UNITED STATES HISTORY UNIT 7. The Gilded Age

Transcription

1 UNITED STATES HISTORY UNIT 7 The Gilded Age Name: Date: 1

2 Impact on Industrial Revolution Description of Technology Technology Impact on Industrial Revolution Description of Resource Natural Resource INDUSTRIALIZATION IN THE GILDED AGE TASK Use the Content below to complete the organizer on p. 4 about changes to industry during the Golden Age. Iron Ore Coal Oil Lumber The largest iron deposits were discovered in the mid to late 1800 s in the midwest. Iron ore could be processed into steel, which could be used to build railroads, buildings, bridges, etc. Coal was first mined in the United States during the early 1700 s. It is used as a fossil fuel to produce heat and energy. With the discovery of a large oil well in Western Pennsylvania in the late 1850 s, an industry was born in the US. Drilling for oil also led to the petroleum refining industry. The eastern United States was covered in forests that could be used to harvest lumber. Deforestation impacted the US economy until the US expanded further west and more forest lands were acquired. Lumber could be used to fuel the steam engines. As the US expanded, the need for more infrastructure (railroads, buildings, bridges) grew as well. Additionally, steel could be used to build factories for manufacturing consumer goods. Coal replaced wood in fueling the steam engine and machinery; it was used in both transportation and manufacturing. During the Industrial Revolution, coal helped power the railways of America (needed to transport goods across a growing nation) and power machines in factories. Oil could be transformed into kerosene, which could be used for lighting lamps and later as gasoline for automobiles. Kerosene was the major source of lighting for most American homes until Additionally, as the use of the automobile grew in the early 1900 s, oil was a needed commodity. Lumber was used for engines that were used on trains, steamboats, any other new machinery that ran on steam. Lumber was also used to build homes and other buildings during the rapid expansion of the United States during the Gilded Age. Incandescent Light Bulb Electrical Power Distribution System Telephone The light bulb was perfected by Thomas Edison in The incandescent light bulb is an electric light with a wire filament heated to a temperature that causes it to glow with a visible light. The first electric power grid was developed in the United States in the 1880 s in New York City. Growing slowly in the following years, the electrical power grid led to the development of more electrically powered machines and consumer electronics, such as radios. Prior to the telephone, the telegraph was the only way to communicate over long distances. With the rapidly expanding United States, the need for an effective and cheaper communication device was necessary- the telephone was invented by Alexander Graham Bell in This meant that homes and businesses could have better lighting, and lighting that would last later into the evening. This eventually led to longer work hours and night shifts in factories where manufactured goods could be produced in large quantities. Electrical power provided energy for machines in industry and the community such as electric street cars, fans, and the printing press. Additionally, electrical power meant the development of new machinery in factories that was capable of producing more goods, for cheaper. New and efficient form of communication that impacted businesses and office work. The telephone also created jobs for women as secretaries. 2

3 Impact on Industrial Revolution Description of Transportation Transpor -tation Transcontinental Railroad Canal System Automobile The transcontinental railroad was a series of railroad tracks. The tracks allowed California, Texas, and Washington state to be connected with the factories and large cities on the east coast. As the US grew in size and population, the Transcontinental Railroad provided quick transportation from the east to the west coast, a journey that used to take many months now took one week. Before the transcontinental railroad was fully built out across the United States, the quickest mode of transport was through steamships travelling the rivers of the United States. Canals helped connect lakes and rivers to larger bodies of water and allowed for more transport of goods across longer distances at a faster rate. The Erie Canal was one of the earliest major canal projects. Henry Ford and the Ford Motor Company are largely credited with inventing the automobile in In order to meet overwhelming demand for the revolutionary vehicle, Ford introduced revolutionary new mass-production methods, including large production plants, the use of standardized, interchangeable parts and, in 1913, the world s first moving assembly line for cars. This allowed for expansion of farmland available due to the railroad being able to get goods to market in a reasonable time. It also lead to the creation of time zones so travel time would be uniform (adopted by Congress in 1918). It influenced business and industry because of the need for natural resources including iron, coal, steel, lumber, and glass. The canal system ensured that Americans far and wide could receive supplies, ship good and natural resources and trade. The canal, river, and lake systems were the first major highways of the United States allowing the industrial revolution to get off the ground before the full expansion of the railroads. The automobile and Henry Ford introduced the revolutionary mass-production method of assembly lines - which allowed for faster production of more goods. Additionally, the car meant faster and more efficient transportation, and the automobile spun off many other industries including oil and gas, etc. Transportation Technology Natural Reources Industrialization in the Gilded Age 3

4 CAUSES AND EFFECTS OF GILDED AGE INDUSTRIALIZATION STEP ONE In your groups, you will race to determine whether Gilded Age Industrialization helped or harmed the people of the United States. Use the documents provided to evaluate and explain selected characteristics of Gilded Age industrialization in each chart that follows. Your evaluations should be made from the perspective of your assigned role. Document Z Monopolies and Corruption: Puck Bosses of the Senate (1890) Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? 4

5 Document A1 Inventions and Innovation: American Inventions Inventor Invention Year James Watt Steam Engine 1769 Eli Whitney Cotton Gin 1793 Samuel Slater Cotton Spinning Mill 1793 Robert Fulton Steamboat 1807 Samuel Morse Telegraph 1836 Charles Goodyear Vulcanized Rubber 1839 Elisha Otis Elevator 1861 Alfred Nobel Dynamite 1861 Christopher Sholes Typewriter 1868 Alexander Graham Bell Telephone 1876 Thomas Edison Incandescent Light Bulb 1879 Nicholas Tesla Induction Motor 1888 Wright Brothers Airplane 1903 Henry Ford Model T Automobile 1908 Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? 5

6 Document A2 Inventions and Innovations - Utility Patent Applications (Inventions) graph Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? Document B1 Immigration: Immigration during the Gilded Age 6

7 Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? Document B2 Urbanization: Graph of Population Shifts 1860 vs 1914 Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? 7

8 Document C Factory working conditions: Life in the Shop - Story of an Immigrant Garment Worker Clara Lemlich ignited the 1909 walkout of shirtwaist makers with her call for a general strike. This piece was first published in the New York Evening Journal, November 28, First let me tell you something about the way we work and what we are paid. There are two kinds of work regular, that is salary work, and piecework. The regular work pays about $6 a week and the girls have to be at their machines at 7 o'clock in the morning and they stay at them until 8 o'clock at night, with just one-half hour for lunch in that time. The shops. Well, there is just one row of machines that the daylight ever gets to that is the front row, nearest the window. The girls at all the other rows of machines back in the shops have to work by gaslight, by day as well as by night. Oh, yes, the shops keep the work going at night, too. The bosses in the shops are hardly what you would call educated men, and the girls to them are part of the machines they are running. They yell at the girls and they "call them down" even worse than I imagine the Negro slaves were in the South. There are no dressing rooms for the girls in the shops. They have to hang up their hats and coats such as they are on hooks along the walls. Sometimes a girl has a new hat. It never is much to look at because it never costs more than 50 cents, that means that we have gone for weeks on two-cent lunches dry cake and nothing else. The shops are unsanitary that's the word that is generally used, but there ought to be a worse one used. Whenever we tear or damage any of the goods we sew on, or whenever it is found damaged after we are through with it, whether we have done it or not, we are charged for the piece and sometimes for a whole yard of the material. At the beginning of every slow season, $2 is deducted from our salaries. We have never been able to find out what this is for. Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? Document D2 Railroad Track Mileage Growth by Decade 8

9 Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? Document D2 Transcontinental Railroad Map of Union Pacific Railway 9

10 Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? Document E Westward Expansion & Homestead Act (1862): Land sale Poster from

11 Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? Document F Rise of the Factory System: Solvay Processes Works Company - Chemical factory - Syracuse, NY Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? 11

12 Document F2 Assembly Line Ford Model T Assembly Line (1910) Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? 12

13 Document G Labor Unions vs Monopolies: The Tournament of Today - A set to between labor and monopoly This 1883 cartoon from the satirical magazine Puck imagines a medieval-style joust between working people and the industrialists and railroad owners who largely controlled the U.S. economy in the late nineteenth century. The spectators in the section of the audience marked "Reserved for Capitalists" include railroad company owners Jay Gould and William Henry Vanderbilt. The knight is riding a train labelled Monopoly, his shield reads constitution and legislature, his lance reads subsidized press, and the feathers on his hat say arrogance. The worker is riding an emaciated horse (or donkey) whose ribs are visible and is labelled poverty. His hat says labor and his tool reads strike on the grey portion. Finally, on the right behind the labor section, are telegraph lines flying flags that say Wall St and NYC RR. Characteristic of Gilded Age industrialization relevant to your role What in this document illustrates that characteristic? Evaluate: Positive or Negative Explain: HOW does this prove that Gilded Age industrialization positively/ negatively affected Americans? 13

14 Short-term Long-term Negative Positive STEP TWO After time has been called, please proceed to the corner of the room designated for your assigned role. There, you will discuss whether the impact of Gilded Age industrialization on the American people was positive or negative from your assigned perspective to complete the statement below, which will be shared with the rest of the class: As, we believe that the impact of Gilded Age industrialization was, because STEP THREE Record the assessments shared by your classmates in the chart below: Laborer Capitalist Northerner Southerner STEP FOUR Record the positive and negative impacts of Gilded Age industrialization below: Positive Negative 14

15 STEP FIVE Now is the time for you to decide whether you feel that Gilded Age industrialization had a positive or negative impact on the United States! Complete the statement below from your own perspective: I believe that the impact of Gilded Age industrialization was, because Directions: Attached are six documents (Documents A - F) detailing either a cause or effect of industrialization in the United States from Each group has been assigned to review ONE document. 1. Review your document carefully. Annotate it for: observations, inferences (based on observations), and whether or not it is a social, political, or economic cause or effect. See the example below - document Z. 2. When you are done, fill out your row on the table, and be prepared to share your findings. 3. Share with your group your two most important observations, your two most important inferences, and WHY you decided it was an example of a social, political, or economic cause or effect in three minutes. Make sure everyone in the group understands their document(s), fills out the table, and jots down their most important annotations. Document Cause or Effect Social, Political, or Economic Z: Monopolies and Corruption Political and Economic effect A1 & A2: Inventions and Innovations B1 & B2: Immigration and Population shifts C: Factory Working Conditions D1 & D2: Transcontinental Railroad & Graph E: Westward Expansion F1 & F2: Rise of factories & assembly line G: Labor Unions vs Monopolies Cause Effect Cause Effect Cause Effect Cause Effect Cause Effect Cause Effect Cause Effect 15

16 THE LABOR MOVEMENT 1. Based on the images in the cartoon above, whom do you think would win the tournament created by the illustrator - the monopolies or labor? Why? 2. What do you think the illustrator is trying to say about the real-life battle between monopolies and laborers? 16

17 Ludlow Massacre 1914 Pullman Strike 1894 Homestead Strike 1892 Haymarket Riot 1886 TASK Create a periodical that shares the successes of labor movements of the Gilded Age. Industry People Involved What happened: Cause, Effect, Impact 17

18 REFLECT 1. What similarities or patterns do you notice among the causes of these events? 2. What similarities or patterns do you notice among the effects and impacts of these events? CAUSES EFFECTS CRITICAL THINKING What effect did the media have on the public s impression of the labor movement? Explain. 18

19 MONOPOLIZATION IN THE GILDED AGE During the Gilded Age (1870 s ), the American Economy shifted its focus from an agricultural based economy to one that was steeped in industrialization. As a result of the boom of the American economy, a newly created middle class enjoyed wealth & prosperity. Beyond their reach was an elite group of wealthy businessmen that controlled much of the economic interests of the United States. Nearly all of them started out as entrepreneurs, and amassed large fortunes that would later become wealthy family trusts. These men, such as John D Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and Jay Gould, would not only be defined by their wealth, but would forever be known as captains of industry and robber barons in studies of American history. 1. Mr. Rockefeller is sometimes described by historians as a robber baron. Does that sound like a positive or negative characterization to you? Why? 2. Mr. Carnegie is sometimes described by historians as a captain of industry. Does that sound like a positive or negative characterization to you? Why? 3. If you were a businessman or businesswoman or simply a business leader, would you rather be described as a robber baron or a captain of industry? Why? Using the stations around the room, complete the following trading cards for each of the following candidates. Once finished, your candidates will go head to head! Front Name: Charity: Industry: Back Sources for Robber Baron: Workers: How he acquired wealth: Sources for Captain of Industry: Front Back 19

20 Name: Sources for Robber Baron: Sources for Captain of Industry: Front Name: Back Sources for Robber Baron: Sources for Captain of Industry: Front Back 20

21 Name: Sources for Robber Baron: Sources for Captain of Industry: REFLECT What is the difference between a robber baron and a captain of industry? Explain why the wealthy industrialists of the gilded age are sometimes referred to as robber barons, and other times referred to as captains of industry. o Use one industrialist as an example o Provide evidence from at least two sources to support your claims 21

22 THE TRIANGLE SHIRTWAIST FACTORY FIRE Brain Dump 1. What were some of the issues laborers faced during the Gilded Age? 2. How did laborers try to fight for workers rights during the Gilded Age? 3. How did most Robber Barons and Captains of Industry treat the workers who allowed them to accumulate massive amounts of wealth? 4. How did industrialization and urbanization contribute to the struggles of laborers who worked in manufacturing during the Gilded Age? Document Analysis Part 1: Read the document below. In this reading, a garment worker describes the working conditions that she encountered in a garment factory in New York City. Her story is informative about the nature of her work as well as describing the problems she faced on the job. As you read, make a list of the information she provides and her complaints. Once you have completed the list, answer the analysis questions on the next page. "Life in the Shop": The Story of an Immigrant Garment Worker - by Clara Lemlich This piece was first published in the New York Evening Journal, November 28, First let me tell you something about the way we work and what we are paid. There are two kinds of work regular, that is salary work, and piecework. The regular work pays about $6 a week and the girls have to be at their machines at 7 o'clock in the morning and they stay at them until 8 o'clock at night, with just one-half hour for lunch in that time. The shops. Well, there is just one row of machines that the daylight ever gets to that is the front row, nearest the window. The girls at all the other rows of machines back in the shops have to work by gaslight, by day as well as by night. Oh, yes, the shops keep the work going at night, too. The bosses in the shops are hardly what you would call educated men, and the girls to them are part of the machines they are running. They yell at the girls and they berate them... There are no dressing rooms for the girls in the shops. They have to hang up their hats and coats such as they are on hooks along the walls. Sometimes a girl has a new hat. It never is much to look at because it never costs more than 50 cents, that means that we have gone for weeks on two-cent lunches dry cake and nothing else. The shops are unsanitary that's the word that is generally used, but there ought to be a worse one used. Whenever we tear or damage any of the goods we sew on, or whenever it is found damaged after we are through with it, whether we have done it or not, we are charged for the piece and sometimes for a whole yard of the material. At the beginning of every slow season, $2 is deducted from our salaries. We have never been able to find out what this is for. 22

23 Information about working conditions Complaints about working conditions 1. Sourcing: Is this document a primary source or secondary source about labor and working conditions in the Gilded Age? 2. Sourcing: Whose point of view is presented in this source? 3. Contextualization: Why do you think this garment worker chose to write and send this piece to the New York Evening Journal? a. Analysis: How might this have shaped the information provided in this piece? 4. Contextualization: What do you think the author was hoping readers would walk away from this article in the newspaper thinking about in 1909? 5. Corroboration: If you wanted to confirm the description of the working conditions that the author describes, what other kinds of documents could you research? a. Whose perspective on working conditions is not mentioned in this article? 6. Analysis: What are some of the dangerous or potentially hazardous conditions in the workspace that the author mentions? What are some accidents that you think could happen as a result of these conditions? 7. Analysis: Overall, what are two conclusions you can make about working conditions in Gilded Age garment factories in New York City from this source? 23

24 TASK Watch this video clip on the Triangle Shirtwaist Factory Fire. Answer the questions below. 1. Where was the Triangle Shirtwaist Factory? 2. When did the Triangle Shirtwaist Factory Fire occur? 3. Did the working conditions inside the Triangle Shirtwaist Factory sound similar or different to Clara Lemlich s description of her job at a garment factory (document analysis part 1)? 4. How did industrialization and urbanization contribute to the Triangle Shirtwaist Factory Fire? 5. What were the effects of the Triangle Shirtwaist Factory Fire? Document Analysis - Part 2: Read the document below and answer the questions that follow. THE FIRE HAZARD IN FACTORY BUILDINGS by New York (State) Factory Investigating Commission, Preliminary Report, 1912 It has long been known that there are many more fires in the cities of the United States than in the cities of the same size in Europe. There the fires are not only less frequent, but are also far less destructive. In this country fires occur almost hourly in which large amounts of property are destroyed and lives are lost. Testimony presented to the Commission shows that in the city of New York alone, there is an average loss of one life a day, by fire. Our public machinery for extinguishing fires, especially in the larger cities, is remarkably efficient, yet this loss of life and property continues to grow. We have led the world in seeking out the causes of pestilence and removing them. We are in the very vanguard of the battle against tuberculosis, typhoid and yellow fever, and still we stand apart and let the older nations lead the fight against an enemy much more easily conquered - fire and safety of our people; especially in the factories of our city. Five kinds of buildings are used for factory purposes in the City of New York. 1. The converted tenement or dwelling. 2. The non-fireproof loft building. 3. The fireproof loft building less than 150 feet in height. 4. The fireproof loft building over 150 feet in height. 5. The factory building proper, constructed for factory purposes and occupied by one establishment, which may be fireproof or non-fireproof. Three of the above types are especially dangerous when used as factory buildings. These are (1st) the converted dwelling or tenement house which was never intended to be used for business purposes above the ground floor; (2nd) the non-fireproof loft building usually six or seven stories high; and (3rd) the fireproof loft building less than 150 feet in height. 24

25 Owing to the increase in land values and change in the residence localities, a number of buildings formerly used for living purposes have been made over into factories. The buildings are from four to six stories in height, usually 25 feet wide by about 60 to 85 feet deep. The exterior walls are brick or stone, the floors, interior trim, stairways, beams and doors are of wood. The stairways are usually from two to three feet in width, the doors often open inward; there are no automatic sprinkler systems, no fire prevention or extinguishing appliances except fire pails, which are not always preserved for fire purposes; the workrooms are divided by wooden partitions and crowded with employees, while the machines are placed as close together as space will permit, without regard to means of exit. There are exterior fire-escapes with balconies on each floor, connected by vertical ladders (those of late construction by inclined stairways), which usually lead to a yard in the rear of the premises, or to some blind alley from which there is no means of escape. There is ordinarily a ladder from the lowest balcony to the ground, but it is generally not in place, or very difficult to use in case of fire because of its weight. There is usually but one door leading from the street. In many of these buildings the occupants manufacture garments and other inflammable articles. The floors are littered with a quantity of cuttings, waste material and rubbish, and are often soaked with oil or grease. No regular effort is made to clear the floors. No fireproof receptacles are provided for the accumulated waste, which in some cases is not removed from the floors for many days. Many of the workmen, foremen and employers smoke during business hours and at meal times. Lighted gas jets are unprotected by globes or wire netting, and are placed near to the inflammable material. Very often quantities of made-up garments and inflammable raw material are stored in those lofts. Fire drills are not held, save in rare instances, exits are unmarked and the location of the stairways and exterior fire-escapes is often unknown. Access to the stairway and outside fire-escapes is obstructed by machinery, wooden partitions and piled-up merchandise, while in some cases the fireescape balcony is at such a distance from the floor as to make it almost impossible for women employees to reach it without assistance. Wired glass is not used in the windows facing the balconies of the fire-escapes except in fireproof buildings over 150 feet high. In some cases the window leading to fire-escapes are not large enough to permit the passage of grown persons readily. Automatic or manual fire-alarms are hardly ever provided, except in the larger fireproof buildings. 1. Do you think the factory fire might have led to this report being written? Why or why not? 2. Corroboration: Does this report corroborate some of the details about working conditions in factories that Clara Lemlich mentioned in her article? If so, what are some details that are corroborated? 3. Close Reading: According to this document, why are garment factories, such as the Triangle Shirtwaist Factory, especially vulnerable to fires? 4. Analysis: If you were a government official reading this report in 1912, what are some recommendations you would make to prevent factory fires in the future? 5. Analysis: Based on this report, what has been the impact of industrialization and urbanization on working conditions? 25

26 CAUSES AND EFFECTS OF GILDED AGE IMMIGRATION Claim #1: Most immigrants to America during the Gilded Age came from Western Europe. Evidence Source Connect evidence to the claim Claim #2: Industrialization in America was one of the pull factors for immigration to the United States among European immigrants. Evidence Source Connect evidence to the claim Claim #3: Immigration and industrialization led to urbanization in America during the Gilded Age. Evidence Source Connect evidence to the claim Claim #4: During the Gilded Age, urbanization led to cities struggling with basic infrastructure. Evidence Source Connect evidence to the claim 26

27 GILDED AGE IMMIGRATION Between 1885 and 1920, approximately 21,000,000 immigrants arrived in America. Roughly 75 percent of them entered through New York Bay and were processed at Ellis Island after the immigration station opened in When Ellis Island opened in 1892, a great change was taking place in patterns of immigration to the United States. Fewer arrivals after 1890 were coming from northern and western Europe, Germany, Ireland, Britain and the Scandinavian countries. Instead, more and more immigrants poured in from southern and eastern Europe. For example, among this new generation of immigrants were Jews escaping from political and economic oppression in Russia and eastern Europe (some 484,000 arrived in 1910 alone) and Italians escaping poverty in their country. Additionally, immigrants were pouring in from non European nations such as Syria, Turkey, and Armenia. The arrival of immigrants from new parts of the world brought fears of new diseases and new germs being introduced to the United States. As a result, immigrants who arrived at Ellis Island were first met by medical officers from the US Public Health Service (USPHS), who examined them for evidence of loathsome or dangerous contagious diseases, which could be grounds for sending immigrants home. When Ellis Island opened its doors in 1892, there were six physicians. By 1916, there were 25 physicians and four inspection lines running simultaneously. During the early years of the 20th century, trachoma, an infectious eye disease that could lead to blindness if left untreated, became one of the leading reasons for excluding immigrants on medical grounds. To check for trachoma USPHS officers would flip back immigrants eyelids using their fingers or a buttonhook, an implement originally intended for fastening the small buttons common on shoes and clothing at the time. What happened to the pattern of immigration to the United States after 1890? Why did this lead to the need for medical inspection of immigrants? The Buttonhook (2014) by Mary Jo Salter 27

28 President Roosevelt, touring Ellis Island in 1906, watched the people from steerage line up for their six-second physical. Might not, he wondered aloud, the ungloved handling of aliens who were ill infect the healthy? Yet for years more it was done. I imagine my grandmother, a girl in that Great Hall s polyglot, reverberating vault more terrible than church, dazed by the stars and stripes in the vast banner up in front where the blessed ones had passed through. Then she did too, to a room like a little chapel, where her mother might take Communion. A man in a blue cap and a blue uniform a doctor? a policeman? (Papa would have known, but he had sailed all alone before them and was waiting now in New York; yet wasn t this New York?) a man in a blue cap reached for her mother. Without a word (didn t he speak Italian?) he stuck one finger into her mother s eye, then turned its lid up with a buttonhook, the long, curved thing for doing up your boots when buttons were too many or too small. You couldn t be American if you were blind or going to be blind. That much she understood. She d go to school, she d learn to read and write and teach her parents. The eye man reached to touch her own face next; she figured she was ready. She felt big, like that woman in the sea holding up not a buttonhook but a torch. Analysis Questions: 1. When was this poem written? Is this a primary or secondary source? 2. Who is the narrator of the poem? Why might the perspective of the narrator be important to notice? 3. How long was the physical exam for immigrants arriving at Ellis Island? What does this tell you about the health inspection and how effective it might have been? 4. Did the narrator know what kind of person was conducting her health inspection? What does this tell you about the inspection process for incoming immigrants? 5. You couldn t be American if you were blind or going to be blind. That much she understood. What does this tell you about the medical examination from the perspective of arriving immigrants? 6. How does the narrator feel when the inspector uses a buttonhook to check her eyes? 7. If you wanted to confirm that buttonhooks were used in the medical inspection of immigrants, what kinds of sources could you use? Ellis Island, N.Y. Line Inspection of Arriving Aliens (1923) - National Archives 28

29 Analysis Questions: 1. When was this image taken? Is this a primary or secondary source about immigration through Ellis Island? 2. What do you think this happening in this image? 3. How does this image support the poem s description of the medical exam immigrants received upon arriving at Ellis Island? 4. Does this image strengthen or weaken how reliable the poem is as a source of information about immigration through Ellis Island? 29

30 CHINESE EXCLUSION ACT Based on this document, why did many white Americans support the Chinese Exclusion Act? Document A: Play Document B: Nast Cartoon Document C: Workingmen speech Document D: Lee Chew s Autobiography 30

31 NATIVES AMERICAN LIFE IN THE GILDED AGE Textbook Battle of Little Bighorn For years the Lakota Sioux conducted raids against white settlers who had moved into Sioux lands. In response, the U.S. government ordered all Lakota Sioux to return to their reservation by January 31, They refused. The situation was turned over to the military. About 2,000 Sioux, Cheyenne, and Arapaho gathered near the Little Bighorn River. The leader of the Sioux, Sitting Bull, conducted a ceremonial sun dance. He reportedly had a vision of a great victory over soldiers. The brash leader of the U.S. Army troops, Lieutenant Colonel George Armstrong Custer, predicted victory as well. On June 25, 1876, Custer led his troops into a headlong attack against superior numbers. Custer and his troops were quickly encircled and slaughtered. The Battle of Little Bighorn was a tremendous victory for the Sioux but a temporary one. Now the U.S. government was even more determined to put down the Indian threat to settlers. Source: American Anthem, Holt, Rinehart, & Winston, 2006, p According to the textbook, what caused conflict between the Lakota Sioux and the U.S. government? 2. Who started the Battle of Little Bighorn? 3. Why did Custer lose? Document A Cameron Report To the PRESIDENT: Washington, July 8, 1876 There have been certain wild and hostile bands of Sioux Indians in Dakota and Montana. I refer to Sitting Bull's band and other bands of the Sioux Nation. These Indians continue to rove at pleasure, attacking scattered settlements, stealing horses and cattle, and murdering peaceful settlers and travelers. The present military operations are not against the Sioux Nation at all, but against certain hostile parts of it that defy the Government. No part of these operations are on or near the Sioux reservation. The accidental discovery of gold on the western border of the Sioux reservation, and the settlement of our people there, have not caused this war. The young Indian warriors love war, and frequently leave the reservation to go on the hunt, or warpath. The object of these military operations was in the interest of the peaceful people of the Sioux Nation, and not one of these peaceful Indians have been bothered by the military authorities. Very respectfully, J. D. CAMERON, Secretary of War Source: The President of the United States asked the Secretary of War, J.D. Cameron, for a report of the military actions leading up to the Battle of Little Bighorn. Document B Kate Bighead Interview 31

32 Little Big Horn was not the first meeting between the Cheyennes and Long Hair [General Custer]. Early in the winter of 1868 Long Hair and the Seventh Cavalry attacked our camp on the Washita River killing Chief Black Kettle and his band, burning their tipis and destroying all their food and belongings. In the spring Long Hair promised peace and moved the Cheyenne to a reservation. When gold was discovered white people came and the Indians were moved again. My brothers and I left for the open plains where our band of Cheyenne was again attacked by white soldiers in the winter of We were forced to seek help from a tribe of Sioux. We joined Sitting Bull and the Sioux and decided to travel and hunt together as one strong group. As conditions on the reservations became worse more and more Indians moved west joining our group. Six tribes lived peacefully for several months, hunting buffalo, curing the meat for the winter months, and tanning buffalo hides. In the early summer, 1876 we set up camp near Little Big Horn River. Soldiers were spotted by some hunters to the south of the camp... Source: Kate Bighead, a Cheyenne Indian, told this story to Dr. Thomas Marquis in Dr. Marquis was a doctor and historian of the Battle of Little Bighorn in the 1920s. He interviewed and photographed Cheyenne Indians. Battle of Little Bighorn Battle of Little Bighorn Cameron Report 1. Sourcing: Who wrote this report? What was his purpose? When was it written? 2. Contextualization: According to this document, what was the cause of conflict between Indians of the Sioux nation and the U.S. Government? 3. Contextualization: Why would Cameron write: The accidental discovery of gold on the western border of the Sioux reservation, and the settlement of our people there, have not caused this war? 4. Close Reading: How does Cameron describe the Sioux Indians who he believes are attacking white settlements? 5. Corroboration: What are the similarities and differences between this report and the textbook? Kate Bighead Interview 1. Sourcing: What type of document is this? When was it written? Why was it written? 2. Contextualization: According to Kate Bighead, what caused the conflict between the U.S. government and Native American tribes? 32

33 3. Corroboration: What are two differences between Bighead s account and the Cameron report? 4. Corroboration: Which of the 2 documents the Cameron report or the Kate Bighead interview do you think is most trustworthy? Why? REFLECT Why and how did the Battle of Little Big Horn influence American policies toward Natives? Document A: Newspaper 1. (Sourcing) Who seems to be providing the information included in this article? How might the sources for the article influence the content of the article? 2. Based on this document, what was the purpose of the Carlisle School? Document B: Richard H. Pratt 1. (Sourcing) Who was Richard H. Pratt? 2. (Close Reading) What was Pratt s attitude toward Native Americans? Provide evidence from the document to support your claim. 3. (Close Reading) What do you think Pratt meant when he said, Kill the Indian in him, and save the man? Find two examples from the document showing how the Carlisle Indian Industrial School tried to accomplish this. 33

34 4. (Contextualization) How were Pratt s goals for the Carlisle School similar to previous federal policies of removing Native American tribes from their lands and waging war against them? How were they different? 5. Based on this document, what was the purpose of the Carlisle School? Document C: Ellis B. Childers 1. (Sourcing) Who was Ellis B. Childers? What kind of document is this? 2. (Close Reading) What was Childers s tone regarding the teachers at Carlisle? Provide evidence from the document to support your claim. 3. (Contextualization) This article was written in the official school newspaper. How might that have influenced what Childers wrote? 4. (Corroboration) How does the description of the Carlisle Indian Industrial School in this document compare with the description in Document B? Provide two or three similarities or differences. 5. Based on this document, what was the purpose of the Carlisle School? Document D: Luther Standing Bear 1. (Sourcing) Who was Luther Standing Bear? 34

35 2. (Close Reading) What were some of the changes the Carlisle teachers forced Luther Standing Bear and his fellow students to make? According to Luther Standing Bear, what happened as a result of these changes? 3. (Corroboration) How does Luther Standing Bear s description of the Carlisle School compare to Ellis Childers s description? 4. Based on this document, what was the purpose of the Carlisle School? Vilocence Americanization Displacement Native American Expereriences TASK Use the additional sources provided to create an image of Native American life during the Gilded Age. You may create a drawing, a poem, playing cards, and more! CORNELL NOTES 35

36 THE APACHE SETTLEMENT AT CAMP GRANT TASK You will explore different perspectives on 36

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38 Why is the settlement so controversial? How did people in the region respond to Apache settlement? 38

39 Bullet the following as you read: Beliefs and assumptions underlying this option: Arguments to support this option: Arguments against this option: Bullet the following as you read: Beliefs and assumptions underlying this option: Arguments to support this option: Arguments against this option: 39

40 Bullet the following as you read: Beliefs and assumptions underlying this option: Arguments to support this option: Arguments against this option: Bullet the following as you read: Beliefs and assumptions underlying this option: Arguments to support this option: Arguments against this option: 40

41 Bullet the following as you read: Beliefs and assumptions underlying this option: Arguments to support this option: Arguments against this option: TASK Select one of the five options and create a propaganda piece to convince other settlers to take your side! You can create a newspaper ad, a pamphlet, a poster, or any other creative platform to explain your position and provide your reasons for supporting it. In your propaganda piece, you will: Identify and explain your position on the Apache Settlement Provide three reasons why settlers should take that position Give an action item, or tell settlers what they can do to promote your position Create a graphic to represent your position PLAN 41

42 Take notes in the table below as each group presents their propaganda: Option # Reasons for supporting this position Actions that can be taken to advance this position Would you take this position? Why or why not? TASK Why was the Apache settlement so significant? 42

43 Small Businesses Industrial Workers Farmers Natives African Americans Immigrants UNDERSERVED IN THE GILDED AGE TASK In your groups, you will create a model neighborhood or settlement for a gallery walk that demonstrates the experiences of underserved populations in the Gilded Age. Begin by using the documents provided to complete your row in the chart below. Then, please follow the instructions inside of our document folders to create your model neighborhood/settlement. You will complete the chart below during the gallery walk in class tomorrow Political Experiences Economic Experiences Social Experiences Contributions 43

44 Differences Similarities Differences THESIS 44

45 IMMIGRATION TODAY 45

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48 Tone Subject Purpose Audienc e Occasion Speaker Tone Subject Purpose Audience Occasion Speaker POLITICS OF THE GILDED AGE TASK Annotate the readings below and answer the questions that follow: Document A: Mary Elizabeth Lease, 1890 The mightiest movement the world has known in two thousand years... is sending out the happiest message to oppressed humanity that the world has heard since John the Baptist came preaching in the wilderness that the world s Redeemer was coming to relieve the world s misery. To this sterile and remote region, infested by savage beasts and still more savage men, the women of the New England States, the women of the cultured East, came with husbands, sons and brothers to help them build up a home [in the West]....We endured hardships, and dangers; hours of loneliness, fear and sorrow... We toiled in the cabin and in the field; we helped our loved ones to make the prairie blossom... Yet, after all our years of toil and deprivation, dangers and hardships, our homes are being taken from us by an infamous [wicked] system of mortgage foreclosure. It takes from us at the rate of five hundred a month the homes that represent the best years of our life, our toil, our hopes, our happiness. How did it happen? The government, siding with Wall Street, broke its contracts with the people.... As Senator Plumb [of Kansas] tells us, Our debts were increased, while the means to pay them [cash] was decreased. No more millionaires, and no more paupers; no more gold kings, silver kings and oil kings, and no more little waifs of humanity starving for a crust of bread. We shall have the golden age of which Isaiah sang and the prophets have so long foretold; when the farmers shall be prosperous and happy, dwelling under their own vine and fig tree; when the laborer shall have that for which he toils....when we shall have not a government of the people by capitalists, but a government of the people, by the people. Source: Mary Elizabeth Lease became politically involved as a speaker for the rights of workers and farmers. She had a powerful voice and charismatic speaking style. In this speech, Lease gave a speech to the Women s Christian Temperance Union in 1890, a women s movement against alcohol. Populism and the Election of 1896 Document B: William Jennings Bryan, 1896 The merchant at the corner store is as much a businessman as the merchant of New York. The farmer who goes forth in the morning and toils all day...is as much a businessman as the man who [works on Wall Street]. We come to speak for this broader class of businessmen...it is for these that we speak. We are fighting in the defense of our homes and our families. We have petitioned, and our petitions have been scorned. We have entreated, and our entreaties have been disregarded. We have begged, and they have mocked us. We beg no longer; we entreat no more; we petition no more. We defy them! You come to us and tell us that the great cities are in favor of the gold standard. I tell you that the great cities rest upon these broad and fertile prairies. Burn down your cities and leave our farms, and your cities will spring up again as if by magic. But destroy our farms and the grass will grow in the streets of every city in this country. Having behind us the commercial interests and the laboring interests and all the toiling masses, we shall answer their demands for a gold standard by saying to them: you shall not press down upon the brow of labor this crown of thorns. You shall not crucify mankind upon a cross of gold. Source: The speech above was delivered by William Jennings Bryan at the Democratic National Convention in July It is considered one of the most famous speeches in American history. The passage is an excerpt. REFLECT SOAPSTone Analysis 48

49 1. Why were the speakers like Lease and Bryan popular in the 1890s? 2. What images and rhetorical devices did they use to excite their audiences? 3. How did their audiences feel when they listened to these speeches? 4. Do these themes resonate today? Which parts of these speeches could we expect to hear from today s politicians? Which parts seem outdated? Let s take a look at Gilded Age Legislation: Chinese Exclusion Act Interstate Commerce Act McKinley Tariff Dawes Act Gilded Age Policies and Laws Sherman Antitrust Act Jim Crow Laws Immigration Act of