting them to class.

5. Homework: Finish the political cartoon to turn in at the next class.

Differentiation:

This lesson has direct instruction, review of concepts read the night before, and pictureanalysis. The culminating activity of the lesson is to create your own political cartoon,which gives more creative students a chance to show their strengths.

History of Americas, part 1 Name ________________________

The Jungle Reading Quiz

1. From what country do most of the characters come? ___________________________

2. In what type of plant do most of the characters find jobs? _______________________

3. Name the character who believes that all will be well and says “I will work harder.”

_____________________________________________4. Tamoszius plays the a)piano b)accordion c)violin d)stand up bass

_____5. The possibility of joining the union leads Jurgis to a)get married to obtainunion benefits b)picket against the union c)try to learn English d)meet with a lawyer

_____6. How much money does Freddie Jones give Jurgis? a)20 dollars b)50 dollarsc)100 dollars d)500 dollars

_____7. Ona and Jurgis have a baby a)boy b)girl c)who is born disabled d)theycan’t have children

_____8. Because of the “run” on the bank, Marija a)loses all of her money b)takes allof her money in silver c)loses about _ of her money d)sues the bank

_____9. At work Jurgis’ first injury is to a)his back b)his ankle c)his eye d)his head

_____10. Connor is a)a union leader b)a boss at the plant c)a housing agent d)a cop

_____11. Jurgis meets Jack Duane a)in a prison b)at a union meeting c)in thefertilizer plant d)in a hotel

_____12. Marija ends up a)on a farm b)as a prostitute c)marrying Jack d)a manager

_____13. Stanislovas dies from a)rats kill him b)tuberculosis c)rickets d)drowning

_____14. At the end of the book, Jurgis is a)a boss at the plant b)working at a hotelc)returning to farming d)running for major political office

15. Explain the tragedy that happens to Ona in connection with work.

Guided Questions for Discussion of The Jungle

1. What is Sinclair’s thesis for The Jungle?

2. Who is the most interesting character and why? Who do you like best and least andwhy?

3. Do you think Sinclair is pessimistic or optimistic about America?

4. How much of what happens to the main characters is their own fault?

5. Does the Jungle do an effective job of persuading readers of the validity of socialism?

6. “I aimed at the public’s heart and by accident hit its stomach.” What does Sinclairmean by this quote.

Excerpted Version of the Pure Food and Drug Act of 1906

United States Statutes at Large (59th Cong., Sess. I, Chp. 3915, p. 768-772)

AN ACT

For preventing the manufacture, sale, or transportation of adulterated or misbranded orpoisonous or deleterious foods, drugs, medicines, and liquors, and for regulating traffictherein, and for other purposes.

Be it enacted by the Senate and House of Representatives of the United States of Americain Congress assembled, That it shall be unlawful for any article of food or drug which isadulterated or misbranded, within the meaning of this Act; and any person who shallviolate any of the provisions of this section shall be guilty of a misdemeanor, and foreach offense shall, upon conviction thereof, be fined not to exceed five hundred dollars orshall be sentenced to one year's imprisonment, or both such fine and imprisonment, in thediscretion of the court, and for each subsequent offense and conviction thereof shall befined not less than one thousand dollars or sentenced to one year's imprisonment, or bothsuch fine and imprisonment, in the discretion of the court.

Sec. 2. That the introduction into any State or Territory or the District of Columbia fromany other State or Territory or the District of Columbia, or from any foreign country, orshipment to any foreign country of any article of food or drugs which is adulterated ormisbranded, within the meaning of this Act, is hereby prohibited; and any person whoshall ship or deliver for shipment from any State or Territory or the District of Columbiato any other State or Territory or the District of Columbia, or to a foreign country, or whoshall receive in any State or Territory or the District of Columbia from any other State orTerritory or the District of Columbia, or foreign country, and having so received, shalldeliver, in original unbroken packages, for pay or otherwise, or offer to deliver to anyother person, any such article so adulterated or misbranded within the meaning of thisAct, or any person who shall sell or offer for sale in the District of Columbia or theTerritories of the United States any such adulterated or misbranded foods or drugs, orexport or offer to export the same to any foreign country, shall be guilty of amisdemeanor, and for such offense be fined not exceeding two hundred dollars for thefirst offense, and upon conviction for each subsequent offense not exceeding threehundred dollars or be imprisoned not exceeding one year, or both, in the discretion of thecourt.

Sec. 7. That for the purposes of this Act an article shall be deemed to be adulterated:

In the case of food:

First. If any substance has been mixed and packed with it so as to reduce or lower orinjuriously affect its quality or strength.

Second. If any substance has been substituted wholly or in part for the article.

Third. If any valuable constituent of the article has been wholly or in part abstracted.

Fourth. If it be mixed, colored, powdered, coated, or stained in a manner wherebydamage or inferiority is concealed.

Fifth. If it contain any added poisonous or other added deleterious ingredient which mayrender such article injurious to health: Provided, That when in the preparation of foodproducts for shipment they are preserved by any external application applied in suchmanner that the preservative is necessarily removed mechanically, or by maceration inwater, or otherwise, and directions for the removal of said preservative shall be printed onthe covering or the package, the provisions of this Act shall be construed as applying onlywhen said products are ready for consumption.

Sixth. If it consists in whole or in part of a filthy, decomposed, or putrid animal orvegetable substance, or any portion of an animal unfit for food, whether manufactured ornot, or if it is the product of a diseased animal, or one that has died otherwise than byslaughter.

Sec. 8. That the term, "misbranded," as used herein, shall apply to all drugs, or articles offood, or articles which enter into the composition of food, the package or label of whichshall bear any statement, design, or device regarding such article, or the ingredients orsubstances contained therein which shall be false or misleading in any particular, and toany food or drug product which is falsely branded as to the State, Territory, or country inwhich it is manufactured or produced.

That for the purposes of this Act an article shall also be deemed to be misbranded:

In the case of food:

First. If it be an imitation of or offered for sale under the distinctive name of anotherarticle.

Second. If it be labeled or branded so as to deceive or mislead the purchaser, or purport tobe a foreign product when not so, or if the contents of the package as originally put upshall have been removed in whole or in part and other contents shall have been placed insuch package, or if it fail to bear a statement on the label of the quantity or proportion ofany morphine, opium, cocaine, heroin, alpha or beta eucaine, chloroform, cannabisindica, chloral hydrate, or acetanilide, or any derivative or preparation of any suchsubstances contained therein.

Third. If in package form, and the contents are stated in terms of weight or measure, theyare not plainly and correctly stated on the outside of the package.

Fourth. If the package containing it or its label shall bear any statement, design, or deviceregarding the ingredients or the substances contained therein, which statement, design, ordevice shall be false or misleading in any particular: Provided , That an article of food

which does not contain any added poisonous or deleterious ingredients shall not bedeemed to be adulterated or misbranded in the following cases.

History of Americas, part 1 Name ________________________

Essay Questions on The Jungle

Directions: You MUST answer question number 1. Then choose ONE of the questionsunder 2 to answer. You may use your book and remember to use the page numberwhenever you use a quote.

1. Write Sinclair’s theme as clearly as you can. Use at least 3 specific quotes tosupport your statement. Conclude with a comment on whether or not you believeSinclair succeeds at convincing the reader of this.

2. Answer ONE of the following:• Trace Marija’s role in the novel. Include 2 quotes to support your analysis

of her character.

• Consider the changes you see in Jurgis during the novel.Address the major changes he undergoes and support eachchange with a quote.

• “I aimed at the public’s heart and by accident hit its stomach.” Commenton this quote by Sinclair. Include at least 2 quotes.

Population Information Slide

US Population

0

10

20

30

40

50

60

70

80

90

1860 1890 1900 1920

per

cen

t of

tot

al p

opu

lati

on

UrbanRural

Source: US Census Bureau

History of the Americas, part 1Mr. Pretlow

Immigration Table

OLD immigration NEW immigrationDates

Countries of origin

Religion

Education and governmentbackground

Where settled

Why come to US?

Reactions:

History of Americas, part IMr. Pretlow

Photo Analysis Guide

OBSERVATION KNOWLEDGE INTERPRETATIONDescribe exactly what yousee in the photo.- People and objects- Physical setting- Other details

Summarize what youalready know about thesituation and time periodshown, and the people andobjects that appear.

Say what you concludefrom what you see.- What’s going on?- Function of objects?- General conclusions

Progressive Note Outline

I. Populism (People’s Party)

A. What it is and why came about

B. Why it failed?

II. Progressives (1885 – 1920)

A. What was it?

B. Three Goals

C. Muckrakers

D. TR’s Square Deal

E. Accomplishments

1. local

2. state

3. elections

III. Election of 1912

A. Elephant / Bull Moose = Donkey

Political Cartoon Analysis Sheet

Cartoon 1 Cartoon 2Title/Caption

Topic

Characters

Symbols andtheir meanings

Caricature/Exaggeration

Satire/ Play onwords

Cartoonist’sopinion or pointof view

IB History Name __________________

Political Cartoon Rubric

Directions: Using previous cartoons that we have looked at in class, you are to design apolitical cartoon of your own. It should be a cartoon that deals with an issue we havetalked about with either the Progressives, including The Jungle. Take your time and planout what you want your cartoon to look like before you start. I know that everyone is notan artist, but try your best and make it neat.

This assignment is worth 30 points. See the rubric below for specific grading criteria.

Criteria Excellent Good Adequate InadequateIssue andSubject Matter

Shows clearunderstandingof politicalconcept/issue

10 points

Showsunderstandingof politicalconcept/issue

8 points

Shows someunderstandingof politicalconcept/issue

5 points

Shows nounderstandingof politicalconcept/issue

2 pointsWay Topic isCovered

Student’s pointof view isclearlyconveyed

10 points

Student’sviewpoint isdiscernible

8 points

Student’sviewpoint ismarginallyconveyed

5 points

Student’s pointof view ispoorlyconveyed

2 pointsVisualPresentation

Text andgraphics areclearly legibleandoutstandinglypresented

10 points

Text andgraphics arelegible andneatlypresented

8 points

Text andgraphics aresomewhatlegible

5 points

Text andgraphics areillegible

2 points

TOTAL __________________/ 30

COMMENTS: