What This Course Expects You to Accomplish: How You Are Expected to Accomplish This Goal

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1 Name: Date: Period: UNIT 1: Industrialization and Expansion through the Progressive Era ( ) Fall 2018 Course Introduction: United States History Overview What This Course Expects You to Accomplish: 1. Students will be productive members of society, you must be critical consumers of information you read, hear, and observe and communicate effectively about your ideas. 2. You need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. 3. You must also make connections between what you learn about the past and the present to understand how and why events happen and people act in certain ways. 1. Use sources regularly to learn content. Course Introduction: United States History Overview How You Are Expected to Accomplish This Goal 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Your teachers will create instructional opportunities that delve deeply into content and guide you in developing and supporting claims about social studies concepts. Course Introduction: United States History Year Long Overview 1. In U.S. History, students explore the evolution of the American identity and its role in the global community as they learn about the industrialization, consolidation, and corporatization of the United States. 2. In U.S. History, students will continue to learn about foreign policy from imperialism to intervention in World War I; economic prosperity and decline between the world wars (World War I & World War II); the re-assertion of American exceptionalism (what does this word remind you of what other word?) following World War II and during the Cold War Era. 1

2 Course Introduction: United States History Overview What This Course Expects You to Accomplish: 3. In addition, students will continue to learn about the shifting role of the United States in the increasingly intertwined modern global community. 4. The key themes in U.S. History highlight the connections among the GLEs that you, as students, should make as you learn to develop and express informed opinions about the U.S. History claims. Course Introduction: United States History Key Themes 1. Physical and Human Systems 2. Migration and Settlement 3. Economics and Trade 4. Politics and Governance 5. Society and Culture 6. Conflict and Compromise 7. Continuity and Change Key Themes of U.S. History Physical and Human Systems In U.S. History, you will examine the role of physical geography and the environment in the shaping the growth of the United States. You will analyze interactions between the environment and humans in their effort to survive and thrive through your analysis of historical periods using timelines, political cartoons, maps, graphs, debates, and other sources. You will explore efforts to access, manage, exploit, and preserve natural and man-made environments, and the historical contexts in which interactions with the environment have taken place (e.g., Grange movement, industrialization, urbanization, imperialism, the Dust Bowl, conservation efforts, public works projects, etc.). You will explore the relationship between geography and the development of human communities in regards to climate, precipitation, and availability of natural resources, land use, and other factors. 2

3 Course Introduction: United States History Key Themes Migration and Settlement In U.S. History, you will examine the reasons for and consequences of migration, both internal and external, and understand how migration and settlement patterns have influenced American society. You will explain factors that have motivated migration within and to the United States (e.g., political instability, famine, economic restructuring, land ownership, job opportunities, living conditions, or political and/or religious freedom, etc.), as well as the economic, political, and social consequences of that migration (e.g., closing of the frontier, urbanization, the rise of nativist policies and groups, etc.). You will also consider how migration affects the social, political, and economic systems of the United States, as migrants carry with them distinct traditions, ideas, skills, and knowledge that influences their new home and its culture (e.g., westward migration, Great Migration, immigration booms from Europe, Asia, and Latin America, etc.). Economics and Trade In U.S. History, you will examine the major policies and innovations that influenced the growth of the economy and consider whether or not these changes have improved the lives of American citizens. You will evaluate the effects of the Industrial Revolution on American society (e.g., production and management systems, impact on markets, etc.). You will also analyze the development of diverse yet interdependent regional economies by comparing and contrasting the economic activities of each region. You will examine ways that different economic and labor systems (e.g., domestic vs. factory, etc.), technological innovations (e.g., mechanization, assembly line, etc.), and government policies (e.g., regulation vs. laissez faire, etc.) have shaped American society. Students analyze the impact of labor unions, boycotts, strikes, and labor disputes on businesses and workers. You will understand that changes to the economy occur over time (e.g., end of the open range, industrialization, depression, and postwar consumer-driven economy, etc.). 3

4 Course Introduction: United States History Key Themes Politics and Governance In U.S. History, you will examine the ways the United State influences and is influenced by other nations (e.g., Big Stick diplomacy, dollar and moral diplomacy, Paris Peace Conference, embargoes and sanctions, NATO and United Nations membership, etc.). You will also consider ongoing debates over the role of the government and compare different ideologies (e.g., Populism, progressivism, isolationism, internationalism, liberalism, conservatism, socialism, communism, etc.) along with their relative effectiveness. You will analyze the motivations for U.S. imperialism as well as its economic, political, and cultural impact at home and abroad. You will examine the government s response to national security threats (e.g., unrestricted submarine warfare, attack on Pearl Harbor, September 11 attacks, etc.) and the effects on the United States and its people. You will also explore the impact of government action (or inaction) in social and economic affairs (e.g., civil liberties and voting rights, regulation/deregulation, immigration, Japanese internment, mobilization on the home front during wartime, economic recessions and depressions, integration/desegregation, prohibition, progressive reforms, public works programs, social aid programs, etc.). Society and Culture In U.S. History, you will explain why social movements and special interest groups have developed, as well as the events/systems that have led to such their development. You will describe the influence these movements and groups have had on government and the development and expansion of individual rights and freedoms. You will explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history (e.g., Native Americans, woman s suffrage, progressivism, muckraking, labor movements, temperance, flappers, Harlem Renaissance, the civil rights movement, feminism, counter culture, etc.). In addition, you will explain how American identity has changed over time and how gender, class, religious, and regional group identities have changed in different eras. 4

5 Course Introduction: United States History Key Themes Conflict and Compromise In U.S. History, you will evaluate the social and political antagonism between ethnic and cultural groups (e.g., Dawes Act, Dust Bowl and Okies, etc.). You will examine the effectiveness of attempts to prevent war and sustain peace (e.g., isolationism, alliances, League of Nations, United Nations, reduction of armaments, nuclear non-proliferation treaties, detente, economic sanctions, etc.). You will also explain how conflicts and compromises frame the political landscape during the Cold War era (e.g., Korean War, Vietnam War, proxy wars, promotion of social movements to weaken government, domestic protests, Middle East relations, nuclear treaties, Central American and Cuban military operations, etc.). You will explain how post-cold War presidential administrations have differed in both domestic and foreign policy, and describe the major accomplishments and impact of each administration. Continuity and Change In U.S. History, you must be able to use a broad variety of primary and secondary sources with varied points of view to examine how key events, people, and movements (e.g., women s suffrage, Voting Rights Act of 1965, civil rights movement, Great Society, anti-vietnam War movement) contributed to the expansion of democracy for Americans. You will explain how innovations in media and technology influence society (e.g., national security and public safety, political campaigns, etc.). You will describe how Americans views on government changed over time and how significant events and landmark Supreme Court cases have affected American society (e.g., Pentagon Papers, Watergate, New York Times Co. vs United States, Plessy vs Ferguson, Brown v. Board of Education, Warren and Burger Court decisions, etc.). You will explain how the threat of foreign and domestic terrorism has repeatedly influenced American society, often engendering strong reactionary sentiments (e.g., nativism, first and second Red Scare, McCarthyism, etc.) and national security policies (e.g., immigration quotas and bans, Japanese internment, PATRIOT Act, etc.) that raise civil liberty concerns among citizens. Finally and put simply, you want to be able to recognize the change over time (in history). 5

6 Topic One: Westward Expansion (U.S ) Unit One: Overview Students will learn about: a. innovation, expansion, and ethnic and cultural antagonism in the West; b. the rise of the industrial economy through innovations and the business practices of the Robber Barons/Captains of Industry, c. as well as the causes and outcomes of immigration, urbanization, and the Progressive movement. Students will analyze how these changes and advancements affected the nation s identity. Connections to the Unit Claim: 1. Students investigate the social, political, and economic antagonism that existed between ethnic and cultural groups on the Western Frontier. 2. Students investigate the rise of the Transcontinental railroad and its impacts on the people of the West. 3. Students investigate the rise of the Populist movement to address the concerns of the American Farmer. 4. Students apply what they learn to analyze how Western Expansion affected the nation s identity. Unit One Part One: Overview Students will investigate primary and secondary sources and engage in expert presentations in order to understand the social, political, and economic antagonism that occurred between ethnic groups as a result of Western Expansion. How do innovation and expansion affect a nation s identity? Students will write an essay addressing the unit claim question: How do innovation and expansion affect a nation s identity? Basic Packet Directions for ALL UNITS On all of your packets there are sections called they are the empty boxes, usually to the right side of the note packet. In order to receive credit for your Unit Note Packet, you must put into your own words the topic being discussed at that point in the notes. If you leave any blank, the teacher will return the packet to you to complete and check the next day for a late grade. After one chance to finish everything, if it is not done by the 2 nd Check, you will receive an F. 6

7 UNIT 1: Industrialization and Expansion through the Progressive Era ( ) Fall 2018 Name: Date: Period: U.S. 2.1: The Antagonism of Western Expansion US.2.1: Evaluate the social, political, and economic antagonism that occurred between the ethnic and cultural groups as a result of westward expansion. LEAP Key Concepts 0. Manifest Destiny 1. Assimilation 2. Chinese Exclusion Act 3. Exodusters 4. Battles with Plains Indians 5. Dawes Act 6. Dispersal of Plains Indians 7. Ghost Dance U.S. 2.1: The Antagonism of Western Expansion: Manifest Destiny In the United States in the 19th century, the idea of was a widely held belief that American settlers were to expand across the continent. 3 Main Themes of Manifest Destiny: 1. The special of the American people, 2. America's to redeem and remake the world in its own image, 3. A under God's direction to accomplish this wonderful task. U.S. 2.1: The Antagonism of Western Expansion: The Homestead Act The Homestead Act of 1862 gave free land to Americans willing to, regardless of race, sex, or nation of origin. All US citizens, including women, freed slaves, and immigrants, were eligible to apply to the federal government for a homestead, or 160-acre plot of land. Homesteading was because northerners and Republicans wanted to free up large plots of land to settlement by individual farmers, while Southern sought to make the lands of the west available only to. Congress had passed a homestead act in 1860, but President James Buchanan, a, vetoed it. Only after the Southern states had seceded from the union in 1861 could the Homestead Act be passed. After Congress was emptied of Southern slaveholding legislators, President Abraham Lincoln, a, signed the Homestead Act of

8 U.S. 2.1: The Antagonism of Western Expansion: The Homestead Act A was a plot of land, roughly 160 acres in size, that was awarded to any US citizen who promised to settle and farm the land for at least five years. The only requirements were that the applicant must be at least 21 years of age and the applicant must never have borne arms against the United States Government or given aid and comfort to its enemies for example, former. With the passage of the which guaranteed US citizenship to African Americans and ex-slaves, homesteading became a possibility for. From 1862 to 1934, the federal government granted over a million and a half homesteads to private citizens. This represented approximately of the entire landmass of the United States. It was a massive transfer of land ownership from the federal government to and inaugurated a series of land rushes, during which homesteaders rushed in to settle the land on a first-come, first-serve basis. The Homestead Act facilitated the of territories in the West and Midwest United States. The law was eventually strengthened. With the opening of Territory in 1889, a huge land rush in attracted thousands more people. U.S. 2.1: The Antagonism of Western Expansion: Justifications for Westward Expansion The Homestead Act promised free land to all who staked a claim out west. The Land Grants were vast tracts of land given to the so that a transcontinental railroad would be built. In 1849 hundreds of thousands of rushed west after gold had been found in California. 8

9 Each of these acts sped up the of Native Americans from their ancestral lands. The superior technology of the white man who possessed guns and railroads made the defeat of the Native Americans inevitable. U.S. 2.1: The Antagonism of Western Expansion: Justifications for Westward Expansion Effects of the Homestead Act In 1862, Congress passed the Homestead Act, offering 160 acres of free land to people/families. Thousands of families took advantage of the law, and as a result, only about 10% of the land was settled by those it was intended for. The law was eventually strengthened. The opening of Territory in 1889 led to a huge land rush in, attracting thousands more people. 1 Encouraged outside of the original 13 states 4 Homesteaders braved many 1 to settle rural areas 2 3 Helped spread the country Led to development of more railroads, harming the U.S. 2.1: The Antagonism of Western Expansion: Exodusters 5 6 Limited settlers risks of acquiring Building railroads wiped out and harmed Natives Exodusters was a name given to who fled the Southern United States for Kansas in 1879 and As Jim Crow segregation became entrenched in the South during Reconstruction, racial violence and the pervasive repression of African Americans created a. After the Compromise of 1877 removed for African Americans in the South, it became clear that anyone who attempted to resist racial oppression would be subjected to vigilante justice at the hands of the Ku Klux Klan or other white supremacist organizations. The Exodus of 1879 was the of African Americans from the South after the Civil War. 9

10 U.S. 2.1: The Antagonism of Western Expansion: Exodusters These migrants, most of them, became known as Exodusters, a name which took inspiration from the biblical Exodus, during which Moses led the Hebrews out of slavery in Egypt and into the Promised Land. The Exodusters settled in the states of,, and. was seen as a particularly promising land of opportunity, because it had fought hard for its status as a free state. The reality of life for the Exodusters in Kansas was difficult, however, and many of those who attempted to homestead the land. The most successful Exodusters were those who migrated to like Topeka and found domestic or trade work. Despite Kansas s reputation as a land of opportunity for blacks,, and the efforts of local governments to provide relief to the new arrivals frequently failed. As a result, the Exodusters founded several, such as the one at Nicodemus, Kansas. After the end of, racial oppression and rumors of the reinstitution of slavery led many freedmen to seek a new place to live. So, to escape the Ku Klux Klan, the White League, and which continued to make them second-class citizens after Reconstruction, African-Americans left the South to settle. 10

11 U.S. 2.1: The Antagonism of Western Expansion: The Dawes Act 1887: The government made assimilation the official policy with the Act. The Dawes Act broke up the and distributed land (160 acres for farming & 320 acres for grazing). This act pretty much destroys the Native American lifestyle forcing them to abandon all they know. 1 U.S. 2.1: The Antagonism of Western Expansion: 3 Effects of the Dawes Act on Native Americans 1 Threatened their 2 3 Forced them to own of reservation land U.S. 2.1: The Antagonism of Western Expansion: The Chinese Exclusion Act given to non-natives, especially whites Anti-Asian sentiment led to the, which passed in It was designed to all Chinese for 10 years (except for teachers, students, merchants, tourists, and government officials). It was not repealed until Asians were regarded with and by many white Americans. U.S. 2.1: The Antagonism of Western Expansion: Native Americans During the period of, Americans sought to move westward to gain a piece of independence- a plot of land to live on. Most Americans viewed Native Americans as, which was clearly untrue. This attitude was driven by an American desire to move westward and conquer the lands to the west. Although Manifest Destiny was the justification used by many for the removal of Native Americans, it was the Homestead Act of 1862, the issuing of Land Grants, and the California Gold Rush of 1849 that provided the for the push. 1 11

12 U.S. 2.1: The Antagonism of Western Expansion: Dispersal of the Plains Indians EOC 6 Plains Indians followed, so reservation life was no good for them. The Plains Indians usually tolerated the crossing their territory on the way to California and Oregon, but when the newcomers began to settle in, tensions grew and both sides resorted to violence. The settlers destroyed large portions of land and displaced Native Americans, forcing tribes to disperse to find food Nomadic tribes were on the move, trying to find. U.S. 2.1: The Antagonism of Western Expansion: Battles with the Plains Indians LEAP 4 Initially, the government tried to the movements of Native Americans by negotiating treaties. Some of these arranged for the of the Indian land, while other treaties restricted the Indians to reservations (federal lands set aside for the Native Americans.) White settlers moved westward and claimed so-called land. They felt that the Native Americans had done nothing to improve the land,, so they claimed it. Native Americans didn t believe that land could be owned. The difference caused land agreements between natives and settlers to fall apart. The U.S. government attempts to take Native American lands. In 1871, the federal government that it would make no more with the Native Americans and the U.S. government did not recognize chiefs as leaders of their people. EXTRA NOTES OR INFORMATION 12

13 U.S. 2.1: The Antagonism of Western Expansion: Battles with the Plains Indians 4 Major Battles with the Plains Indians 1. Sand Creek Massacre : The Cheyenne, who had been forced to move to the Colorado Territory, began raiding trails and settlements in Sand Creek for food and supplies. Later, the militia attacked the sleeping village of Cheyenne to enact revenge on the Native Americans. They attacked the people in their - they did not have a chance to defend themselves. They ended up killing 200 people- mostly and. 4 : General prepared to attack the Sioux. He miscalculated their numbers and was defeated (all his men died) within just an hour. Americans wanted. Soon the Sioux were defeated and Sitting Bull and his followers took refuge in Canada. 2. The Battle of Little Bighorn 3. Battle of Wounded Knee : The massacre where was killed. 300 Native Americans (men and women) surrendered and as they were being disarmed. Someone fired a shot and the soldiers opened fire. The Native Americans were slaughtered. The battle ended wars between the government and Plains Indians. It is known as the at Wounded Knee. 4. Death on the Bozeman Trail 1866: and others ambushed American soldiers and killed them all. 1868: signed stating Native Americans would live on a reservation along the Missouri River. U.S. 2.1: The Antagonism of Western Expansion: Native American Assimilation Policy LEAP 1 An Indian Rights movement grew from outrage over treatment of Native Americans. Most reformers believed that Native Americans should abandon their culture, be more civilized, convert to, learn English, adopt white dress and customs, and support themselves by farming and trades. 13

14 U.S. 2.1: The Antagonism of Western Expansion: Native American Assimilation Policy LEAP 1 The idea was to the Native Americans. This policy became known as : where one society becomes part of another by adopting their culture. U.S. 2.1: The Antagonism of Western Expansion: Ghost Dance Movement LEAP 7 2 The Ghost Dance promised an apocalypse in which Earth would be, and recreated with the Indians as the inheritors of the new earth. With the earth destroyed, white people would be, the buffalo and antelope would return, and deceased ancestors would to once again roam the earth, now free of violence and disease. There was meditation, prayer, chanting, and most importantly dancing the Ghost Dance. In the government s attempts to the movement, it: Famous Sioux medicine man was killed during his arrest Over 200 men, women and children at Massacre of Wounded Knee. U.S. 2.1: The Antagonism of Western Expansion: Defeat of the Native Americans By 1890, all Native Americans had been and placed on reservations. Many Indians, supported by the government, white culture and left their traditions. The destruction of the (bison) forced Indians to lose their way of life and move onto reservations. The final battle between US soldiers and Indians was at the Battle of Wounded Knee. Cultural Antagonism *****COMPLETE FILL IN CHART ON YOUR OWN**** U.S. 2.1 Examples of Antagonism between the U.S. and other ethnic/cultural groups 14

15 UNIT 1: Topic 1: Part 2: U.S. 2.2 Railroads and Cattle Kingdoms US.2.2: Describe the economic changes that came about on the western frontier as a result of the expansion of the railroad, cattle kingdoms, and farming. EOC Key Concepts 8. Boom and Bust Nature of Mining Towns 9. Effects of the Homestead Act 10. End of the Open Range 11. Transcontinental Trade from the Railroad U.S. 2.4: Expansion of Railroads A major impact that industrialization had on American society was that it throughout the country : about 40,000 miles of track laid : 110,000+ miles of track laid By, the first transcontinental line linking East and West Coasts opened. The government awarded to private companies to build the railroad because others did not see the railroad as profitable. The Golden Spike was driven at immigrants were employed by the railroads. Their lives were extremely difficult and they were paid little. Opening up the West was at least partly a result of. Railroad companies later sold land to, which attracted others. Railroads led to a as industry mined resources. rails replaced iron rails. 1869: invented. As the railroads expanded towards the west, the migration patterns of were affected, which had a negative impact on Native Americans. In your own words In your own words 15

16 U.S. 2.4 Part 2: The Expansion of Railroads : Railroad revenue at $1 billion, twice the yearly revenue of the government. The railroad employed more than people by It pushed Congress to establish to make train schedules work. The railroad was instrumental in the location of and played a key role in their development. Created or expanded other industries (EX: ). Transcontinental Trade from the Railroad By 1869 the first line linking the East and West Coasts was opened. Railroads expanded and made it easier to send goods from coast to coast, bringing products of eastern industry to the growing beyond the Mississippi. The railroad led to a boom, as industry mined the vast resources of the middle and western continent for use in production. The railroad was America's first corridor. In your own words Fill this in on your own during the lesson. Major Effects of the Railroad 16

17 1 2 5 Ways the Expansion of Railroads Changed Business and Industry Provided a faster and more practical means of goods costs of production 3 Creation of markets 4 a model for 5 of other industries Railroads Federal Land Grants Government realized that western railroads would lead to. Gave railroad companies loans and land grants (170 mil. acres) Government thought railroad companies would sell excess land to. Led to corruption: 1. Promoted hasty and. 2. Lead to widespread on all levels of government. 3. Citizens when they realized the railroad companies controlled half of the land in some states. In your own words 17

18 U.S. 2.4: The Expansion of Railroads Complete This On Your Own using the Powerpoint Expansion of the Railroad Cattle Kingdoms Ranching became increasingly. After the, the demand for beef surged. and the rise of the was instrumental in the increase in demand for beef. Early West Texas ranchers owned little or no land. Their cattle grazed on the -undeveloped public land held by the state government for future sale. Selling cattle was increasingly for ranchers. A calf might have been bought for as little as $ Five in Southern Texas, but it could be sold in Chicago, Illinois for $ Sixty, which is a great profit. Often times, the main problem facing the ranchers was getting the calf to. Cowboys were actually pretty determined, often driving the cattle from, for example. In your own words 18

19 Cattle Kingdoms They used the to accomplish this feat! The trail was roughly. Along the way, the Texas Cowboys would let the cattle enjoy all the grass they wanted at no cost to the. When discussing the American West, no vision is complete without the. The imagery is quintessentially. While Americans did not invent cattle-raising, the tradition was learned from the. They taught the Texans about ranching and the Texans saw the opportunity to make. Cowboys typically wore a with a wide brim to provide protection from the harsh sunlight. Also, because of the dust the cattle kicked up, a cowboy typically wore a over the lower half of his face. Chaps and high protected them from cactus needles and briars. Cattle were always driven by a group of & several times during a drive, the cowboys would where the cattle would be sorted and counted again, to make sure they didn t lose any. There were even cowboys in America. The cowboy workday was often or longer. They also had to deal with cattle, other cowboys who would steal the cattle. Cowboys also faced other dangers, like being shot at by. Among facing rustlers, cowboys also feared the, which could result in lost cattle or dead cattle, or the cowboys themselves could die. To contain a stampede, cowboys got the cattle so the cattle would tire themselves out. After they sold the cattle, often the cowboys would hit the saloon which was the bars of those days. By the early 1870s, railroad lines reached Texas so cattle could now be shipped on directly to. Ranchers would allow cattle to graze on the open range near railroad lines/stations, sometimes they would intermingle but this did not last. Ranchers on the open range considered water and grass to be resources could share. 19

20 U.S. 2.2: The Western Frontier: Cattle Kingdom & The Open Range & Mining The End of the Open Range Intermingling sometimes caused problems though. Since there were no fences, cattle from several ranches often were all mixed up. To identify their own cattle, ranchers usually the animals. The invention of by brought an end to the open range, allowing farmers to cheaply mark their territory to keep unwanted steers off of their lands. Finally, the winter of 1886 & 1887 was among the worst in U.S. History and resulted in the deaths of tens of thousands of cattle, as temperatures dropped as low as in some parts of the West. The era of the was over, bad, and the invention of were responsible for the end of the open range. The Mining Frontier 1848: After was discovered in California, a surge of fortune hunters went to the West Coast. Towns quickly (BOOM) as prospectors tried to gather as many precious metals as possible (gold and silver). When all accessible gold and silver was found, many prospectors left the area (BUST), leaving behind. Because mining towns grew so rapidly and turned into ghost towns so quickly, these towns have been described as having a. 1 Most money made by 1 More gold and silver the U.S. economy 2 3 Effects of the Mining Frontier Mining towns had high populations of Environmental due to blasting, chemicals, and water pollution 2 3 Mining s Economic Impact More gold and silver increased U.S. involvement in global economy 20

21 Farming Technologies and Innovations Mechanized Reaper Barbed Wire Dry Farming Steel Plow Harrow Steel Windmill Hybridization Better Communication Grain Drill Reduced needed for harvest and let farmers to maintain farms. Kept from trampling crops and used very little, which was scarce on the plains. Allows of arid land by using drought-resistant crops and various techniques to minimize evaporation. Allowed farmers to cut through dense, root-choked. ground for planting. Powers irrigation systems and pumps up. of crop plants, which allows greater yields and uniformity. U.S. Department of Agriculture (1862) gave farmers about better farming practices. Multiple drills carve small in the ground and feed seed into soil, usually in rows and columns. Bonanza Farms Farms controlled by large businesses and managed by ; raised huge amounts of a single cash crop; led to the rise of agribusiness. Effects of Bonanza Farms Impact of New Technologies Some farms grew to 10,000 acres. Led to the of the 1800s. in the Dakotas tripled. Overproduction, high investment costs, droughts, and reliance on one-crop agriculture brought an to the boom. Positive: Saved farmers because machines worked more quickly and required less physical labor. Negative: caused higher levels of supply than demand, which eventually caused lower prices. Some farmers lost everything they had. Closing of the Frontier By 1893, the American frontier was. All land was claimed, Native Americans were on, and railroads provided coast-to-coast transportation. 21

22 U.S. 2.3: The Agrarian Movement and the Rise of Populism US.2.3: Describe the causes of the political, social, and economic problems encountered by farmers on the western frontier and critique the solutions developed by the Populist movement. EOC Key Concepts Agrarian Movement Populism Bimetallism William Jennings Bryan Patrons of Husbandry/The Grange People s Party/The Populist Party Free Silver Cross of Gold Speech Problems Faced by Farmers After the, population increased demand and farmers met the demand. The increased business was a welcome sight. Just as the steel plow and the cotton gin had increased productivity, so did and the tractor. Farm production. As with any product, the greater the supply the lower the. In response to this, farmers did what they were taught: grow. However, as production increased, prices continued to fall. Farmers money to buy machinery and equipment. When crop prices were high, farmers could repay their loans; when prices were low, they couldn t. Thus, many farmers lost their farms due to. Between , a bad made growing crops difficult. Railroad Abuses were angry at unfair practices such as charging different different rates; often charging more money for short hauls than long hauls. Another practice was offering (partial refunds) to favored customers. Granger Laws Granger laws were designed to end the by railroad companies and protect farmers rights. They were challenged in the 1877 Supreme Court case, but the laws were upheld. This allowed states to regulate certain businesses within their borders. 22

23 Patrons of Husbandry/The Grange LEAP : In response to government inspections of southern farms, farmers formed the National Organization (Patrons of Husbandry.) The Grange initially helped farmers form cooperatives. Through these cooperatives, farmers were able to buy their at wholesale, pool their for purchases, as well as storing cheaply. Formation of the Agrarian Movement LEAP 12 In the late 19 th century, the agrarian movement evolved into a force that led American farmers to voice their political/economic concerns more than ever. The farmers increasing on the railroads made them a target for exploitative business practices. High costs, unfair practices by, and issues such as and led to the Agrarian Movement. The Rise of Populism (Background) Populism: If you feel that should have the strongest political voice, you can say you believe in populism. In politics, the term populism can have different meanings depending on who is using it and what their political goals are. At its root, populism is a belief in the power of regular people, and in their right to have rather than a small group of political insiders or a wealthy elite. Definitions of populism: The political doctrine that supports the rights and powers of the common people in their struggle with the. Populism: any of various, often or anti-intellectual political movements or philosophies that offer unorthodox solutions or policies and appeal to the common person rather than according with traditional party of partisan ideologies. representation or extolling of the, the working class, the underdog, etc. 23

24 The Rise of Populism LEAP 14 Populism- was born with the founding of the Populist Party (1892). Leaders of farmer alliances knew they had to build political power to make changes. The Populist movement was formed by small farmers, sharecroppers, and industrial workers. Economic led to protests by farmers seeking government relief. This became a major election issue. In the late 19 th century, farmers responded to falling prices by joining with the Populists. The rise of big business inspired the rise of the Populist Movement of the late 19 th century because farmers organized to challenge the abuses by. Major Complaints by Farmers American farmers always struggled against two forces: and the. Remember, farmers had to purchase equipment and went into debt. Complaints by farmers included unfair practices by the railroad and high on manufactured goods. Tariffs hurt farmers in two ways: 1. They the prices of manufactured goods, such as farm machinery. 2. They led European nations to place on American crops, reducing the market for American crops worldwide. Generally, farmers favored tariffs. Another concern was the money supply. If the government increases the money supply, the value of money drops ( ). Farmers favored inflation because it raised prices. (a drop in prices or goods) would occur if the government the money supply. supported deflation because it increased the value of money. LEAP 16 Bimetallism LEAP : The U.S. switched from the standard (a monetary system based on gold or silver as currency) to the gold standard (using only gold), thereby reducing the money in circulation. This upset silverites who called for free silver (the unlimited coining of ) to increase the money supply, leading to the problem of inflation. They supported this because an inflationary monetary policy would have made it easier for farmers to pay their debts. 9 24

25 Problems Faced by Farmers As with any product, the greater the supply the lower the. In response to this, farmers did what they were taught: grow. However, as production increased, prices continued to fall. Farmers money to buy machinery and equipment. When crop prices were high, farmers could repay their loans; when prices were low, they couldn t. Thus, many farmers lost their farms due to. Between , a bad made growing crops difficult. Railroad Abuses were angry at unfair practices such as charging different different rates; often charging more money for short hauls than long hauls. Another practice was offering (partial refunds) to favored customers. Granger Laws Granger laws were designed to end the by railroad companies and protect farmers rights. They were challenged in the 1877 Supreme Court case, but the laws were upheld. This allowed states to regulate certain businesses within their borders. Patrons of Husbandry/The Grange LEAP : In response to government inspections of southern farms, farmers formed the National Organization (Patrons of Husbandry.) The Grange initially helped farmers form cooperatives. Through these cooperatives, farmers were able to buy their at wholesale, pool their for purchases, as well as storing cheaply. Formation of the Agrarian Movement LEAP 12 In the late 19 th century, the agrarian movement evolved into a force that led American farmers to voice their political/economic concerns more than ever. The farmers increasing on the railroads made them a target for exploitative business practices. High costs, unfair practices by, and issues such as and led to the Agrarian Movement. 25

26 LEAP 16 LEAP 14 Bimetallism LEAP 14 Bimetalism: Additional Information Gold standard: a monetary standard under which the basic unit of currency is defined by a stated quantity of and which is usually characterized by the coinage and circulation of gold. The gold standard was the U.S. monetary system until it was generally abandoned in the. Free silver: a monetary standard utilizing the often at a fixed ratio with gold. 1 26

27 The Populist Party (The People s Party) LEAP 15 Populism is. It was born in 1891when the People s Party was founded. EOC QR Codes The Populist Party Platform (Goals) the money supply by coining silver mining of silver (bimetallism and free silver) (the more you make, the more you pay) Government of communication and transportation Election of U.S. senators by for the President and Vice President Creation of a to advance low interest loans to farmers which would be paid off after sale of the crop. Bryan s Cross of Gold Speech William Jennings Bryan (Nebraska) was a nominee for in He was actually nominated by two parties Democratic and Populist. Bryan s most famous speech- in fact, it is considered one of the greatest political speeches in American history- was the speech. It led to his nomination by the Democrats. In the speech, Bryan supported or "free silver, which he believed would bring the nation prosperity. He strongly decried (opposed) the gold standard, concluding, "you shall not crucify mankind upon a cross of gold. He did not win the election. He failed to carry the and areas of the country. Extra Notes 27

28 Unit One: Topic Two: U.S. 2.4 Urbanization & Industrialization US.2.4: Examine the effect of the government s laissez-faire policy, innovations in technology and transportation, and changes in business organization that led to the growth of an industrial economy. LEAP 2025 Key Concepts 20. Bessemer Process 24. Mass Production 28. Vertical Integration 32. Andrew Carnegie 35. Standard Oil Company 21. Electricity 25. Assembly Line 29. Monopolies 33. John D. Rockefeller 36. Carnegie Steel 22. Telephone 26. Corporations 30. Trusts 34. J.P. Morgan 23. Expansion of Railroads 27. Horizontal Integration 31. Robber Barons vs. Captains of Industry Setting the Scene After the Civil War, which ended in 1865, the U.S. was still largely an nation. In the years after the Civil War, revolutionized American life. By the 1920s, the United States had undergone an immense boom to become a major industrial power. Factors that Led to the Expansion of Industrialization

29 Laissez-Faire A French phrase meaning let it be, or leave it alone. In economics, an environment where transactions between private parties are from, including regulations, taxes, tariffs, and monopolies. a period between 1870 and the early 1900s when business growth led to an increase in spending by the wealthy This was an era of rapid industrialization, laissez-faire capitalism, and. Laissez-faire reached its in the 1870s during industrialization as American factories operated. Soon, however, businesses began to merge, resulting in less. Under the laissez-faire policy, the government allowed companies in major industries to join into. like John D. Rockefeller and Andrew Carnegie made fortunes. They preached survival of the fittest ( ) in business. They were also referred to as for their ruthless and aggressive style of business. The Gilded Age 1 A wealth of 3 Factors that Made the United States a Major Industrial Power (Force) 2 An explosion of 3 A growing 29

30 Innovation in Technology and Business After the Civil War, the U.S. became an powerhouse. Inventors and scientists, backed by, created an explosion of inventions and improvements. Their efforts brought about a technological revolution that energized American industry and forever changed people s. Business leaders heavily in these new inventions. By 1900 the in the U.S. was among the highest in the world. This achievement was a result of the nation s growing industrial. Another impact that industrialization had on American society was that it throughout the country. the amount of goods and services created in a given period of time Thomas Edison: Master of Invention invented the incandescent in 1880 and invented an entire system for producing and distributing electrical power. One of Edison s MAJOR ACCOMPLISHMENTS was that he helped. HISTORICAL SIGNIFICANCE of the electrical power plant: Allowed manufacturers to their plants where ever the factories could be built. 30

31 Edison s Major Inventions On August 9, 1892, Edison received a patent for a two-way telegraph produces light with a wire filament heated to a high temperature by an electric current passing through. Not the first to invent the lightbulb, but his was the first used on a wide basis. device introduced in 1877 for the mechanical recording and reproduction of sound The Kinetoscope was designed for films to be viewed by one individual at a time through a peephole viewer window at the top of the device. This is NOT a movie projector like we think of today. a crucial development in the modern industrialized world; distributes electricity to others Electricity is Improved: Nikola Tesla Another major advance for was made by George Westinghouse and Nikola Tesla. He experimented with a form of electricity called alternating current, which could be produced more cheaply and travel longer distances. It was more than Edison s early patent. Historical significance: AC (alternating current) power allowed for cities to be with electricity rather than gaslights and to provide transportation through electric streetcars rather than horse-drawn carriages. Electricity s Impact on Business and Daily Life Electricity helped to improve the of the business world and transform the nature of the. Household use of electricity revolutionized many aspects of daily life. It made possible, which reduced food spoilage and lessened the need to preserve food by time consuming means, such as smoking or salting. went without electricity for decades. 31

32 The Telegraph Advances in Communications The Telephone The telegraph was perfected by, whose Morse Code was used to send messages over the telegraph. The code had long and short impulses to represent the alphabet. The telegraph led to the development of a company called. By 1866, the company had that sent messages allowing communication over long distances. In your own words The telephone was invented by and patented in He later set up long-distance telephone lines. By the end of the century, over 1 million telephones had been installed in offices and homes. Early phones required to connect persons, so a new job industry was formed which hired. In your own words The telephone and the telegraph revolutionized American communications in the late 1800s. Inspired Inventions In 1867 invented the. It made documents more legible. His first keyboard is basically the same as ours today. Inventions like the typewriter and telephone created jobs for. Inventions like made jobs for garment workers. These people worked long hours and under. Overall, contributed to an improved standard of living and changed American society forever. 32

33 The Bessemer Steel Process The Bessemer Process, invented by Henry Bessemer in made making much easier and much cheaper than before. The process involved injecting into molten to remove the and transform it into. became the biggest customers for steel because of the need for thousands of miles of. In your own words 5 Ways the Expansion of Railroads Changed Major Business Effects and Advantages Industry of the Bessemer Process Cheaper and easier production of: Allowed for development of: Developing steel industry led to growth of: 4 Helped development of: 5 Aided growth of the: 6 Steel used to make higher and longer: that supplied coal to fuel steel production (iron rails replaced with more durable steel) due to the strength of steel 33

34 U.S. 2.4 Part 3: Expansion of Big Business created wealth for its owners and the nation, but it also led to concern over its methods. To succeed, business leaders often combined funds and resources to create. Mass Production and the Assembly Line Mass production is the production of large amounts of. Mass production systems for items made of numerous parts are usually organized into. Basic principle: the and the workers stay put. Based on and specialization: each person does a small task at a station. Parts must be (interchangeable). When a product reaches the end of the line it has gone through every station and is now a finished product. This is an old idea perhaps used by building pyramids. Robber Barons vs. Captains of Industry Historians have used both terms to describe 19th century industrialists. Robber Barons Captains of Industry The term robber barons implies that business leaders built their fortunes by from the public, the country of natural resources, paying workers, and forcing workers them to work under conditions. In your own words The term captains of industry suggests that leaders served the nation in a way by jobs and the supply of goods by building factories. In your own words 34

35 J.P. Morgan John D. Rockefeller Robber Barons Sold his oil at a lower price than it cost to produce to drive his competition out of business Paid low wages to employees Practiced horizontal integration Use of trusts Gained control over the oil industry by managing a trust made of and allied companies American financier, banker and art collector Dominated corporate finance and industrial consolidation during his time Financed the creation of the Federal Steel Company in 1901 with competing steel companies such as Carnegie Steel Company and several other steel and iron businesses form a near known as United States Steel Corporation- the most dominant steel company in the United States. How does big business differ from earlier forms of business? Gaining a Competitive Edge: Business on a Larger Scale Gaining a Competitive Edge Larger pools of geographic span range of operations Revised role of New methods of In your own words In their efforts to compete and earn higher profits, used many methods, fair or unfair, to gain a over their rivals. EX: Oligopolies, monopolies, cartels In your own words 35

36 Oligopoly Gaining a Competitive Edge: Business on a Larger Scale Monopoly Cartel a market structure in which only a provide a certain product a market structure in which one company has over a product; drove others out of business of businesses that make the same product; formed to limit competition with others Carnegie Steel Andrew Carnegie Andrew Carnegie was a Scottish immigrant to the U.S. He became one of the first industrial moguls (rich or powerful person) to make his own fortune. 1873: Carnegie entered the steel business 1899: Carnegie Steel manufactured more steel than all of Great Britain Carnegie s Successful Management Practices 1. Searched for ways to make better products more 2. Attracted people to his company and gave them stock in it 3. Encouraged between employees In your own words In your own words 36

37 Andrew Carnegie s Business Innovations Vertical Integration Horizontal Integration Vertical integration is a business practice that involves gaining Horizontal integration occurs when a firm is being complete control over a, from raw materials to final assembly. another firm in the same industry and in the same stage of production. EX: a car manufacturer merging with another car manufacturer This process is also known as a buy out" or "takeover". Carnegie bought out all his, controlled the, and controlled the transportation systems that would deliver his product. In your own words The goal of horizontal integration is to consolidate similar companies and an industry. Carnegie used this process when he bought out his competitors. In your own words Carnegie also his competitors to drive down their business, making them more likely to sell. Carnegie could charge less due to the phenomenon known as : as production increases, the cost of each item produced is lowered Corporations The late 19th century led to the rise of corporations, or groups of shareholders that act as one, in the United States. Examples include,, and of course,. 37

38 Standard Oil took a different approach to mergers. He joined with competitors in. Trusts are when participants turn their stock over to a group of trustees (people who ran the separate companies as one large corporation. Trusts were NOT legal mergers. Rockefeller practiced, which brings together many firms in the same business. U.S. 2.5: Immigration US.2.5: Illustrate the phases, geographic origins, and motivations behind mass immigration and explain how these factors accelerated urbanization. EOC Key Concepts New Immigrants of the Late 19 th and Early 20 th Centuries Push and Pull Factors of Immigration Angel Island Eastern and Southern European Immigrants Ellis Island The New Immigrants Millions of immigrants entered the U.S. in the late 19th and early 20th centuries. Some came to escape difficult conditions, others known as birds of passage intended to stay only to earn money, and then return to their homeland. Push-Pull Factors Millions of immigrants of many different arrived in the U.S. during the late 1800s and early 1900s. For immigrants, to come to the United States gave them a golden opportunity to leave behind in their home countries. Between 1865 and 1920 close to immigrants entered the country. Push Factors Events and conditions that (push) people to move: Poverty Famine Land shortages Religious or political persecution Pull Factors Events and conditions that (pull) people to move Religious freedom Political freedom Economic/job opportunities Higher standard of living 38

39 First Wave (Old Immigrants) 3 Waves of Immigration Second Wave (New Immigrants) Third Wave (Newest Immigrants) Dates Origins Languages /Religions Most were Many spoke already Diverse (Catholic, Jewish, Eastern Orthodox) Push Factors Pull Factors Religious/political persecution and instability Irish Jobs in Northeastern created by industrialization persecution Economic and political instability Jobs created by and increased opportunities standard of living Ethnic or religious Notes Over immigrants came to the U.S. during this time : 1 million Irish die of while 2 million flee to the U.S. Were very and settled in Northeast cities Irish created first large communities in U.S. and dealt with. About Europeans arrived in the United States at this time. Before 1890, most were from and Europe. After 1890, most came from and Europe. All were looking for Jobs Increased opportunities immigrants were a mixture of Protestant, Catholic, and Jewish populations. Many moved to the Midwest to farm.. 39

40 The Immigrant Experience: The Trip Over In the late 19 th century most immigrants arrived by. The trip from took about a month, while it took about 3 months from Asia. In the 20 th century, most traveled by. The trip from Europe took about one week. Most traveled in, a large open area beneath the ship s deck, below the waterline. Steerage lad limited toilet facilities, no privacy, and poor food, but tickets were cheap. Immigrants entered the U.S. through different port cities. newcomers might have come through Boston, Philadelphia, or Baltimore; might enter through San Francisco or Seattle. Yet, 70 % of all immigrants came through, known as the Golden Door. The majority of immigrants coming to America prior to 1930 came from the continent of. Ellis Island Ellis Island in New York) received mostly Europeans. It was the main U.S. immigration station from This was where immigrants underwent inspections before being allowed into the United States, including: Evaluation for. Anyone with serious health problems were sent home. If the immigrants had a disease, they were quarantined (a time of isolation to prevent the spread of disease). Surveying to see if they met the requirements to enter the U.S. (literacy, able to work, have at least 25 dollars) Angel Island Angel Island had mostly Chinese and Japanese immigrants. Angel Island was in Bay on the West Coast. Processing here included questioning and long while government officials decided whether to admit or reject them. The facility was and immigrants were treated like. During the late 1800s, many Asians were pulled to the U.S. because of jobs with American companies. Also during the late 1800s and early 1900s, American immigration laws most against Asians. U.S. 2.6: Urbanization US.2.6: Describe the challenges associated with immigration, urbanization, and rapid industrialization and evaluate the government s response. EOC Key Concepts Assimilation Tenement Housing Political Machines Boss William Tweed Social Darwinism Settlement Houses (Hull House) Ghettos Sherman Anti-Trust Act Clayton Anti-Trust Act Tammany Hall Federal Reserve Act Social Darwinism Assimilation As immigrants came into their new country, many were anxious to become Americans. Immigrants saw public education as an aid to, a path to advancement, and a threat to their. 40

41 Ghettos Most immigrants became since it was the cheapest and most convenient place to live. Cities also offered unskilled laborers steady jobs and social support. Many times, immigrants were clustered in ethnic neighborhoods called. A ghetto is an area where people from a specific live as a group. Some ghettos resulted from restrictive covenants - agreements among home owners to not sell to. Settlement Houses (Hull House) Settlement Houses were community centers in slum neighborhoods that provided assistance and friendship to local men, women, and children especially. Jane Addams established one of the most famous houses, Hull House, in Chicago, Illinois. These movements raised awareness for social. However, settlement houses soon created problems of their own. Tenement Housing As working class families left the city, took over their old housing, sometimes with two or three families living in one-family homes. These were called. Dumbbell tenements were meant to improve the conditions of the tenements, but they turned out to be much worse. They were overcrowded, dirty, infested, and had little light. Tenement houses were built in areas heavily by immigrants. They were because they were designed to hold many families in a tiny space, with only and one bed. Trash was and rarely picked up. 41

42 Urbanization Improvements in farm reduced the need for. People moved from to cities for jobs. Public transportation let people to move out of cities and into - residential communities surrounding cities. (growth of cities) occurred due to three main factors:, improvements in, and construction of. As a result of rapid urbanization, a widening gap between the developed. Urban Living Conditions Crime Diseases Transportation Housing Gangs and con men took advantage of immigrants who did not. Most cities had police, but not enough to protect people. Diseases spread easily due to conditions in tenements. They also spread rapidly during summer, when tenements heated up like ovens. Cities to provide adequate transit systems for urban city dwellers. tenements were unsanitary. Overcrowding, poverty, and neglect led to the decline of old residential neighborhoods. Water Sanitation Fires Many people got water from a faucet in the street and brought it home. Scientists linked like cholera to contaminated water. They feared the spread of epidemics. Horse manure and trash filled the streets, sewage flowed through gutters, and factories spewed smoke in the air. Sanitation departments and were built later on. Effects of Industrialization Houses made of wood, scarce, and the use of candles led to major fires. Tenements were built so close together, small fires could take down whole neighborhoods. Public outcry against the railroad s shipping rates and price led to the establishment of the Interstate Commerce Commission. Industrialization significantly changed U.S. cities encouraging the construction of. Political Machines Political machines were organized groups that the activities of political parties in cities and offered support to voters and businesses in exchange for political or financial support. They were headed by political who controlled thousands of city jobs (police, fire, etc.). The purpose of the political machine was to keep a particular political party in power. Political machines were backed by because they provided them with jobs. 42

43 LEAP 47 Tammany Hall and Boss William Tweed LEAP 48 One of the more well-known was Tammany Hall- the political club that ran New York City s Democratic Party. Tammany Hall was run by Boss William Tweed. Using various, Tweed and his pals raided the city treasury, padded bills for construction projects and supply contracts with fake expenses, and kept the extra money for themselves. Sherman Anti-Trust Act LEAP 49 In 1890, Congress took action against business practices due to concerns that expanding corporations would stifle free competition. They passed the Sherman Anti-Trust Act, which stated that any effort to interfere with free trade by forming a trust was. It was nearly to enforce the act because it did not define terms like trust. The refused to support the act, and the government eventually trying to. Clayton Anti-Trust Act LEAP 50 The Clayton Anti-Trust Act was passed in 1914 to the Sherman Antitrust Act. The Clayton Anti-Trust Act made to squeeze out competitors illegal, along with the use of some rebates. Federal Reserve Act LEAP 51 The Federal Reserve Act was passed as a measure to prevent and to reorganize the federal banking system. The Federal Reserve System divided the nation into, each with a Federal Reserve Bank owned by its member banks. It also created a new national currency known as Federal Reserve notes. Social Darwinism LEAP 52 According to Herbert Spencer, meant that free competition in the economy, like natural selection in the biological arena, would ensure survival of the fittest. William Graham Summer said that success and failure in business were governed by natural law and that no one had the right to regulate it. Thus, should stay out of business affairs. Social Darwinism held that poverty resulted from. Many felt that offering assistance to the unemployed or needy would encourage laziness. 43

44 U.S. 2.7: The Rise of Labor Unions US.2.7: Examine the social, political, and economic struggles of a growing labor force that resulted in the formation of labor unions and evaluate their attempts to improve working conditions. 53. Labor Leaders 54. Terence V. Powderly 55. Eugene V. Debs 56. Samuel Gompers 57. Labor Unions 58. Knights of Labor 59. American Federation of Labor 60. Industrial Workers of the World EOC Key Concepts 61. Major Labor Strikes 62. Great Railroad Strike of Homestead Strike 64. Pullman Strike The Rise of Labor Unions 65. Haymarket Square Riot 66. Child Labor 67. Working Conditions 68. Triangle Shirtwaist Factory Fire 69. Socialist Party Some workers, upset by the gap between rich and poor, embraced socialism, but many more turned to. Some businesses viewed unions as a because it gave their employees/workers too much negotiating strength. The first national labor organization was the, which was open to all workers. The urban workers were often participants in and involved in labor unions. The Knights of Labor Formed in Philadelphia in 1869, the Knights of Labor hoped to organize working men and women, both. Membership included both farmers and factory workers and shopkeepers and office workers. Terence Vincent "Terry" Powderly became one of the early leaders of the Knights of Labor., along with most labor leaders at the time, opposed the immigration of Chinese workers to the United States. He argued that took jobs away from native-born Americans and drove down wages, and even urged people to campaign for the passage of the Chinese Exclusion Act. The Knights of Labor was seen as the first successful national labor union in the United States. At one time, however, they had to hold meetings in secret for fear of being by anti-union businesses. In your own words 44

45 The American Federation of Labor The American Federation of Labor (AFL) was formed in 1886 by. In your own words Unlike the Knights of Labor, the AFL was a craft union, and they sought only workers. The AFL used group negotiations to reach agreements between workers and employers. It was used to. The AFL used this tactic because its leaders saw that government often sided with. The AFL also used as a major tactic. Strikes helped the AFL win wages and workweeks. Unlike the, the AFL was not considered a group. The AFL had one guiding principle: trade unionism, summarized with the slogan a fair day s pay for a fair day s work. The Industrial Workers of the World The Industrial Workers of the World (IWW), whose main leader was Bill Haywood, was formed by unionists and. The IWW believed that all workers should be united and that the wage system should be abolished. It allowed to join. The IWW s goal was to unite workers in order to the employing class. Its motto was an injury to one is an injury to all. The philosophy and tactics of the IWW were often in direct with the AFL, especially in how to organize and how to improve their society. The had two guiding principles: 1. Fighting like the for better wages, hours, and conditions 2. Promoting a solution to the problems of strikes, injunctions, union scabbing, and bull pens (where men were hired to compete with others face to face; thought of as demeaning). 45

46 The Knights of Labor Compare/Contrast: Labor Unions American Federation of Labor (AFL) Industrial Workers of the World (IWW) Powerful Leaders Bill Haywood Membership Tactics Goals/Principles/Argu ments Motto/Slogan N/A Fair day s pay for a fair day s work. An injury to one is an injury to all. Other Notes 46

47 The Rise of Labor Unions: Railroad Workers Organize Following the Great Railroad Strike of 1877, spoke out against in strikes. In an attempt to avoid violent strikes, Debs proposed a new industrial union for all (skilled and unskilled) called the American Railway Union (ARU). Its purpose would be to protect the wages and rights of all the employees Methods Used to Crush Labor Unions union meetings union organizers forcing workers to sign in which they promised to never join a union or participate in a strike Refusing to when strikes did occur Refusing to unions as their workers legitimate representatives workers when strikes did occur Hiring as replacement workers The Great Railroad Strike of 1877 The nation s first labor strike was begun by angered about wage cuts and unsafe trains. In 1877, workers for the Baltimore and Ohio (B&O) Railroad went on strike to protest their second. The strike spread to every other railroad east of the Mississippi River. erupted in several cities. Review Labor Leaders of the 1800s 47

48 Haymarket Square Riot, 1886 for all of these below 1886: Workers demonstrated for 8 hour work days. Strikes broke out in a number of cities. Fights broke out between striking workers and scabs. were workers used to break strikes and were therefore unpopular with other workers. Union leaders called for a protest rally on May 4th at Chicago s Haymarket Square. A group of (radicals who oppose all government) joined the strikers. The anarchists gave. Someone threw a bomb into a police formation, killing one officer. This set off a riot that included gunfire between police and the protesters, killing dozens on both sides The were blamed for the Haymarket Riot, although the union s involvement was never proved. The American people came to associate with and radical ideas. 4 The chaos of the riot resulted in bad toward labor unions and was one of the reasons for the fall of some labor unions at the time. 5 The Haymarket Square Riot also shows how the working and upper classes were. 6 May 1st also serves as International Workers Day to celebrate the. This day is also known as May Day. 7 48

49 Homestead Strike, 1892 at Carnegie Steel for all of these below In the summer of 1892, while his business partner Andrew Carnegie was in Europe, Henry Frick tried to at Carnegie Steel. The union at a plant in Homestead, Pennsylvania called for a strike. Frick called on a private police force known for its ability to break up strikes. This action resulted in a shoot out between the private police force and strikers, which led to several deaths. Initially, public opinion sided with the strikers until July 1892 when an anarchist (Alexander Berkman) tried to Henry Frick. The public associated this action with the rising tide of labor violence. The union called off the in November Frick declared he would never recognize the union. This resulted in Carnegie Steel remaining non-unionized until the late 1930s Pullman Strike, 1894 for all of these below George Pullman developed the for railroads. They were so successful that he needed a steady supply of labor, so he built an entire town for his labor force. The Pullman Strike was a nationwide conflict between labor unions and railroads. It began in Pullman, Illinois, when a delegation of workers met with George Pullman to protest, which led to those workers being fired. Many of the townspeople thought that Pullman exercised too much over their lives. The American Railway Union, led by then became involved in what was called a struggle between the greatest and most important labor organization and the entire railroad capital that involved some 250,000 workers in 27 states at its peak. It brought railroad traffic west of Chicago to a halt

50 Working Conditions Factory workers usually performed only over and over. This became known as the division of labor. It was efficient, but it often took the joy out of the job. Work conditions were often with loud machinery, poor lighting, and poor ventilation. Most laborers worked hours and days a week. Most workers were paid for each finished they produced, not a certain wage per hour. Working Conditions of the Late 1800s The system of piecework meant that those who worked fastest and produced the most made the most money. Most piecework was done in what became known as a a shop where employees worked long hours, were paid low wages, and worked under poor conditions. Conditions that Led Workers to Strike 1. conditions Lack of ANSWER THESE QUESTIONS What conditions would you have to experience to make you go on strike from your job? 4. Working What would you consider to be bad working conditions? 507

51 Triangle Shirtwaist Factory Fire In Your Own Words March 25, 1911: A fire broke out at the Triangle Shirtwaist Company facilities. Due to (a common practice at the time) and a faulty fire escape, 146 women died. Some died at their work stations, some fell to their death when a rusty fire escape collapsed, and others died when they jumped into firemen s nets- which were and tore open, resulting in their deaths. Most of the victims were recent Jewish and Italian aged sixteen to twenty-three. The oldest victim was 48. The youngest were two 14 year old girls. The fire led to legislation requiring improved factory and the growth of the International Ladies Garment Workers Union, which fought for better working conditions for sweatshop workers. Rose Schneiderman became one of the best-known labor leaders. She raised support for reforms including compulsory fire drills, unlocking and fireproofing exits, and automatic sprinklers in 7+ story buildings. The Socialist Party In 1890, the 9% of Americans held 75% of national wealth. Because the average worker could only earn a few hundred dollars a year, many were drawn to an economic/political philosophy that favors public control of the means of production. Socialists believed that, not just private individuals, should control the nation s wealth. Many socialists wanted to end the capitalist system, redistribute income equally, and have government ownership of American industries. In 1901 the Socialist Party of America was founded by with the hope of accomplishing their goals through the. By 1912, the party had won more than government offices. 51

52 During the late 1800s, children often worked in factories because families needed the to survive. Children made up more than 5% of the workforce. Child Labor Often, children would leave school at the age of (sometimes younger) to go to work. Girls sometimes took factory jobs so that their brothers could stay in school. If a parent died, sometimes children as young as had to work. These children would have their stunted- both body and mind. It was also more profitable to employ children than adults. Lack of sleep and an eighteen-hour work day contributed to. Some children were mentally and physically by their supervisors, and their safety was neglected by factory owners who cared more about profit than well-being. Child labor was a national disgrace during the. Lucky kids swept the filthy city streets or stood on street corners selling newspapers. The less fortunate coughed constantly through 10-hour shifts in dark, damp coal mines or sweated to the point of while tending glass-factory furnaces. Child laborers were mostly the sons and daughters of poor parents or recent who depended on the child s meager wages to survive. But they were also the offspring of the rapid, unchecked industrialization that characterized large American cities as early as the 1850s. In 1870, the first U.S. census to report child labor numbers counted 750,000 workers under, not including those who worked for their families in businesses or on farms. By 1911, more than American children under 16 were working. 52

53 Arguments Against Child Labor Some argued that the difficulty of child labor weakened the future work force. Some argued that at its worst, child labor caused death. They reasoned that children who were working 10 hour days were unfairly denied the promised them by the state. Therefore, to reduce the amount of child labor, were passed that made it law that children attend school. Fair Labor Standards Act Child labor continued unchecked until the sweeping was passed. This was only after countless children had fallen prey to disease, injury and premature death. The Fair Labor Standards Act of 1938 established a and limited the age of child laborers to 16 and over (18 for hazardous occupations). Children 14 and 15 years old were permitted to work in certain occupations after school. Extra Notes 53

54 U.S 2.8: The Progressive Era US.2.8: Identify the goals of Progressivism; describe the influence of the muckrakers, political leaders, and intellectuals; and evaluate the movement s successes and failures. EOC Key Concepts Social Reformers Amendments of the Progressive Era Muckrackers Progressive Legislation Mother Jones Sixteenth (Year Passed/What it did) Ida Tarbell Meat Inspection Act Florence Kelly Seventeenth (Year Passed/What it did) Upton Sinclair Pure Food and Drug Act Women s Suffrage Movement Eighteenth (Year Passed/What it did) Voting Reforms Municipal Reforms Alice Paul Nineteenth (Year Passed/What it did) Direct Primary W.E.B. Du Bois Carrie Chapman Catt Election of 1912 Initiative Theodore Roosevelt Founding of the NAACP Trust Busting Referendum William Howard Taft Progressive Party/Bull Moose Party Conservation Recall Woodrow Wilson The Progressive Movement The progressive movement aimed to return control of the government to the, restore economic opportunities, and correct injustices in American life. Most progressives agreed that the government should and help the. Progressives also believed that the government should be more accountable to its citizens. 4 Goals of the Progressive Movement To protect To promote To create To foster efficiency ( ) Methods of Fostering Efficiency (Reduce Corruption) 1. To end. They wanted government to regulate big businesses, especially monopolies and trusts. 2. To how government works so that there is less patronage (favoritism) and corruption. 3. To expose problems such as, bad business practices,, and discrimination so changes would be made. 4. To give regular people a in government in order to extend. 54

55 Social Reformers: Florence Kelly Women s groups played a vital role in reform efforts. Florence Kelley joined with to work to reform local. Addams also established, a famous settlement house in Chicago. In fact, Florence Kelley s efforts convinced many states to abolish child labor because of the sweatshop conditions. Social Reformers: Mother Jones Mary Harris Mother Jones is best known for working to organize in mines in West Virginia and Colorado. These mines had some of the worst working conditions. From 1897 (when she was 60) she was known as Mother Jones; in 1902, she was called "the most dangerous woman in America" for her success in organizing and their families against the mine owners. In 1903, upset about the lax enforcement of the in the Pennsylvania mines and silk mills, she organized a Children's March from Philadelphia to the home of then president Theodore Roosevelt in New York. Muckrakers Muckrakers were who wrote about in business, politics, and public life. Muckrakers helped get people to join in the movement. Unions could often count on courts to issue injunctions (court orders that prohibit a certain activity). Courts often issued injunctions to prevent unions from striking. is an example of a muckraker. She wrote a series of articles about. In Standard Oil v. U.S. (1911), the company was declared a monopoly and broken up. Another famous muckraker was, who wrote the book The Jungle, which documented the poor working conditions and unsanitary conditions in the Chicago. As a result, in 1906 the Meat Inspection Act and Pure Food and Drug Act were passed. Other muckrakers include Thomas Nast (who worked using political cartoons), Frank Norris and Upton Sinclair (writers), Will Irvin, and William English Walling. 55

56 An Expanded Role for Government Progressives believed that the government ought to increase its responsibility for the, or well-being, of the people. They sought more social welfare programs, which help ensure a minimum. Examples include unemployment benefits, accident and health insurance, and a social security system for the disabled and the elderly. Trust Busting LEAP 76/97 President Roosevelt s Progressive record included the break up of several trusts/monopolies deemed harmful to the public. Following the of President McKinley, Roosevelt kept McKinley's Cabinet and promised to continue McKinley's policies. One of his first notable acts as president was to deliver a 20,000-word address to, asking it to the power of large corporations (trusts). For his aggressive attacks on trusts over his two terms, he became known as a. Conservation LEAP 77/97 Theodore Roosevelt believed it was important to set aside public land because he wanted it left for the enjoyment of. Roosevelt was one of the first Presidents to make conservation a. In a speech he gave on August 31, 1910, he outlined his views on conservation of the lands of the United States. Roosevelt favored using America's natural resources, but opposed. Roosevelt called for the conservation of forest land. During his administration, more than 50 wildlife sanctuaries and were established. He was instrumental in conserving about 230 million acres (930,000 km2) of American soil among various parks and other federal projects. Municipal Reforms LEAP 78 Municipal reformers sought to end government. Reforms made at the municipal level are changes at the level. Some wanted, a system that gives cities limited self-rule. Municipal reformers were also in favor of the city control of, such as water, gas (natural gas), and electricity. They believed the services would be more affordable if cities controlled them. Municipal reformers were instrumental in restricting the power of. Sometimes, natural disasters helped bring about reform. Reformers hoped to end corruption in government by giving voters more direct say in

57 Voting Reforms LEAP During the Progressive Era, voters got more in lawmaking and choosing candidates. : an election in which citizens to select nominees for upcoming elections. This meant that the voters, not political machines, would choose candidates for public office. Wisconsin became the first state to institute a direct primary. : a process in which citizens can put a proposed new law on the ballot in the next election by gathering signatures on a. : a process that lets citizens approve or reject a law passed by the legislature. : this allows voters to remove public officials from office. Before Reform Name After Party leaders pick candidates to run for office, including the presidency. Only members of state legislature can introduce bills Only legislators get to decide if a bill will become a law. An elected official can only be removed from office by court order or impeachment. Voters in each party help to select their party s candidate for president. Voters in some states can initiate (start or introduce) bills before a legislature. Voters get to vote yes or no on legislation to determine if bill becomes a law. A special election can be called where voters can decide to remove an elected official. Constitutional Amendments of the Progressive Era 16 th Amendment Authorized the government to collect, achieving the Progressive movement s goal of taxation. 18 th Amendment Banned the production, sale, or import of ( ) 17 th Amendment Required the people to senators. Prior to this, state legislatures had chosen U.S. Senators. 19 th Amendment Granted women s (the right to vote) 57

58 Progressive Legislation: The Pure Food and Drug Act LEAP 93/95 The Pure Food and Drug Act halted the sale of foods and medicines and called for truth in labeling (that they were labeled accurately). Before the act was passed, manufacturers claimed products could or grow hair, and medicine included opium, alcohol, or. The Pure Food and Drug Act did not actually ban outright. Progressive Legislation: The Meat Inspection Act LEAP 93/94 Upton Sinclair s book helped to pass the Meat Inspection Act by describing the in the meat packing industry. Its chief aim was to expose the shocking conditions that workers endured. The Meat Inspection Act ensures that meat products are slaughtered and processed under conditions and works to prevent poor quality or misbranded meat products from being sold as food and. This also applies to imported meat products, which must be inspected under equivalent. 4 Primary Requirements of the Meat Inspection Act of 1906: 1. Mandatory inspection of livestock before (cattle, sheep, goats, equines, swine) 2. Mandatory (after-death) inspection of every carcass; 3. Sanitary standards established for and meat processing plants 4. Authorized the U.S. Department of to continually monitor for these standards. LEAP 92/96 The National Association for the Advancement of Colored People (NAACP) and W.E.B. Du Bois The (National Association for the Advancement of Colored People) was founded in 1909 to abolish and segregation, to oppose racism, and to gain civil rights for African-Americans. In 1895, W. E. B. Du Bois was the first African American to receive a from Harvard. He urged educated blacks to try to achieve inclusion into the mainstream of American life. W.E.B. Du Bois argued that African-Americans should themselves so they could provide leadership in the fight for civil rights. In school, Du Bois encouraged students to seek a liberal arts education. In 1905, Du Bois helped found the Movement, a group of African Americans that called for full civil liberties, an end to racial discrimination, and recognition of human brotherhood. Du Bois later went on to serve as publications director for the NAACP. 58

59 Review: Progressive Era Federal Legislation LEAP 93 National Reclamation Act (1902) Encouraged by allowing the building of dams and irrigations systems using money from the sale of public lands. Elkins Act (1903) Outlawed the use of by railroad officials or shippers Pure Food and Drug Act (1906/1911) Meat Inspection Act (1906) Hepburn Act (1906) (1913) Clayton Anti-Trust Act (1914) Federal Trade Act (1914) Required that companies accurately label the contained in processed food items. Direct response to Sinclair's The Jungle; this law required that meat processing plants be to ensure the use of good meat and health-minded procedures. the Interstate Commerce Commission, allowing it to set maximum railroad rates. Created 12 district Federal Reserve Banks, each able to issue new currency and loan member banks funds at the prime interest rate, as established by the Federal Reserve Board. the Sherman Antitrust Act by outlawing the creation of a monopoly through any means, and stated that unions were not subject to antitrust legislation. Established the Federal Trade Commission, charged with investigating unfair business practices including monopolistic activity and product labeling. Election of 1912 LEAP The Progressive Party (A.K.A. the Party) developed out of the in the Republican Party. Teddy Roosevelt would run for President in 1912 as the Bull Moose candidate. The split in the Republican Party offered the Democrats the first real chance at winning the White House since Their candidate was. The split in the Republican Party/vote was somewhat responsible for Wilson s winning the presidency in Woodrow Wilson s reform platform differed from Roosevelt s because Wilson promised to preserve. The platform of the Party supported women s suffrage (voting). The candidates in the 1912 election were Democrat Woodrow Wilson, Republican William Howard Taft, and Third Party candidate Theodore Teddy Roosevelt (Progressive Party AKA Bull Moose Party). 59

60 Wilson s Policies as President LEAP 93/95 With Wilson s guidance, in 1914 Congress passed the to strengthen the Sherman Antitrust Act of The Clayton Antitrust Act was especially favored by the labor unions. To enforce the Clayton Act and set up fair trade laws, Wilson and the Congress in 1914, created the Federal Commission (FTC) this agency was given the power to order companies to stop unfair business practices. As a measure to prevent bank failures and to reorganize the federal banking system, Wilson helped create the. The Federal Reserve System divided the nation into 12 districts, each with a Federal Reserve Bank owned by its member banks. It also created a new national currency known as Federal Reserve notes. In 1916,: Woodrow Wilson narrowly won reelection. Women s Suffrage Movement LEAP is the right to vote. In the late 1800s and early 1900s, women did not have the right to vote, they could not run for office, nor could they serve on juries. If they were on trial, their juries would be all-men. In 1872, Susan B. Anthony was arrested and later convicted for insisting on voting in an election. This was an act of civil disobedience a non-violent refusal to obey a law in an effort to change it. Suffrage followed two paths to its goals: 1. Push for a constitutional. giving women the right to vote. 2. Get to let women vote. This approach was more successful, at first. By the time the National American Woman s Suffrage Association (NAWSA) was formed in 1890, women could buy and sell property. However, they were no closer to earning the. By 1906, both Susan B. Anthony and Elisabeth Cady Stanton had died without seeing their dream come true. Carrie Chapman Catt emerged as a new leader to the movement. While NAWSA's overall strategy moved relentlessly toward its goal, some activists grew impatient. joined the NAWSA in 1912 but found it to be insufficiently militant. Paul, who learned tactics while in England, and her friend Lucy Burns took over the NAWSA committee working on the passage of the federal amendment. They organized a parade to draw attention to the issue the day before the presidential inauguration. At the parade, the female participants experience, ridicule, harassment, etc. 60

61 Women s Suffrage Movement LEAP The CU in front of the White House, burning speeches by Wilson, demonstrating, etc. They were arrested and sent to prison, where they went on hunger strikes to protest horrible prison conditions. Some argued that those suffragists who were imprisoned were. An unintended consequence of the hunger strikes was that they brought to the fight for equal rights for women. When the U.S. became involved in, arguments for separate spheres for women and men were set aside as women stepped up to volunteer for medical work or ambulance duty, and by taking on jobs left by men who had gone off to war. Many Americans became more supportive of as a result of women s activities in World War I. Yet women still to get the 3/4 of states required to ratify the amendment. The battle for women s suffrage ended with the ratification of the. Women s suffrage officially became law on August 26, Despite being given the right to vote in 1920, women still had to deal with sexism. For example, it wasn t until the Civil Rights Act of 1957 that women earned the right to serve on. It wasn t until that could women serve on juries in all fifty states. Arguments By Women Against Women s Suffrage: Despite the fact that it would have benefited them, many women suffrage. 1. Women already men 2. Not strong enough 3. Women supposed to of men and home 4. Would ruin 5. Would make the country seem 61