Addendum to Ch. 15
Chapter ObjectiveTo analyze the economic, social, and political effects of immigration and to understand the immigrant experience.
SECTION 1 The New Immigrants
Identify immigrants’ countries of origin. Describe the journey immigrants endured and their experiences at United States immigration stations.
Examine the causes and effects of the nativists’ anti-immigrant sentiments.
p. 439 Geography Skillbuilder
Answers:
Italians: New York
Irish: Oho and Wisconsin
A. Answer
Mainly from eastern and southern Europe, Asia, and Mexico.
B. Answer
The desire to escape intolerable conditions such as land shortages, famine, and political or religious persecution; the prospect of jobs, cheap land, or higher wages.
C. Answer
Medical and government inspections and, on Angel Island, harsh inspections, and detention.
D. Answer
They helped one another, forming ethnic enclaves, social clubs, and aid societies.
E. Answer
The differences in their appearance and languages provoked racial and cultural prejudice and fear; they provided competition in the job market.
Section 1 Assessment
Terms & Names
Ellis Island, p. 440
Angel Island, p. 441
Culture shock, p. 442
Melting pot, p. 442
Chinese Exclusion Act, p. 443
Gentleman’s Agreement, p. 443
Possible Answers, Summarizing:
Leaving home countries: Poverty; religious persecution; shortage of agricultural land; lack of industrial jobs; spirit of reform.
Facing hardships in the US.: New unfamiliar culture; harsh interrogation and detention; prejudice and discrimination; problems of urban life; culture shock.
Nativists wanting to restrict immigration: Growing immigration; suspicion and fear of differences; religious intolerance; racial prejudice; economic depression.
Forming Opinions:
Possible Response: Many students may say that the Chinese faced the most prejudice, because of their different appearance and customs, and because of the fear that they would take jobs away from native-born workers.
Synthesizing
Possible Responses: Immigrants were brave and willing to work hard; there is cultural value in being exposed to many customs and ways of life; nativists themselves were descendents of immigrants.
SECTION 2 The Challenges of Urbanization
Describe the movement of immigrants to cities and the opportunities they found there.
Explain how cities dealt with housing, transportation, sanitation, and safety issues.
Describe some of the organizations and people who offered help to urban immigrants.
SECTION 3 Politics in the Gilded Age
Explain the role of political machines and political bosses.
Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.
Describe the measures taken by presidents Hayes, Garfield, and Arthur to reform the spoils system.
Explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.
Section 1: The New Immigrants
European Emigration—The Swedish Case http://www.americanwest.com/ swedemigr/ pages/ emigra.htm In-depth report on Swedish immigration to America in the late 19th century, with a link to the personal story of a mid-20th-century immigrant, as well as links to a variety of sites dealing with Sweden and with U.S. immigration The Angel Island Home Page http://www.angelisland.org/ Overview of immigrant conditions and processing on Angel Island in California Records of the Immigration and Naturalization Service: Ellis Island, 1900-1933 http://www.lexis-nexis.com/ academic/ guides/ immigration/ ins/ insa4.htm Informative introduction to a microfilm publication of Ellis Island records Electronic Ellis Island: A Virtual Heritage Museum. http://wwwald.bham.wednet.edu/ museum/ museum1.htm Immigration site produced by elementary school students, including a collection of personal stories written by students about their families' immigration to the United States
Section 2: The Challenges of Urbanization
A View of Jane Addams's Hull House as a Feminist Initiative http://darkwing.uoregon.edu/ ~jboland/ addams_h.html Notes dealing with Jane Addams and her views on reform, prepared by a college instructor for a course in U.S. political thought Henry Street Settlement http://www.henrystreet.org/ site/ PageServer?pagename=abt_history A brief time line of the establishment of the Henry Street Settlement House by suffragist Lillian Wald. The Great 1906 San Francisco Earthquake http://quake.usgs.gov/ info/ 1906/ index.html Comprehensive look at the 1906 earthquake, including photographs, eyewitness accounts, and seismographic data. On the Lower East Side http://www.tenant.net/ Community/ LES/ contents.html Compilation of articles from turn-of-the-century journals about life in New York City's Lower East Side
Section 3: Politics in the Gilded Age
Chester A. Arthur: the Gentleman Boss President http://www.americanpresident.org/ history/ chesterccrthur/ Biography of the 21st president, who emerged from the New York City political machine, but proved notably uncorruptible in his short time as president. Presidential Flip Cards http://gi.grolier.com/ presidents/ cards/ flipcard.html Portraits and career highlights of, plus fun facts about, Presidents Arthur, Cleveland, Garfield, Harrison, and Hayes, as well as the other chief executives. Benjamin Harrison: Twenty-Third President, 1889-1893 http://www.whitehouse.gov/ history/ presidents/ bh23.html Short biography of Harrison, with a link to a biography of his wife, Caroline Lavinia Scott Harrison. Part of a White House site that also contains biographies of Presidents Arthur, Cleveland, Garfield, and Hayes.
Tracing Themes: Diversity and the National Identity
American Diversity Patterns http://anthro.palomar.edu/ ethnicity/ ethnic_6.htm Article examining the 2000 census and the ethnic diversity of the United States. The Urbanization of America http://www.ecb.org/ tracks/ mod9.htm List of links covering the history of immigration to the United States during the late nineteenth century and the changes that industrialization and urbanization brought to the country.
Chapter 15: Immigrants and Urbanization Primary Sources
Primary sources allow us to read, view, and hear the ideas and images created by the people of past generations. Use the links below to view the primary sources for this chapter.
To view a PDF file, you must have the Adobe® Acrobat® Reader installed on your computer. You may download the Reader for free if you do not already have it installed.
AnonymousTwelve Hundred More, 1870s
U.S. Governmentfrom Chinese Exclusion Act of 1882
Jane AddamsThe Modern City and the Municipal Franchise for Women, 1906
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Friday, October 14, 2005
Thursday, October 13, 2005
Ch. 15 Immigrants and Urbanization, Section 1 The New Immigrants
Bridge to Chapter 15
Preview Ch. 15
Industrialization created new job opportunities, mostly in cities. To fill these jobs, migrants from rural part of the United States and immigrants—primarily from southern and eastern Europe—flocked to urban areas. This rapid urban growth created ongoing challenges for cities. You will learn about these significant developments in the next chapter.
Ch. 15 Overview
Immigrants and Urbanization
Starting With the Student
Why are the topics “immigrants” and “urbanization” linked together in the title? Then, discuss the following questions:
What does Horace Greeley’s statement mean?
What new problems might new immigrants face?
Section 1 The New Immigrants
Section 2 The Problems of Urbanization
Section 3 The Emergence of the Political Machine
Section 4 Politics in the Gilded Age
Previewing the Chapter
There are four sections in this chapter listed on p. 436.
As the chapter progresses, list the reasons why immigrants left their native lands.
What facts can be noted about immigrants from the timeline?
More About. . .
The Statue of Liberty
This was a gift from the people of France commemorating that country’s historical alliance with the United States during the American Revolution. The statute’s pedestal is inscribed with a poem by Emma Lazarus that ends with the words: “Give me your tired, your poor,/Your huddled masses yearning to breath free,/. . . I lift my land beside the golden door!’”
Living History
Tracing the Growth of a Town, p. 437
Alternative Assessment
The following list is a way of gathering information for a biography of a town or neighborhood:
Use the local newspaper, library, or museum to find books, maps, and other information.
Prepare questions and then interview older members of the community, perhaps tape-recording their comments.
Visits schools, places of worship, the Chamber of Commerce, and other sites of local interest.
Check your own family’s sources for photographs and memorabilia.
Project Planning Guide
Step 1 Students prepare a list of persons and places to visit.
Step 2 Students gather information from the persons and places they have listed in Step 1.
Step 3 Students organize the data they have collected.
Step 4 Students write a summary of the town’s past and predict the town or neighborhood’s future.
Section 1 The New Immigrants
Overview
To summarize the various parts of the world from which immigrants came to the “golden door.”
To describe the journey immigrants endured and how they passed through the immigration stations.
To explain the kinds of discrimination immigrants faced and the actions taken by nativists.
A – E, Geography Skillbuilder
Focus & Motivate
Starting With the Student
A video that is helpful for this section is: “From China to Chinatown” to learn about American attitudes toward Chinese immigrants.
Objective 1 Instruct
Through the “Golden Door”
Discussing Key Ideas
Immigrants come from Europe, Japan, China, the West Indies, and Mexico.
Some immigrate because of overpopulation, famine, or religious or political persecution.
History From Visuals
Where They Came From and Where They Settled, 1900
Reading the Map
The map, bar, graph, and pie chart present essentially the same information in different ways in order to make the material easier to understand. For example, the green is used on the pie chart to represent the Irish and that it is used again in the bar graphs to show Irish immigrants.
Extension
Use a world almanac to find the latest U.S. immigration figures. Then prepare a bar graph showing the percentage of immigrants from each continent.
Objective 2 Instruct
Life in the New Land
Starting With the Student
What is the most difficult journey that you have ever undertaken?
How does your most difficult journey compare with the kind of journey immigrants faced.
Have students tell what hardships endured by immigrants were similar to hardships they faced on their journey.
Discussing Key Ideas
Immigrants endure a frightening and uncomfortable journey in crowded, unsanitary quarters.
Immigrants on both coasts have to pass a physical exam, prove they are literate in a language, meet legal requirements, and have at least $25.00
The newcomers seek out people of their own native culture.
More About. . .
The Transatlantic Journey
Toward the end of the 1800s, the price for a steerage ticket across the Atlantic was only $15.00, considerably less than it had been at the start of the 1800s. Why the cheaper fare? Toward the end of the century, the United States was exporting to Europe bulky raw materials, such as cotton, timber, tobacco, and wheat. On the return trip, the shops carried less bulky luxury items, such as china, linens, and wines. That left plenty of room for passengers.
More About. . .
Ellis Island
The buildings on Ellis Island were restored in the 1980s, and the Ellis Island Immigration Museum opened in 1990. Compare Ellis Island in New York Harbor with Angel Island in San Francisco Bay by making a chart listing similarities and differences between the two places.
Ellis Island
&
Angel Bay
More About. . .
The Generation Gap
On of the problems faced was the generation gap that arose between themselves and their children. The parents seldom sounded like the teachers at school and did not look like the people whose pictures appeared in newspapers. The children, eager to move into the mainstream of American life, were often embarrassed by their parents. Furthermore, the children frequently stopped reciting their traditional prayers and speaking their parents’ native tongue. This greatly saddened the parents, who wondered if the price of coming to the Untied States was too high.
Objective 3 Instruct
Immigration Restrictions
Discussing Key Ideas
As increasing numbers of immigrants enter the country, anti-immigrant sentiment grows.
Asians are discriminated against more than whites, and from 1882 until 1943 most Chinese immigration is banned.
The Gentleman’s Agreement limits Japanese immigration.
On the World Stage
Russo-Japanese War
Critical Thinking
Analyzing Issues
Distinguish between mediating a foreign dispute and intervening in such a dispute. Suggest recent instances in which American presidents have mediated or intervened.
President Carter mediated the dispute between Israel and Egypt; President Clinton has intervened in Haiti and in Bosnia by sending in American soldiers.
Close
European immigrants, eager to find work and new opportunities, poured into the cities of the East and the Midwest. Anti-Asian sentiment led the United States to ban Chinese immigration for over 60 years and to limit Japanese immigration.
Preview Ch. 15
Industrialization created new job opportunities, mostly in cities. To fill these jobs, migrants from rural part of the United States and immigrants—primarily from southern and eastern Europe—flocked to urban areas. This rapid urban growth created ongoing challenges for cities. You will learn about these significant developments in the next chapter.
Ch. 15 Overview
Immigrants and Urbanization
Starting With the Student
Why are the topics “immigrants” and “urbanization” linked together in the title? Then, discuss the following questions:
What does Horace Greeley’s statement mean?
What new problems might new immigrants face?
Section 1 The New Immigrants
Section 2 The Problems of Urbanization
Section 3 The Emergence of the Political Machine
Section 4 Politics in the Gilded Age
Previewing the Chapter
There are four sections in this chapter listed on p. 436.
As the chapter progresses, list the reasons why immigrants left their native lands.
What facts can be noted about immigrants from the timeline?
More About. . .
The Statue of Liberty
This was a gift from the people of France commemorating that country’s historical alliance with the United States during the American Revolution. The statute’s pedestal is inscribed with a poem by Emma Lazarus that ends with the words: “Give me your tired, your poor,/Your huddled masses yearning to breath free,/. . . I lift my land beside the golden door!’”
Living History
Tracing the Growth of a Town, p. 437
Alternative Assessment
The following list is a way of gathering information for a biography of a town or neighborhood:
Use the local newspaper, library, or museum to find books, maps, and other information.
Prepare questions and then interview older members of the community, perhaps tape-recording their comments.
Visits schools, places of worship, the Chamber of Commerce, and other sites of local interest.
Check your own family’s sources for photographs and memorabilia.
Project Planning Guide
Step 1 Students prepare a list of persons and places to visit.
Step 2 Students gather information from the persons and places they have listed in Step 1.
Step 3 Students organize the data they have collected.
Step 4 Students write a summary of the town’s past and predict the town or neighborhood’s future.
Section 1 The New Immigrants
Overview
To summarize the various parts of the world from which immigrants came to the “golden door.”
To describe the journey immigrants endured and how they passed through the immigration stations.
To explain the kinds of discrimination immigrants faced and the actions taken by nativists.
A – E, Geography Skillbuilder
Focus & Motivate
Starting With the Student
A video that is helpful for this section is: “From China to Chinatown” to learn about American attitudes toward Chinese immigrants.
Objective 1 Instruct
Through the “Golden Door”
Discussing Key Ideas
Immigrants come from Europe, Japan, China, the West Indies, and Mexico.
Some immigrate because of overpopulation, famine, or religious or political persecution.
History From Visuals
Where They Came From and Where They Settled, 1900
Reading the Map
The map, bar, graph, and pie chart present essentially the same information in different ways in order to make the material easier to understand. For example, the green is used on the pie chart to represent the Irish and that it is used again in the bar graphs to show Irish immigrants.
Extension
Use a world almanac to find the latest U.S. immigration figures. Then prepare a bar graph showing the percentage of immigrants from each continent.
Objective 2 Instruct
Life in the New Land
Starting With the Student
What is the most difficult journey that you have ever undertaken?
How does your most difficult journey compare with the kind of journey immigrants faced.
Have students tell what hardships endured by immigrants were similar to hardships they faced on their journey.
Discussing Key Ideas
Immigrants endure a frightening and uncomfortable journey in crowded, unsanitary quarters.
Immigrants on both coasts have to pass a physical exam, prove they are literate in a language, meet legal requirements, and have at least $25.00
The newcomers seek out people of their own native culture.
More About. . .
The Transatlantic Journey
Toward the end of the 1800s, the price for a steerage ticket across the Atlantic was only $15.00, considerably less than it had been at the start of the 1800s. Why the cheaper fare? Toward the end of the century, the United States was exporting to Europe bulky raw materials, such as cotton, timber, tobacco, and wheat. On the return trip, the shops carried less bulky luxury items, such as china, linens, and wines. That left plenty of room for passengers.
More About. . .
Ellis Island
The buildings on Ellis Island were restored in the 1980s, and the Ellis Island Immigration Museum opened in 1990. Compare Ellis Island in New York Harbor with Angel Island in San Francisco Bay by making a chart listing similarities and differences between the two places.
Ellis Island
&
Angel Bay
More About. . .
The Generation Gap
On of the problems faced was the generation gap that arose between themselves and their children. The parents seldom sounded like the teachers at school and did not look like the people whose pictures appeared in newspapers. The children, eager to move into the mainstream of American life, were often embarrassed by their parents. Furthermore, the children frequently stopped reciting their traditional prayers and speaking their parents’ native tongue. This greatly saddened the parents, who wondered if the price of coming to the Untied States was too high.
Objective 3 Instruct
Immigration Restrictions
Discussing Key Ideas
As increasing numbers of immigrants enter the country, anti-immigrant sentiment grows.
Asians are discriminated against more than whites, and from 1882 until 1943 most Chinese immigration is banned.
The Gentleman’s Agreement limits Japanese immigration.
On the World Stage
Russo-Japanese War
Critical Thinking
Analyzing Issues
Distinguish between mediating a foreign dispute and intervening in such a dispute. Suggest recent instances in which American presidents have mediated or intervened.
President Carter mediated the dispute between Israel and Egypt; President Clinton has intervened in Haiti and in Bosnia by sending in American soldiers.
Close
European immigrants, eager to find work and new opportunities, poured into the cities of the East and the Midwest. Anti-Asian sentiment led the United States to ban Chinese immigration for over 60 years and to limit Japanese immigration.
3rd Period, US History, Extra Credit sites
Extra Credit Answers
http://www.thrasherswheat.org/fot/ohio.htm
“Ohio”
Robert Johnson
http://www.deltahaze.com/johnson/
http://www.thrasherswheat.org/fot/ohio.htm
“Ohio”
Robert Johnson
http://www.deltahaze.com/johnson/
Tuesday, October 11, 2005
World History, Ch. 20 The Industrial Revolution Begins, Sections 1-3
p. 509 Improved Farm Machinery?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Caption, p. 507
Section 1 Dawn of the Industrial Age
Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 508 enclosure
Caption, p. 509
Section 1 Review #1-5
Section 2 Britain Leads the Way
Vocabulary
Factory
Turnpike
Read intro, p. 510
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, p. 512 Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map, p. 514
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph, p. 515
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.
Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.
Section 3 Hardships of Early Industrial Life
Vocabulary, p. 516
Urbanization
Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
Close
List three or four ways that life today would be different for the person whose role you assumed.
Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519
Section 3 Review
#1, 3-5, Extra Credit 6-7.
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Caption, p. 507
Section 1 Dawn of the Industrial Age
Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 508 enclosure
Caption, p. 509
Section 1 Review #1-5
Section 2 Britain Leads the Way
Vocabulary
Factory
Turnpike
Read intro, p. 510
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, p. 512 Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map, p. 514
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph, p. 515
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.
Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.
Section 3 Hardships of Early Industrial Life
Vocabulary, p. 516
Urbanization
Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
Close
List three or four ways that life today would be different for the person whose role you assumed.
Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519
Section 3 Review
#1, 3-5, Extra Credit 6-7.
Monday, October 10, 2005
Ch. 14 Sec. 4 Workers of the Nation Unite
Ch. 14, Section 4, Workers of the Nation Unite
Overview
Objectives
To describe the exploitation of workers, including women and children.
To summarize the emergence and growth of unions.
To identify the various types of unions.
To explain the violent reactions of industry and government to union strikes.
To identify the influence of women in the labor movement.
To describe the role of the government in opposing union activities.
Critical Thinking
A – G, Skillbuilder p. 430
Focus & Motivate
Starting With the Student
How would you convince school officials to change a policy that you do not like?
Objective 1 Instruct
Workers are Exploited
Starting With the Student
What do you know about working conditions today?
A “Now-and-then Chart” can be completed as you read the section.
The Chart should contain the following elements:
Working Conditions
Days/Week, Now 5-5 ½, Then 6
Hours/day, Now 7-8, Then 12
Benefits, insurance, vacation, Then 0
Discussing Key Ideas
Laborers work long hours, often in unsafe conditions, with no benefits.
Many women and children work at tedious jobs that require little skill and pay low wages to help their families survive.
Objective 2 Instruct
Labor Unions Emerge
Discussing Key Ideas
Several local unions merge into national organizations.
Some unions exclude women and African Americans, leading African Americans to form unions of their own.
Unions use different tactics—some favoring strikes and others, arbitration.
Historical Spotlight
African Americans in the Labor Movement
Critical Thinking: Drawing Conclusions
Why might the CNLU have preferred to negotiate rather than go on strike?
Possible response: Because its membership was small, strikes might not have been effective.
Objective 3 Instruct
Union Movements Diverge
Starting With the Student
What attributes might you associate with influential leaders? What is the importance of leadership in the effectiveness of an organization?
Discussing Key Ideas
Craft unions bring together workers who do similar jobs in different industries.
Industrial unions include all workers in a specific industry.
Agricultural workers in the West and Southwest also organize into unions.
Now & Then
Underage and on the Job
Starting With the Student
Do any students work after school or on weekends? What benefits have you gained by working? What, if any, negative effects has working had on your academic performance and social life?
Discussing Key Ideas
Many modern teenagers hold part-time jobs while going to school
In the late 19th and early 20th centuries, many children worked out of necessity.
Public outcry against the horrendous effects of child labor led to a legal ban.
Increasing numbers of children sill work illegally.
More About. . .
Samuel Gompers
With the exception of 1895, Samuel Gompers (1850-1924) remained president of the AFL until his death. He became the first registered member of the Cigar Makers’ International Union at age 14, and continued to work in cigar shops for 20 years, even after he became active in union activities.
More About. . . .
The Union Label
The AFL was an early user of the union label, which was put on products to identify them as having been made in union shops. Union supporters were encouraged to look for the union label in products they bought.
History From Visuals
The Growth of Union Membership, 1878-1904
Reading the Graph
Trace the lines showing the development of each union. When were AFL membership and total union membership in the nation essentially the same?
About 1897.
Extension
Research AFL membership today for Extra Credit.
In 1993, membership was 13,200.
Also identify other influential unions, such as the Teamsters.
More About. . . .
The Sugar Beet and Farm Laborers’ Union of Oxnard
When the Sugar Beet and Farm Laborers’ Union of Oxnard applied to the AFL for a charter, Samuel Gompers informed the union secretary, a Mexican, that Chinese and Japanese workers must be excluded from membership. The farm laborers rejected Gompers’s conditions.
Objective 4 Instruct
Strikes Turn Violent
Starting With the Student
What are the circumstances that can breed violence?
Possible Answer: When groups with conflicting goals clash, especially when on group feels powerless or fears the other.
Discussing Key Ideas
Riots erupt as workers in various industries strike.
Management appeals to the government to stop striking railroad workers.
Many companies retaliate against striking workers.
More About. . . .
The Haymarket Affair
The three surviving men of the eight convicted of the Haymarket bombings were pardoned by the governor of Illinois, John Peter Altgeld. He justified the pardon because he believed that the accused had not received a fair trial. Altgeld was a staunch supporter of labor, and in 1894, he opposed President Grover Cleveland’s decision to send federal troops into Pullman to stop striking railroads workers.
Objective 5 Instruct
Women in the Labor Movement
Starting With the Student
Why do you think many unions did not include women in their ranks, despite their prominence in the work force?
Possible Answer: Traditional prejudices against women, belief that their place was in the home, and the fact that they generally didn’t work in skilled trades.
Discussing Key Ideas
Women play significant roles in unions that admit them.
Public exposure of dangerous and unhealthy working conditions for children leads to the passage of laws banning child labor.
After the tragic Triangle Shirtwaist Factory fire, New York state passes strict fire codes and other reforms.
Key Players
Eugene V. Debs
Critical Thinking
Synthesizing
For Extra Credit, write a paragraph describing the relationship between Debs’s labor activism and his belief in socialism.
“Mother” Jones
What might have driven Mary Harris to become the “mother” of union activism? Support your opinion in a paragraph.
Objective 6 Instruct
Government Pressure on Unions
Discussing Key Ideas
Employers fear the power of unions, and ask the government for help.
The courts use the Sherman Antitrust Act against labor.
The public withdraws support from unions, whose membership declines.
Difficult Decisions in History
Strike! Management or Labor?
Make a chart listing the problems workers faced and the solutions other than strikes they might have tried.
Close
Low wages and poor working conditions compelled workers to form unions and to press for changes. Some reforms were achieved, but when industrialist joined forces with the federal government, the effectiveness of unions began to decline.
Overview
Objectives
To describe the exploitation of workers, including women and children.
To summarize the emergence and growth of unions.
To identify the various types of unions.
To explain the violent reactions of industry and government to union strikes.
To identify the influence of women in the labor movement.
To describe the role of the government in opposing union activities.
Critical Thinking
A – G, Skillbuilder p. 430
Focus & Motivate
Starting With the Student
How would you convince school officials to change a policy that you do not like?
Objective 1 Instruct
Workers are Exploited
Starting With the Student
What do you know about working conditions today?
A “Now-and-then Chart” can be completed as you read the section.
The Chart should contain the following elements:
Working Conditions
Days/Week, Now 5-5 ½, Then 6
Hours/day, Now 7-8, Then 12
Benefits, insurance, vacation, Then 0
Discussing Key Ideas
Laborers work long hours, often in unsafe conditions, with no benefits.
Many women and children work at tedious jobs that require little skill and pay low wages to help their families survive.
Objective 2 Instruct
Labor Unions Emerge
Discussing Key Ideas
Several local unions merge into national organizations.
Some unions exclude women and African Americans, leading African Americans to form unions of their own.
Unions use different tactics—some favoring strikes and others, arbitration.
Historical Spotlight
African Americans in the Labor Movement
Critical Thinking: Drawing Conclusions
Why might the CNLU have preferred to negotiate rather than go on strike?
Possible response: Because its membership was small, strikes might not have been effective.
Objective 3 Instruct
Union Movements Diverge
Starting With the Student
What attributes might you associate with influential leaders? What is the importance of leadership in the effectiveness of an organization?
Discussing Key Ideas
Craft unions bring together workers who do similar jobs in different industries.
Industrial unions include all workers in a specific industry.
Agricultural workers in the West and Southwest also organize into unions.
Now & Then
Underage and on the Job
Starting With the Student
Do any students work after school or on weekends? What benefits have you gained by working? What, if any, negative effects has working had on your academic performance and social life?
Discussing Key Ideas
Many modern teenagers hold part-time jobs while going to school
In the late 19th and early 20th centuries, many children worked out of necessity.
Public outcry against the horrendous effects of child labor led to a legal ban.
Increasing numbers of children sill work illegally.
More About. . .
Samuel Gompers
With the exception of 1895, Samuel Gompers (1850-1924) remained president of the AFL until his death. He became the first registered member of the Cigar Makers’ International Union at age 14, and continued to work in cigar shops for 20 years, even after he became active in union activities.
More About. . . .
The Union Label
The AFL was an early user of the union label, which was put on products to identify them as having been made in union shops. Union supporters were encouraged to look for the union label in products they bought.
History From Visuals
The Growth of Union Membership, 1878-1904
Reading the Graph
Trace the lines showing the development of each union. When were AFL membership and total union membership in the nation essentially the same?
About 1897.
Extension
Research AFL membership today for Extra Credit.
In 1993, membership was 13,200.
Also identify other influential unions, such as the Teamsters.
More About. . . .
The Sugar Beet and Farm Laborers’ Union of Oxnard
When the Sugar Beet and Farm Laborers’ Union of Oxnard applied to the AFL for a charter, Samuel Gompers informed the union secretary, a Mexican, that Chinese and Japanese workers must be excluded from membership. The farm laborers rejected Gompers’s conditions.
Objective 4 Instruct
Strikes Turn Violent
Starting With the Student
What are the circumstances that can breed violence?
Possible Answer: When groups with conflicting goals clash, especially when on group feels powerless or fears the other.
Discussing Key Ideas
Riots erupt as workers in various industries strike.
Management appeals to the government to stop striking railroad workers.
Many companies retaliate against striking workers.
More About. . . .
The Haymarket Affair
The three surviving men of the eight convicted of the Haymarket bombings were pardoned by the governor of Illinois, John Peter Altgeld. He justified the pardon because he believed that the accused had not received a fair trial. Altgeld was a staunch supporter of labor, and in 1894, he opposed President Grover Cleveland’s decision to send federal troops into Pullman to stop striking railroads workers.
Objective 5 Instruct
Women in the Labor Movement
Starting With the Student
Why do you think many unions did not include women in their ranks, despite their prominence in the work force?
Possible Answer: Traditional prejudices against women, belief that their place was in the home, and the fact that they generally didn’t work in skilled trades.
Discussing Key Ideas
Women play significant roles in unions that admit them.
Public exposure of dangerous and unhealthy working conditions for children leads to the passage of laws banning child labor.
After the tragic Triangle Shirtwaist Factory fire, New York state passes strict fire codes and other reforms.
Key Players
Eugene V. Debs
Critical Thinking
Synthesizing
For Extra Credit, write a paragraph describing the relationship between Debs’s labor activism and his belief in socialism.
“Mother” Jones
What might have driven Mary Harris to become the “mother” of union activism? Support your opinion in a paragraph.
Objective 6 Instruct
Government Pressure on Unions
Discussing Key Ideas
Employers fear the power of unions, and ask the government for help.
The courts use the Sherman Antitrust Act against labor.
The public withdraws support from unions, whose membership declines.
Difficult Decisions in History
Strike! Management or Labor?
Make a chart listing the problems workers faced and the solutions other than strikes they might have tried.
Close
Low wages and poor working conditions compelled workers to form unions and to press for changes. Some reforms were achieved, but when industrialist joined forces with the federal government, the effectiveness of unions began to decline.
Thursday, October 06, 2005
World History, 7 October 2005, Class Assignment
World History
7 October 2005 Class Assignment
4th Period
Dr. G. Mick Smith
Ch. 20, The Industrial Revolution Begins (1750-1850)
Read pp. 506-510.
On loose leaf paper, answer Caption, p. 507; define the vocabulary word, p. 508; and, answer the caption, p. 509.
Then, answer #1, 4-5, p. 510.
Extra Credit:
Answer, p. 510, #6-7 as well.
7 October 2005 Class Assignment
4th Period
Dr. G. Mick Smith
Ch. 20, The Industrial Revolution Begins (1750-1850)
Read pp. 506-510.
On loose leaf paper, answer Caption, p. 507; define the vocabulary word, p. 508; and, answer the caption, p. 509.
Then, answer #1, 4-5, p. 510.
Extra Credit:
Answer, p. 510, #6-7 as well.
US History, 7 October 2005, Class Assignment
US History
7 October 2005 Class Assignment
1st & 3rd Periods
Dr. G. Mick Smith
Ch. 14, Section 3, Big Business Emerges
Read pp. 421-425.
Write the answers only to A-F, and the Skillbuilder, 421-425 of the textbook.
Then, answer #1-4, p. 425.
7 October 2005 Class Assignment
1st & 3rd Periods
Dr. G. Mick Smith
Ch. 14, Section 3, Big Business Emerges
Read pp. 421-425.
Write the answers only to A-F, and the Skillbuilder, 421-425 of the textbook.
Then, answer #1-4, p. 425.
Ch. 14, Sec. 3, Big Business Emerges
Ch. 14, Section 3, Big Business Emerges
SECTION 3 Big Business and Labor
Objectives
Identify management and business strategies that contributed to the success of business tycoons such as Andrew Carnegie.
Explain Social Darwinism and its effects on society.
Summarize the emergence and growth of unions.
Explain the violent reactions of industry and government to union strikes.
Focus & Motivate
Starting With the Student
Do you think a poor person could become a billionaire in today’s world? What qualities would such a person need?
Objective 1, Instruct
Carnegie’s Innovation
Discussing Key Ideas
Andrew Carnegie uses new management techniques to improve the quality and cut the cost of producing steel.
New business strategies enable Carnegie to control the steel industry.
More About. . .
Vertical Integration and Horizontal Consolidation
Students can understand better how Carnegie used vertical integration and horizontal consolidation.
Chart the steps of the steel making process and who owns them. Circle the steps that represent Carnegie’s vertical integration and put a box around the steps that represent horizontal consolidation:
Owned by Carnegie
Owned by X
Raw materials: coal/iron
Mines
Mines
Manufacturing the steel
Steel mills
Steel Mills
Transportation to/from mills
Railroads
Railroads
Objective 2, Instruct
Social Darwinism and Business
Discussing Key Ideas
Economists apply Darwin’s theory of natural selection to the marketplace.
This theory implies no government regulation of business and leads to the notion that people deserve their lot in life.
Stories of rags-to-riches success become popular.
Objective 3, Instruct
Fewer Control More
Starting With the Student
What are the advantages and disadvantages of free competition? The best competitor wins, and the handicap system, in which allowances are made to give all competitors an equal chance. Consider that in the business world, the first system is equivalent to laissez faire and the second to government regulation.
Discussing Key Ideas
Consolidation of companies eliminates competition and concentrates power in the hands of a few business tycoons.
Because of their ruthless business tactics, some industrialists are called “robber barons,” although many are also generous philanthropists.
To protect free competition the government passes the Sherman Antitrust Act, but it proves difficult to enforce.
Key Player
John D. Rockefeller
Critical Thinking: Comparing and Contrasting
Compare the attitudes of Rockefeller and of his father toward their children. Students may research the contributions to society made by Rockefeller’s five sons and his grandson, John D. Rockefeller, IV.
History From Visuals
Political Cartoon
Reading the Cartoon
What are the relative sizes of Rockefeller and the government buildings? What does this imply? What do the smokestacks coming out of the Capital building in the background signify?
Extension
Summarize the meaning of the cartoon in two or three sentences.
Point/Counterpoint
Robber Barons or Captains of Industry?
Starting With the Student
What do you know about business tycoons? What personal characteristics do they have? What kinds of business practices do they use? Do you look up to them or do you reject their values?
Discussing Key Ideas
Some people think business tycoons are robber barons because they exploit their workers and the public.
These people po8nt to the tycoon’s unscrupulous business practices.
Others see the tycoons as captains of industry because they revolutionize business.
They also give generously to social causes and provide a model for others to emulate.
Objective 4, Instruct
Business Boom Bypasses the South
Discussing Key Ideas
The post-Civil War South is mainly agricultural.
Northeners are unwilling to invest in Southern businesses but own major industries such as the railroads.
Southern entrepreneurs are handicapped by high transportation costs and tariffs.
Close
As businesses consolidated and industrialists became richer and richer, individual workers continued to work long hours in unhealthy conditions for low pay. They eventually followed the lead of merging companies and united in a nationwide labor movement to demand their rights.
SECTION 3 Big Business and Labor
Objectives
Identify management and business strategies that contributed to the success of business tycoons such as Andrew Carnegie.
Explain Social Darwinism and its effects on society.
Summarize the emergence and growth of unions.
Explain the violent reactions of industry and government to union strikes.
Focus & Motivate
Starting With the Student
Do you think a poor person could become a billionaire in today’s world? What qualities would such a person need?
Objective 1, Instruct
Carnegie’s Innovation
Discussing Key Ideas
Andrew Carnegie uses new management techniques to improve the quality and cut the cost of producing steel.
New business strategies enable Carnegie to control the steel industry.
More About. . .
Vertical Integration and Horizontal Consolidation
Students can understand better how Carnegie used vertical integration and horizontal consolidation.
Chart the steps of the steel making process and who owns them. Circle the steps that represent Carnegie’s vertical integration and put a box around the steps that represent horizontal consolidation:
Owned by Carnegie
Owned by X
Raw materials: coal/iron
Mines
Mines
Manufacturing the steel
Steel mills
Steel Mills
Transportation to/from mills
Railroads
Railroads
Objective 2, Instruct
Social Darwinism and Business
Discussing Key Ideas
Economists apply Darwin’s theory of natural selection to the marketplace.
This theory implies no government regulation of business and leads to the notion that people deserve their lot in life.
Stories of rags-to-riches success become popular.
Objective 3, Instruct
Fewer Control More
Starting With the Student
What are the advantages and disadvantages of free competition? The best competitor wins, and the handicap system, in which allowances are made to give all competitors an equal chance. Consider that in the business world, the first system is equivalent to laissez faire and the second to government regulation.
Discussing Key Ideas
Consolidation of companies eliminates competition and concentrates power in the hands of a few business tycoons.
Because of their ruthless business tactics, some industrialists are called “robber barons,” although many are also generous philanthropists.
To protect free competition the government passes the Sherman Antitrust Act, but it proves difficult to enforce.
Key Player
John D. Rockefeller
Critical Thinking: Comparing and Contrasting
Compare the attitudes of Rockefeller and of his father toward their children. Students may research the contributions to society made by Rockefeller’s five sons and his grandson, John D. Rockefeller, IV.
History From Visuals
Political Cartoon
Reading the Cartoon
What are the relative sizes of Rockefeller and the government buildings? What does this imply? What do the smokestacks coming out of the Capital building in the background signify?
Extension
Summarize the meaning of the cartoon in two or three sentences.
Point/Counterpoint
Robber Barons or Captains of Industry?
Starting With the Student
What do you know about business tycoons? What personal characteristics do they have? What kinds of business practices do they use? Do you look up to them or do you reject their values?
Discussing Key Ideas
Some people think business tycoons are robber barons because they exploit their workers and the public.
These people po8nt to the tycoon’s unscrupulous business practices.
Others see the tycoons as captains of industry because they revolutionize business.
They also give generously to social causes and provide a model for others to emulate.
Objective 4, Instruct
Business Boom Bypasses the South
Discussing Key Ideas
The post-Civil War South is mainly agricultural.
Northeners are unwilling to invest in Southern businesses but own major industries such as the railroads.
Southern entrepreneurs are handicapped by high transportation costs and tariffs.
Close
As businesses consolidated and industrialists became richer and richer, individual workers continued to work long hours in unhealthy conditions for low pay. They eventually followed the lead of merging companies and united in a nationwide labor movement to demand their rights.
Wednesday, October 05, 2005
Ch.14, Section 2, The Age of the Railroads
Chapter 14 : A New Industrial Age Chapter Links
The Internet offers a range of social studies resources, including Web sites of museums, government agencies, educational institutions, and the news media. Listed below are links to some outstanding social studies Web sites.
Section 1: The Expansion of Industry
Alexander Graham Bell's Path to the Telephone http://jefferson.village.virginia.edu/ albell/ homepage.html Detailed technical information and flowcharts, incorporating Bell's own sketches, that trace the development of the telephone. Includes links to related sites. More About Bell http://www.pbs.org/ wgbh/ amex/ telephone/ peopleevents/ mabell.html Data on Bell as a man, a humanitarian, and an inventor. Mark Twain at Large: His Travels Here and Abroad http://bancroft.berkeley.edu/ Exhibits/ MTP/ Exhibit of photos, book excerpts, and letters documenting the experiences of the author of the Adventures of Tom Sawyer, who also wrote extensively about his world travels. Alexander Graham Bell http://www.invent.org/ hall_of_fame/ 11.html Brief overview of Bell and his inventions. Part of the National Inventors Hall of Fame site. Mark Twain in Cyberspace http://www.salwen.com/ mtcyber.html Annotated collection of links to Mark Twain information, criticism, and texts on the World Wide Web Thomas Edison http://www2.lucidcafe.com/ lucidcafe/ library/ 96feb/ edison.html Brief overview of Edison's life and career, with links to additional Edison resources and to information about other inventors, including Henry Bessemer and Alexander Graham Bell
Section 2: The Age of the Railroads
George M. Pullman http://www.spartacus.schoolnet.co.uk/ USApullmanG.htm Short biography of the powerful railroad figure Golden Spike National Historic Site http://www.nps.gov/ gosp/ Story of the completion of the transcontinental railroad in 1869 and of subsequent memorializations of the event Union Pacific Corporation History and Photos http://www.uprr.com/ aboutup/ history/ Illustrated overview of Union Pacific's history, focusing on its contribution to the transcontinental railroad
Section 3: Big Business and Labor
Andrew Carnegie's Philanthropies http://www.carnegiefoundation.org/ aboutus/ philanthropies.htm Concise history of Carnegie's life and philanthropic efforts The Carnegie Story http://www.carnegie.org/ sub/ about/ biography.html Detailed information about Carnegie's life and about his estate in Scotland. Herbert Spencer's Social Darwinism http://www.victorianweb.org/ philosophy/ socdar.html Clear explanation of Social Darwinism and its importance to sociologists.
Geography Spotlight: Industry Changes the Environment
The Cuyahoga River http://www.lerc.nasa.gov/ Other_Groups/ K-12/ fenlewis/ History.html History of the Cuyahoga River, from its glacial formation to the present, created by members of a high school science club Cleveland Bicentennial Online: Historical Highlights http://ech.cwru.edu/ timeline.html Time line of Cleveland history from 1796 to the present. Includes links to historic photographs and articles on specific topics in Cleveland history. American Memory: Cleveland, Ohio http://lcweb2.loc.gov/ ammem/ mdbquery.html Search for historical photographs from the Library of Congress's American Memory project.
Ch. 14
SECTION 2 The Age of the Railroads
Identify the role of the railroads in unifying the country.
List positive and negative effects of railroads on the nation’s economy.
Summarize reasons for, and outcomes of, the demand for railroad reform.
Focus & Motivate
Starting With the Student
What name might you give to our present age?
Possible response:
“The Age of the Car”
“The Age of the Computer”
“The Information Age”
Consider the role that technology exerts on almost all aspects of American life.
Do you think that railroads may have played a similar role in American life in the late 19th century? Why or why not?
More About. . . .
Pullman, Illinois
George Pullman kept costs in his company town low by standardizing the desing of the houses and by prefabricating the materials in Pullman shops. The town of Pullman became a part of Chicago in 1889.
Objective1 Instruct
Railroads Span Time and Space
Starting With the Student
What do you know about railroads? What are the advantages and disadvantages of railroads compared with other forms of transportation?
Discussing Key Ideas
The government facilitates the expansion of the railroads through land grants and loans.
Transcontinental railroads link American coasts.
The railroads promote a sense of adventure.
Railroad workers endure hardships and danger for low pay.
The importance of the railroads spurs adoption of a standardized time system.
Historical Spotlight
Railroad Lore
Critical Thinking
Comparing and Contrasting
Sentences can be written comparing the meaning of the railroad phrases mentioned as they relate to the railroads and to everyday life.
History From Visuals
Major Railroad Lines, 1870-1890
Reading the Map
Students should study the distribution of railroads throughout the country and the land forms associated with various regions. What connections can you draw?
Possible Answer:
The greatest concentration of railroad routes is from the relatively flat Midwest.
Extension
Trace possible railroad routes from Boston to Sacramento, from Cleveland to Los Angeles, or from Seattle to Omaha.
Objective 2 Instruct
Opportunities and Opportunists
Discussing Key Ideas
· The growth of railroad lines promotes trade and interdependence among cities and leads to the development of new markets.
· Communities of workers spring up, including company-managed, planned towns.
· Some corrupt industrialists make huge profits at the expense of workers and stockholders.
Another Perspective
On the Wrong Track
Why might people resist change? A paragraph can be written objecting to a modern development, such as supersonic air travel, email, or cellular phones.
Objective 3 Instruct
The Grange and the Railroads
Starting With the Student
Think about the material covered in Chapter 13 concerning the problems farmers had with the railroads. Write up a list of those complaints (perhaps on the board): high prices to ship goods to market; railroads’ attempts to control prices for the sale and storage of grain.
Discussing Key Ideas
Farmers resent abuses inflicted on them by the railroads.
The Grangers take political action against the railroads.
Controversy arises over regulation of the railroads.
The Supreme Court rules that railroads are involved in interstate commerce and should be federally regulated.
The financial breakdown of many railroads triggers a national economic collapse.
Railroads begin consolidating—a trend that other businesses follow.
History From Visuals
Reading the Cartoon, p. 420
What do the strings that are attached to the trains suggest about how these tycoons controlled the railroads?
Extension
Write a caption for the cartoon that helps the reader understand it.
Close
The growth of the railroads affected every facet of American life. Their eventual consolidation inaugurated the age of big business.
A-F, Skillbuilder Answers
A. p. 417
Answer
Positive: Reliable local transportation and westward expansion; Negative, Harsh, dangerous conditions and low pay for railroad workers.
Geography Skillbuilder
Answer
Location: Their location as rail hubs.
Place: Pacific
B. p. 418
Answer
Industry would have developed more slowly and most businesses probably would have been smaller and more local.
C. p. 419
Answer
Employees resented having their personal lives controlled by their employer.
D. p. 419
Answer
By charging too much for railroad construction, keeping the extra money for themselves, and paying off government officials.
Skillbuilder, Interpreting Political Cartoons, p. 420
Answer: They exerted total control over the nation’s railroad system.
E. p. 420
Answer
The farmers took united political action and pressed legislators to enact laws to protect them.
F. p. 420
Answer
Corporate abuses and mismanagement, overbuilding, and int6ense competition weakened many railroad companies, leading to a collapse of the larger economy.
Extra Credit
“I’ve Been Working on the Railroad”
“The Wabash Cannonball”
“The Atchison, Topeka, and the Santa Fe”
“The City of New Orleans”
One point for the lyrics to any historical railroad song.
Five points if a student plays a tape or recording of the song.
Ten points if a student performs a song.
The Internet offers a range of social studies resources, including Web sites of museums, government agencies, educational institutions, and the news media. Listed below are links to some outstanding social studies Web sites.
Section 1: The Expansion of Industry
Alexander Graham Bell's Path to the Telephone http://jefferson.village.virginia.edu/ albell/ homepage.html Detailed technical information and flowcharts, incorporating Bell's own sketches, that trace the development of the telephone. Includes links to related sites. More About Bell http://www.pbs.org/ wgbh/ amex/ telephone/ peopleevents/ mabell.html Data on Bell as a man, a humanitarian, and an inventor. Mark Twain at Large: His Travels Here and Abroad http://bancroft.berkeley.edu/ Exhibits/ MTP/ Exhibit of photos, book excerpts, and letters documenting the experiences of the author of the Adventures of Tom Sawyer, who also wrote extensively about his world travels. Alexander Graham Bell http://www.invent.org/ hall_of_fame/ 11.html Brief overview of Bell and his inventions. Part of the National Inventors Hall of Fame site. Mark Twain in Cyberspace http://www.salwen.com/ mtcyber.html Annotated collection of links to Mark Twain information, criticism, and texts on the World Wide Web Thomas Edison http://www2.lucidcafe.com/ lucidcafe/ library/ 96feb/ edison.html Brief overview of Edison's life and career, with links to additional Edison resources and to information about other inventors, including Henry Bessemer and Alexander Graham Bell
Section 2: The Age of the Railroads
George M. Pullman http://www.spartacus.schoolnet.co.uk/ USApullmanG.htm Short biography of the powerful railroad figure Golden Spike National Historic Site http://www.nps.gov/ gosp/ Story of the completion of the transcontinental railroad in 1869 and of subsequent memorializations of the event Union Pacific Corporation History and Photos http://www.uprr.com/ aboutup/ history/ Illustrated overview of Union Pacific's history, focusing on its contribution to the transcontinental railroad
Section 3: Big Business and Labor
Andrew Carnegie's Philanthropies http://www.carnegiefoundation.org/ aboutus/ philanthropies.htm Concise history of Carnegie's life and philanthropic efforts The Carnegie Story http://www.carnegie.org/ sub/ about/ biography.html Detailed information about Carnegie's life and about his estate in Scotland. Herbert Spencer's Social Darwinism http://www.victorianweb.org/ philosophy/ socdar.html Clear explanation of Social Darwinism and its importance to sociologists.
Geography Spotlight: Industry Changes the Environment
The Cuyahoga River http://www.lerc.nasa.gov/ Other_Groups/ K-12/ fenlewis/ History.html History of the Cuyahoga River, from its glacial formation to the present, created by members of a high school science club Cleveland Bicentennial Online: Historical Highlights http://ech.cwru.edu/ timeline.html Time line of Cleveland history from 1796 to the present. Includes links to historic photographs and articles on specific topics in Cleveland history. American Memory: Cleveland, Ohio http://lcweb2.loc.gov/ ammem/ mdbquery.html Search for historical photographs from the Library of Congress's American Memory project.
Ch. 14
SECTION 2 The Age of the Railroads
Identify the role of the railroads in unifying the country.
List positive and negative effects of railroads on the nation’s economy.
Summarize reasons for, and outcomes of, the demand for railroad reform.
Focus & Motivate
Starting With the Student
What name might you give to our present age?
Possible response:
“The Age of the Car”
“The Age of the Computer”
“The Information Age”
Consider the role that technology exerts on almost all aspects of American life.
Do you think that railroads may have played a similar role in American life in the late 19th century? Why or why not?
More About. . . .
Pullman, Illinois
George Pullman kept costs in his company town low by standardizing the desing of the houses and by prefabricating the materials in Pullman shops. The town of Pullman became a part of Chicago in 1889.
Objective1 Instruct
Railroads Span Time and Space
Starting With the Student
What do you know about railroads? What are the advantages and disadvantages of railroads compared with other forms of transportation?
Discussing Key Ideas
The government facilitates the expansion of the railroads through land grants and loans.
Transcontinental railroads link American coasts.
The railroads promote a sense of adventure.
Railroad workers endure hardships and danger for low pay.
The importance of the railroads spurs adoption of a standardized time system.
Historical Spotlight
Railroad Lore
Critical Thinking
Comparing and Contrasting
Sentences can be written comparing the meaning of the railroad phrases mentioned as they relate to the railroads and to everyday life.
History From Visuals
Major Railroad Lines, 1870-1890
Reading the Map
Students should study the distribution of railroads throughout the country and the land forms associated with various regions. What connections can you draw?
Possible Answer:
The greatest concentration of railroad routes is from the relatively flat Midwest.
Extension
Trace possible railroad routes from Boston to Sacramento, from Cleveland to Los Angeles, or from Seattle to Omaha.
Objective 2 Instruct
Opportunities and Opportunists
Discussing Key Ideas
· The growth of railroad lines promotes trade and interdependence among cities and leads to the development of new markets.
· Communities of workers spring up, including company-managed, planned towns.
· Some corrupt industrialists make huge profits at the expense of workers and stockholders.
Another Perspective
On the Wrong Track
Why might people resist change? A paragraph can be written objecting to a modern development, such as supersonic air travel, email, or cellular phones.
Objective 3 Instruct
The Grange and the Railroads
Starting With the Student
Think about the material covered in Chapter 13 concerning the problems farmers had with the railroads. Write up a list of those complaints (perhaps on the board): high prices to ship goods to market; railroads’ attempts to control prices for the sale and storage of grain.
Discussing Key Ideas
Farmers resent abuses inflicted on them by the railroads.
The Grangers take political action against the railroads.
Controversy arises over regulation of the railroads.
The Supreme Court rules that railroads are involved in interstate commerce and should be federally regulated.
The financial breakdown of many railroads triggers a national economic collapse.
Railroads begin consolidating—a trend that other businesses follow.
History From Visuals
Reading the Cartoon, p. 420
What do the strings that are attached to the trains suggest about how these tycoons controlled the railroads?
Extension
Write a caption for the cartoon that helps the reader understand it.
Close
The growth of the railroads affected every facet of American life. Their eventual consolidation inaugurated the age of big business.
A-F, Skillbuilder Answers
A. p. 417
Answer
Positive: Reliable local transportation and westward expansion; Negative, Harsh, dangerous conditions and low pay for railroad workers.
Geography Skillbuilder
Answer
Location: Their location as rail hubs.
Place: Pacific
B. p. 418
Answer
Industry would have developed more slowly and most businesses probably would have been smaller and more local.
C. p. 419
Answer
Employees resented having their personal lives controlled by their employer.
D. p. 419
Answer
By charging too much for railroad construction, keeping the extra money for themselves, and paying off government officials.
Skillbuilder, Interpreting Political Cartoons, p. 420
Answer: They exerted total control over the nation’s railroad system.
E. p. 420
Answer
The farmers took united political action and pressed legislators to enact laws to protect them.
F. p. 420
Answer
Corporate abuses and mismanagement, overbuilding, and int6ense competition weakened many railroad companies, leading to a collapse of the larger economy.
Extra Credit
“I’ve Been Working on the Railroad”
“The Wabash Cannonball”
“The Atchison, Topeka, and the Santa Fe”
“The City of New Orleans”
One point for the lyrics to any historical railroad song.
Five points if a student plays a tape or recording of the song.
Ten points if a student performs a song.
Tuesday, October 04, 2005
World History, Ch. 19 Review and Skills for Success
Ch. 19 Review and Skills for Success
Reviewing Vocabulary
Bourgeoisie
Deficit spending
Émigré
Sans-culotte
Suffrage
Nationalism
Plebiscite
Annex
Blockade
Guerrilla warfare
Abdicate
Legitimacy
Reviewing Facts
The nobles got the best jobs; urban workers earned poor wages; peasants’ taxes were high; the nobles did not pay their fair share.
To capture weapons and gunpowder believed to be stored there.
“Liberty, Equality, Fraternity”
They were executed.
a campaign against suspected enemies of the revolution by the Committee of Public Safety in 1793-1794.
modernized finance, controlled process, encouraged new industry, built roads and canals, promoted public schools, instituted a new law code.
He annexed some areas to France, made alliances with other nations, and warred against Britain and other nations.
The French troops had to retreat from Moscow due to lack of supplies, and many died along the way.
by surrounding France with strong countries, and by creating the Concert of Europe to keep the peace.
Skills for Success, Identifying Relevant Facts
a) C; b) No, it does not deal specifically with the Reign of Terror.
a) Reasons it began: C; reasons it ended: A and I. b) No, it does not deal specifically with the Reign of Terror.
Possible answer: domestic and foreign threats; Committee of Public Safety, dictatorial; July 1793 to July 1794; to uncover traitors; between 20,000 and 40,000 executed; Robespierre was arrested and executed.
Reviewing Vocabulary
Bourgeoisie
Deficit spending
Émigré
Sans-culotte
Suffrage
Nationalism
Plebiscite
Annex
Blockade
Guerrilla warfare
Abdicate
Legitimacy
Reviewing Facts
The nobles got the best jobs; urban workers earned poor wages; peasants’ taxes were high; the nobles did not pay their fair share.
To capture weapons and gunpowder believed to be stored there.
“Liberty, Equality, Fraternity”
They were executed.
a campaign against suspected enemies of the revolution by the Committee of Public Safety in 1793-1794.
modernized finance, controlled process, encouraged new industry, built roads and canals, promoted public schools, instituted a new law code.
He annexed some areas to France, made alliances with other nations, and warred against Britain and other nations.
The French troops had to retreat from Moscow due to lack of supplies, and many died along the way.
by surrounding France with strong countries, and by creating the Concert of Europe to keep the peace.
Skills for Success, Identifying Relevant Facts
a) C; b) No, it does not deal specifically with the Reign of Terror.
a) Reasons it began: C; reasons it ended: A and I. b) No, it does not deal specifically with the Reign of Terror.
Possible answer: domestic and foreign threats; Committee of Public Safety, dictatorial; July 1793 to July 1794; to uncover traitors; between 20,000 and 40,000 executed; Robespierre was arrested and executed.
Ch. 14, Geography Spotlight
Ch. 14, Geography Spotlight
Objectives
To trace the environmental effects of industrialization in Cleveland, Ohio.
To generalize the effects of industrialization on the environment.
Focus & Motivate
Starting with the Student
Consider environmental problems affecting your city or region, Olney, Cheltenham, Feltonville, etc.
What are the causes of the problems?
What is being done, or should be done, to correct them?
More About. . .
Cleveland, Ohio
Founded in 1796 by Moses Cleaveland, for whom the city is named, Cleveland, Ohio, began to grow appreciably after the Erie Canal opened in New York State in 1825. The canal completed an all-water route from the Atlantic Ocean to Lake Erie. More canals—and then railroads—made Cleveland a shipping hub in the Great Lakes area and prompted John D. Rockefeller to found the Standard Oil Company there. For a time Cleveland’s Euclid Avenue was one of America’s most luxurious addressees, lined with the mansions of wealthy industrialists.
Instruct
Starting With the Student
What are the positive and negative effects eliminating environmental hazards might have on the local economy.
Possible responses:
Positive—Revitalizing industries such as fishing and boating, making it safer to ship goods, making the area more attractive for businesses to settle or remain ether; Negative—Forcing industries to update their equipment and finance cleanup costs, possibly leading to layoffs, relocation, or even bankruptcy.
Discussing Key Ideas
Expanding industry rapidly turns rural Cleveland into a booming city in the second half of the 19th century.
Industrial expansion helps improve the lives of urban workers but also creates pollution that endangers their health and safety.
History From Visuals
Reading the Images
Why might John D. Rockefeller have chosen the location he did for his Standard Oil Company?
Possible Responses: The accessibility of both railroad lines and water transportation in the form of the Cuyahoga River and canals.
There is an irony of a river on fire and the incredible quantities of oil that must have accumulated to cause the Cuyahoga to go up in flames three times.
Interact with History
Analyzing Issues
Possible Answer: Industrial development led to a transformation of a rural landscape to a mostly urban one. As a result, some aspects of people’s lives such as transportation and housing, improve, but the overall pace of life increased, with possible effects on their health. In addition, industrialization created noicse and polluted both air and water.
Researching an Urban Environment
Standards for Evaluation
Reports should. . .
Include up-to-date information from recent books and periodicals, reliable Internet sources, government agencies, or environmental organizations.
Present information in a logical order.
Include visual materials, such as charts, graphs, or photographs.
Ch. 14 Primary Texts:
Horatio AlgerThe Two Acre Lot, 1856
Samuel GompersOn the Goals of Trade Unions, 1883
Jennie CurtissHow Women Are Treated by the Pullman Company, 1894
New York Timesfrom 141 Die in Factory Fire, 1911
Objectives
To trace the environmental effects of industrialization in Cleveland, Ohio.
To generalize the effects of industrialization on the environment.
Focus & Motivate
Starting with the Student
Consider environmental problems affecting your city or region, Olney, Cheltenham, Feltonville, etc.
What are the causes of the problems?
What is being done, or should be done, to correct them?
More About. . .
Cleveland, Ohio
Founded in 1796 by Moses Cleaveland, for whom the city is named, Cleveland, Ohio, began to grow appreciably after the Erie Canal opened in New York State in 1825. The canal completed an all-water route from the Atlantic Ocean to Lake Erie. More canals—and then railroads—made Cleveland a shipping hub in the Great Lakes area and prompted John D. Rockefeller to found the Standard Oil Company there. For a time Cleveland’s Euclid Avenue was one of America’s most luxurious addressees, lined with the mansions of wealthy industrialists.
Instruct
Starting With the Student
What are the positive and negative effects eliminating environmental hazards might have on the local economy.
Possible responses:
Positive—Revitalizing industries such as fishing and boating, making it safer to ship goods, making the area more attractive for businesses to settle or remain ether; Negative—Forcing industries to update their equipment and finance cleanup costs, possibly leading to layoffs, relocation, or even bankruptcy.
Discussing Key Ideas
Expanding industry rapidly turns rural Cleveland into a booming city in the second half of the 19th century.
Industrial expansion helps improve the lives of urban workers but also creates pollution that endangers their health and safety.
History From Visuals
Reading the Images
Why might John D. Rockefeller have chosen the location he did for his Standard Oil Company?
Possible Responses: The accessibility of both railroad lines and water transportation in the form of the Cuyahoga River and canals.
There is an irony of a river on fire and the incredible quantities of oil that must have accumulated to cause the Cuyahoga to go up in flames three times.
Interact with History
Analyzing Issues
Possible Answer: Industrial development led to a transformation of a rural landscape to a mostly urban one. As a result, some aspects of people’s lives such as transportation and housing, improve, but the overall pace of life increased, with possible effects on their health. In addition, industrialization created noicse and polluted both air and water.
Researching an Urban Environment
Standards for Evaluation
Reports should. . .
Include up-to-date information from recent books and periodicals, reliable Internet sources, government agencies, or environmental organizations.
Present information in a logical order.
Include visual materials, such as charts, graphs, or photographs.
Ch. 14 Primary Texts:
Horatio AlgerThe Two Acre Lot, 1856
Samuel GompersOn the Goals of Trade Unions, 1883
Jennie CurtissHow Women Are Treated by the Pullman Company, 1894
New York Timesfrom 141 Die in Factory Fire, 1911
Wednesday, September 28, 2005
Chapter 14 The Industrial Age
Chapter 14 The Industrial Age
Themes: Science and Technology, The American Dream, Women in America
Section 1, The Expansion of Industry
Section 2, The Age of the Railroads
Section 3, Big Business Emerges
Section 4, Workers of the Nation Unite
Starting With the Student
What images of the phrase "The Industrial Age" come to mind when you hear the phrase?
Who might be the key players during this age?
What does the quote from "Mother" Jones mean in your own words?
Based on the image that accompanies the quotation and on the time line, what do you think the people fought for during the Industrial age?
Previewing the Chapter
Examine the entries and images on the time line. What issues seem to characterize the era?
More About. . .
"Mother" Jones
Mary Harris "Mother" Jones (1830-1930) worked tirelessly during most of her long life to win decent working conditions and adequate pay for laborers. She particularly supported miners and railraod workers.
Section 1 The Expansion of Industry
Overview
Objectives1. To explain how the abundance of natural resources, new recovery and refining methods, and new uses for them led to intensive industrialization.
2. To identify inventions that changed the way people lived and worked.
Focus & Motivate
Starting With the Student
Can you imagine life without electricity, the light bulb, or the telephone. How would your daily activities be affected?
How eager do you think people would have been to acquire these conveniences when they became available?
More About. . .
Mark Twain
Mark Twain (1835-1910) was an enthusiastic traveler. He made many trips to the East and West coasts of the United States, to Hawaii, to Europe, and he even circled the globe. Yet, at least in his books, he seemed to resist change. His most popular books, Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, took place before the Civil War. In A Connecticut Yankee in King Arthur's Court, he ridicules the boorish ways of modern society.
Objective 1 Instruct
Natural Resources Fuel Industrialization
Starting With the Student
What components do you think are required for industrialization to occur. Industry needs: resources, power, transportation to market, markets, technology.
Discussing New Ideas
New methods of recovery and refining oil touch off an oil boom.
Abundance of iron and coal fuel steel production.
New uses for steel emerge.
History From Visuals
Natural Resources and the Birth of a Steel Town
1886-1906
Reading the Maps
The Map of Pittsburgh is projected out from the United States map.
Extention
Choose a city other than Pittsburgh and identify the nearest coal and iron deposts and waterway.
History From Visuals
The Technological Explosion
Reading the Time Line
How much time elapsed between the invention of the steam engine used in trains and the internal combustion engine used in cars (170 years)? How much time between the combustion engine and the airplane (43 years)?
Objective 2
Instruct
Inventions Promote Change
Starting With the Student
How would your life be made more difficult without electricity? Make a chart listing ways you use electricity and nonelectrical alternatives.
The chart should include:
Use: Pencil sharpener, Substitute: Knive or mechanical sharpener, Clothes dryer, Outdoor clothesline
Discussing Key Ideas
The harnessing of electricity transforms American business.
A profusion of inventions promotes rapid change.
New products affect people at home and at work.
Historical Spotlight
Illuminating the Light Bulb
Critical Thinking: Clarifying
Thomas Edison defined genius: "1% inspiraton and 99% perspiration." How does the search for the perfect lamp filament illustrate this definition?
Close
An industrial explosion created a demand for shipping routes for both raw materials and finished products and increased the demand for rail networks. Technological advances in the production of steel made rapid expansion of the railroads possible.
Critical Thinking
A. Inexpensive, readily available raw materials gave inventors and entrepreneurs the means they needed to develop and implement new products and methods.
Geography Skillbuilder.
Human-Environment Interaction: Coal
Location: Steel mills were located near coal deposits and along the transportation routes formed by rivers.
B. It changed the nature of business, made the invention of new appliances possible, and helped cites and industries grow.
C. Development of natural resources and a growing receptive market.
D. The created new jobs and made factory work easier; but contributed to a loss of worker's self-esteem.
Assessment
1. Drake, p. 410
Bessemer process, p. 411
Edison, p. 412
Sholes, p. 412
Bell, p. 412
2. Possible answers
oil drill--initiated oil boom
Bessemer steel process--made steel production cheaper and more efficient
barbed wire and farm--
machines--increased farmers' output or production
light bulb--made artificial light widely available
telephone--revolutionized communications
3. Possible Responses:
Agree--Availability of products and increase of promotional gimmicks.
Disagree--Low incomes and increasing dependence on manufactured (rather than homemade) products.
4. Possible Responses:
Some may cite electricity as the invention with the greatest impact because it changed the nature of business, of travel, and of home and social life. Others may cite the telephone and the Bessemer steel process for similar reasons.
Themes: Science and Technology, The American Dream, Women in America
Section 1, The Expansion of Industry
Section 2, The Age of the Railroads
Section 3, Big Business Emerges
Section 4, Workers of the Nation Unite
Starting With the Student
What images of the phrase "The Industrial Age" come to mind when you hear the phrase?
Who might be the key players during this age?
What does the quote from "Mother" Jones mean in your own words?
Based on the image that accompanies the quotation and on the time line, what do you think the people fought for during the Industrial age?
Previewing the Chapter
Examine the entries and images on the time line. What issues seem to characterize the era?
More About. . .
"Mother" Jones
Mary Harris "Mother" Jones (1830-1930) worked tirelessly during most of her long life to win decent working conditions and adequate pay for laborers. She particularly supported miners and railraod workers.
Section 1 The Expansion of Industry
Overview
Objectives1. To explain how the abundance of natural resources, new recovery and refining methods, and new uses for them led to intensive industrialization.
2. To identify inventions that changed the way people lived and worked.
Focus & Motivate
Starting With the Student
Can you imagine life without electricity, the light bulb, or the telephone. How would your daily activities be affected?
How eager do you think people would have been to acquire these conveniences when they became available?
More About. . .
Mark Twain
Mark Twain (1835-1910) was an enthusiastic traveler. He made many trips to the East and West coasts of the United States, to Hawaii, to Europe, and he even circled the globe. Yet, at least in his books, he seemed to resist change. His most popular books, Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, took place before the Civil War. In A Connecticut Yankee in King Arthur's Court, he ridicules the boorish ways of modern society.
Objective 1 Instruct
Natural Resources Fuel Industrialization
Starting With the Student
What components do you think are required for industrialization to occur. Industry needs: resources, power, transportation to market, markets, technology.
Discussing New Ideas
New methods of recovery and refining oil touch off an oil boom.
Abundance of iron and coal fuel steel production.
New uses for steel emerge.
History From Visuals
Natural Resources and the Birth of a Steel Town
1886-1906
Reading the Maps
The Map of Pittsburgh is projected out from the United States map.
Extention
Choose a city other than Pittsburgh and identify the nearest coal and iron deposts and waterway.
History From Visuals
The Technological Explosion
Reading the Time Line
How much time elapsed between the invention of the steam engine used in trains and the internal combustion engine used in cars (170 years)? How much time between the combustion engine and the airplane (43 years)?
Objective 2
Instruct
Inventions Promote Change
Starting With the Student
How would your life be made more difficult without electricity? Make a chart listing ways you use electricity and nonelectrical alternatives.
The chart should include:
Use: Pencil sharpener, Substitute: Knive or mechanical sharpener, Clothes dryer, Outdoor clothesline
Discussing Key Ideas
The harnessing of electricity transforms American business.
A profusion of inventions promotes rapid change.
New products affect people at home and at work.
Historical Spotlight
Illuminating the Light Bulb
Critical Thinking: Clarifying
Thomas Edison defined genius: "1% inspiraton and 99% perspiration." How does the search for the perfect lamp filament illustrate this definition?
Close
An industrial explosion created a demand for shipping routes for both raw materials and finished products and increased the demand for rail networks. Technological advances in the production of steel made rapid expansion of the railroads possible.
Critical Thinking
A. Inexpensive, readily available raw materials gave inventors and entrepreneurs the means they needed to develop and implement new products and methods.
Geography Skillbuilder.
Human-Environment Interaction: Coal
Location: Steel mills were located near coal deposits and along the transportation routes formed by rivers.
B. It changed the nature of business, made the invention of new appliances possible, and helped cites and industries grow.
C. Development of natural resources and a growing receptive market.
D. The created new jobs and made factory work easier; but contributed to a loss of worker's self-esteem.
Assessment
1. Drake, p. 410
Bessemer process, p. 411
Edison, p. 412
Sholes, p. 412
Bell, p. 412
2. Possible answers
oil drill--initiated oil boom
Bessemer steel process--made steel production cheaper and more efficient
barbed wire and farm--
machines--increased farmers' output or production
light bulb--made artificial light widely available
telephone--revolutionized communications
3. Possible Responses:
Agree--Availability of products and increase of promotional gimmicks.
Disagree--Low incomes and increasing dependence on manufactured (rather than homemade) products.
4. Possible Responses:
Some may cite electricity as the invention with the greatest impact because it changed the nature of business, of travel, and of home and social life. Others may cite the telephone and the Bessemer steel process for similar reasons.
Sunday, September 25, 2005
Study Guide: Test #1, Chs. 12-13, US History
STUDY GUIDE: Test #1, Chs. 12-13, Fall 2005 US History, Dr. Smith
Name:_____________________________________________________Per.:_______
Terms & Names
1. Andrew Johnson was:
a) governor of Ohio; b) impeached President; c) a Southern Civil War hero; d) Vice-President under Grant.
2. Radical Republicans were composed of:
a) scalawags, scallops, and carpetbaggers; b) scalawags, African-Americans, cowboys, and the military; c) scalawags, carpetbaggers, and African-Americans; d) scalawags, Native Americans, and prairie women.
3. The Freedman's Bureau was a:
a) local initiative; b) state initiative; c) county initiative; d) federal initiative.
4. The Fifteenth Amendment that no one could be barred from voting because of:
a) European descent; b) former status; c) the Freedman's Bureau; d) immigration and position.
5. Hiram Revels was the:
a) first American hero; b) first American villian; c) first American runner; d) first African-American Senator.
6. Rutherford B. Hayes was the first:
a) African-American President; b) President whose election ended the period known as Reconstruction; c) Reconstructed “bonanaza farms,” and prairie settlement; d) settled disputes in 1866.
7. What factor played a significant role in the 1868 presidential election?
a) Rutherford B. Hayes' settlement in the dispute over Electoral College votes; b) the redemption of the South; c) newly enfranchised African-American voters; d) cowboys, scalawags, and so-called “exodusters.”
Section 2 Reconstructing Society
8. In what ways did emancipated slaves exercise their freedom?
a) in churches, schools, their families, the political process, and voting; b) in music,
art, and culture; c) as a part of the New South; d) in sports and in music.
Section 3 The Collapse of Reconstruction
9. What economic and political developments weakend the Republican party during Grant's second term?
a) Reconstruction and settling the praire; b) Economic Crisis 1873 and scandals during Grant's term; c) the Tenure of Office Act and redemption; d) the Ku Klux Klan and scalawags.
10. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
a) this was the end of the Civil War; b) this was the end of the prairie wars; c) this was the end of the Indian wars; d) this was the end of Reconstruction.
11. In which years were there more immigrants than at any other period in American history?
a) 1776-1865; b) 1865-1877; c) 1876-1914; d) 1860-1865.
12. The government policy in regards to the cultures of Native Americans was:
a) resignation; b) redemption; c) revival; d) assimilation.
13. The causes and effects of the Battle of Wounded Knee are:
a) the end of the Civil War; b) the end of the Electoral College: c) the end of assimilation, resignation, and redemption; d) the end of the Native American wars.
Ch. 13 Section 2, The Growth of the Cattle Industry14. Which movie stars have largely formed our ideas and images of cowboys?
a) Harry Shearer and Clint Eastward; b) Lil' Kim, Clint Eastwood, Pink, and John Travolta; c) Clint Eastwood and John Wayne; c) ODB, Fifty Cent, and John Wayne; d) Abraham Lincoln and Linkin Park,
15. Who introduced horses and cattle into the Southwest?
a) Mexican vaqueros; b) native American vaqueros; c) military explorers; d) Spanish explorers.
16. Many aspects of cowboy culture--food, clothing, vocabulary-are borrowed from:
a) native American vaqueros; b) military explorers; c) Spanish explorers; d) Spanish ranchers in Mexico.
17. A cowboy's hat could be used for:
a) one thing only, as a hat; b) as a metaphor; c) as a bucket, a fan, to direct cattle, as a hat, and other creative uses; d) as an indication that a cowboy was a good guy or a bad guy or crook.
18. Cattle herds were rounded up:
a) in the spring; b) in the summer: c) in the fall; d) in the winter.
19. The invention of:
a) the steel plow transforms the open plains into fenced-in ranches and farms; b) barbed plows transform the open plains into fenced-in ranches and farms; c) barbed reapers transform the open plains into fenced-in ranches and farms; d) barbed wire transforms the open plains into fenced-in ranches and farms.
Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains
20. The phrase "strike it rich" originated during:
a) the settlement of the American Great Plains; b) the American gold rush of 1849; c) the American land rush of 1849; d) the American Oklahoma rush of 1849.
21. What natural resources other than gold figure in modern American dreams of striking it rich?
a) oil, precious stones, such as diamonds; b) water, barbed wire, and the reaper; c) water, barbed wire, and the steel plow; d) oil, water, barbed wire, and the steel plow.
22. The word placer comes not from the English word place, but from the
a) native American word placer; b) immigrant word placer; c) Spanish word placer; d) "exoduster" word placer.
23. Placer deposits are created when gold-bearing rock is eroded and the particles are:
a) cleaned downstream; b) washed downstream; c) sluiced and rocked; d) rocked and rolled.
24. In the second half of the 19th century, the possibilities of finding gold draws many people to the American West. Which statement is true?
a) Many succeed in this peaceful pursuit of wealth; b) Few succeed in this dangerous pursuit of wealth; c) Few succeed in this peaceful pursuit of wealth; d) Many succeed in this dangerous pursuit of wealth.
25. How does a pan work in gold mining?
a) a pan is moshed and jumps in the pit; b) a pan is jumped and a claim is sloshed; c) a pan is spammed and phishing is the result; d) a pan is sloshed and the heavy diamonds are found in the bottom.
26. In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of:
a) five fingers lost two boys a week in such mishaps; b) one boy a week lost fingers in such mishaps; c) mishaps lost one a week in such buoyant mishaps; d) boys lost track of time in such mishaps.
Section 3, Settling On the Great Plains
27. Which of the following statements is true?
a) Transcontinental buffalo close up the West for settlement; b) Transcontinental natives open up the East for settlement; c) Transcontinental military close up the West for settlement; d) Transcontinental railroads open up the West for settlement.
28. Which of the following statements is true?
a) The government encourages settlement by offering free land; b) Native Americans encourage settlement by offering free buffalo; c) The government encourages teflon by offering free gold and silver bi-metal policies; d) "Exodusters" encourage settlement by offering free buffalo.
29. Which of the following statements is true?
On the Central Pacific line, over:
a) 90% of the union force, about 120,000, were Chinese; b) 90% of the native American fighting force, about 12,000, were Chinese; c) 90% of the labor force, about 12,000, were Chinese; d) 90% of the buffalo force, about 12,000, were Chinese
30. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as:
a) $350 a month; b) $50 a month; c) $35 a month; d) $53 a month.
White workers often received $40 to $60 a month—plus board and lodging.
31. Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in:
a) 1972; b) 1873; c) 1875; d) 1872.
32. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until:
a) 1961; b) 1916; c) 1876; d) 1896,
when the National Park service was established.
33. The settlers’ first task is to provide shelter for themselves on the treeless prairies. According to the textbook:
34. Which is true?
a) Pioneer natives do much of the work of feeding, clothing, and sustaining their families; b) Pioneer women do much of the work of feeding, clothing, and sustaining their families; c) Pioneer military do much of the work of feeding, clothing, and sustaining their families; d) Pioneer "exodusters" do much of the work of feeding, clothing, and sustaining their families
35. Who invented the steel plow?
a) Jethro Tull; b) Harry Caterpillar; c) John Deere; d) Joey Mazda.
Section 4, Farmers and the Populist Movement
36. How does a typical political cartoon during the era of populism illustrate the plight of the farmers? (e.g., p. 402) It depicts how they are at the mercy of the:
a) politicians and natives; b) immigrants and the army; c) railroads and businessmen; d) aristocracy and nobles.
37. How would farmers benefit from inflation?
a) they would receive more land; b) they would get more money for their
crops; c) they would get more money from the government; d) they would
get more equipment for “bonanza” farms.
38. Why did farmers think that an increased money supply would help solve
their economic problems?
a) It would increase prices for their products; b) It would increase
their ability to grow crops; c) It would increase land they got from the government; d) It would increase land received at the hands of Native Americans.
39. Fill in.
In a discussion of the problems farmers faced, fill in a flow chart describing the development of those problems. Sample phrases to chart are enclosed:
What phrase is missing first in this chart (see chart below)?
a) prices rise; b) immigrants arrive; c) emigrants leave; d) crops prices fall.
>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
40. Farmers go into debt because of:
a) deflation and high shipping costs and demand monetary reform; b) inflation, high prices, and organize into granges; c) “cheap money,” the gold standard, and unions; d) taxes, government interference, and fights on the Great Plains.
41. Fill in the blank for The _______ Farmers’ National Alliance:
1. African-American; b) NAACP; c) Black; d) Colored.
42. Why were landowners and suppliers more hostile to black farmers than to
white farmers?
1. because of racial prejudice; b) because of where they lived; c) because of the “exodusters;” d) because of the cowboys.
43. The Populist Party provides a political power base for the farmers'
alliances. Which of the following is true?
1. The Populist Party proposes a union of the Party, Natives, the Army, and African-Americans; b) The Populist Party proposes financial and governmental reforms; c) The Populist Party is led by Rutherford B. Hayes; d) The Populist Party is led by Samuel Tilden.
44. Farmers suffer increasingly as a general business collapse deepens
into:
1. an economic deflation; b) an economic bonanza farm; c) an economic recreation; d) an economic depression.
45. The metal backing paper currency becomes a major issue in the:
1. 1892 presidential campaign; b) Johnson-Grant presidential campaign; c) 1896 presidential campaign; d) 1900 presidential campaign.
46. The Populist Party and the Democrats both back:
1. William Jennings Bryan, who favors a bi-metal policy; b) Tilden who favors a bi-metal policy; c) McKinley who favors a bi-metal policy; d) Hayes who favors a heavy metal policy.
47. Which of the following is a true statement?
1. Johnson is defeated and the Populist Party collapses; b) Custer is defeated and the Populist Party collapses; c) Jefferson Davis is defeated and the Populist Party collapses; d) Bryan is defeated and the Populist Party collapses.
48. Fill in the phrase for the following diagram (see below) during the boom and bust cycle.
1. Wages fall; b) Crops fall; c) Debts fall; d) Wages rise>
prices rise>Demand falls>Profits decrease>Business activity
falls>Incomes fall>Prices fall>Demand increases>Companies begin to
recover>Production increases>back to . . . .?
49. The U.S. monetary system was established by the Coinage Act of:
1. 1992; b) 1792; c) 1892; d) 1893.
50. The government began issuing paper currency during the:
1. Revolutionary War; b) War of 1812; c) Civil War; d) Reconstruction War; but, it printed so much that the money became almost worthless.
51. It was not until the: a) 1960s; b) Civil War; c) 1860s; d) 1870s; that the government again issued paper money, "greenbacks," that could not be exchanged for gold or silver.
52. The Gold Bug and Silverite positions may lead respectively to:
a) decreation and transubstantiation; b) deflation and inflation; c) recreation and stimulation; d) “greenbacks,” and “easy money.
53. A typical cartoon of the period might use the central symbols of:
a) the flag, stars, and bars; b) a June bug and a Lady bug; c) the crown of thorns and the cross of gold; d) cross stitch of thorns, and the circle of the cross.
54. The Populist Party collapsed with a) McKinley's election; B) Hayes’ election; c) Grant’s election; d) Lincoln’s assassination.
Name:_____________________________________________________Per.:_______
Terms & Names
1. Andrew Johnson was:
a) governor of Ohio; b) impeached President; c) a Southern Civil War hero; d) Vice-President under Grant.
2. Radical Republicans were composed of:
a) scalawags, scallops, and carpetbaggers; b) scalawags, African-Americans, cowboys, and the military; c) scalawags, carpetbaggers, and African-Americans; d) scalawags, Native Americans, and prairie women.
3. The Freedman's Bureau was a:
a) local initiative; b) state initiative; c) county initiative; d) federal initiative.
4. The Fifteenth Amendment that no one could be barred from voting because of:
a) European descent; b) former status; c) the Freedman's Bureau; d) immigration and position.
5. Hiram Revels was the:
a) first American hero; b) first American villian; c) first American runner; d) first African-American Senator.
6. Rutherford B. Hayes was the first:
a) African-American President; b) President whose election ended the period known as Reconstruction; c) Reconstructed “bonanaza farms,” and prairie settlement; d) settled disputes in 1866.
7. What factor played a significant role in the 1868 presidential election?
a) Rutherford B. Hayes' settlement in the dispute over Electoral College votes; b) the redemption of the South; c) newly enfranchised African-American voters; d) cowboys, scalawags, and so-called “exodusters.”
Section 2 Reconstructing Society
8. In what ways did emancipated slaves exercise their freedom?
a) in churches, schools, their families, the political process, and voting; b) in music,
art, and culture; c) as a part of the New South; d) in sports and in music.
Section 3 The Collapse of Reconstruction
9. What economic and political developments weakend the Republican party during Grant's second term?
a) Reconstruction and settling the praire; b) Economic Crisis 1873 and scandals during Grant's term; c) the Tenure of Office Act and redemption; d) the Ku Klux Klan and scalawags.
10. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
a) this was the end of the Civil War; b) this was the end of the prairie wars; c) this was the end of the Indian wars; d) this was the end of Reconstruction.
11. In which years were there more immigrants than at any other period in American history?
a) 1776-1865; b) 1865-1877; c) 1876-1914; d) 1860-1865.
12. The government policy in regards to the cultures of Native Americans was:
a) resignation; b) redemption; c) revival; d) assimilation.
13. The causes and effects of the Battle of Wounded Knee are:
a) the end of the Civil War; b) the end of the Electoral College: c) the end of assimilation, resignation, and redemption; d) the end of the Native American wars.
Ch. 13 Section 2, The Growth of the Cattle Industry14. Which movie stars have largely formed our ideas and images of cowboys?
a) Harry Shearer and Clint Eastward; b) Lil' Kim, Clint Eastwood, Pink, and John Travolta; c) Clint Eastwood and John Wayne; c) ODB, Fifty Cent, and John Wayne; d) Abraham Lincoln and Linkin Park,
15. Who introduced horses and cattle into the Southwest?
a) Mexican vaqueros; b) native American vaqueros; c) military explorers; d) Spanish explorers.
16. Many aspects of cowboy culture--food, clothing, vocabulary-are borrowed from:
a) native American vaqueros; b) military explorers; c) Spanish explorers; d) Spanish ranchers in Mexico.
17. A cowboy's hat could be used for:
a) one thing only, as a hat; b) as a metaphor; c) as a bucket, a fan, to direct cattle, as a hat, and other creative uses; d) as an indication that a cowboy was a good guy or a bad guy or crook.
18. Cattle herds were rounded up:
a) in the spring; b) in the summer: c) in the fall; d) in the winter.
19. The invention of:
a) the steel plow transforms the open plains into fenced-in ranches and farms; b) barbed plows transform the open plains into fenced-in ranches and farms; c) barbed reapers transform the open plains into fenced-in ranches and farms; d) barbed wire transforms the open plains into fenced-in ranches and farms.
Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains
20. The phrase "strike it rich" originated during:
a) the settlement of the American Great Plains; b) the American gold rush of 1849; c) the American land rush of 1849; d) the American Oklahoma rush of 1849.
21. What natural resources other than gold figure in modern American dreams of striking it rich?
a) oil, precious stones, such as diamonds; b) water, barbed wire, and the reaper; c) water, barbed wire, and the steel plow; d) oil, water, barbed wire, and the steel plow.
22. The word placer comes not from the English word place, but from the
a) native American word placer; b) immigrant word placer; c) Spanish word placer; d) "exoduster" word placer.
23. Placer deposits are created when gold-bearing rock is eroded and the particles are:
a) cleaned downstream; b) washed downstream; c) sluiced and rocked; d) rocked and rolled.
24. In the second half of the 19th century, the possibilities of finding gold draws many people to the American West. Which statement is true?
a) Many succeed in this peaceful pursuit of wealth; b) Few succeed in this dangerous pursuit of wealth; c) Few succeed in this peaceful pursuit of wealth; d) Many succeed in this dangerous pursuit of wealth.
25. How does a pan work in gold mining?
a) a pan is moshed and jumps in the pit; b) a pan is jumped and a claim is sloshed; c) a pan is spammed and phishing is the result; d) a pan is sloshed and the heavy diamonds are found in the bottom.
26. In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of:
a) five fingers lost two boys a week in such mishaps; b) one boy a week lost fingers in such mishaps; c) mishaps lost one a week in such buoyant mishaps; d) boys lost track of time in such mishaps.
Section 3, Settling On the Great Plains
27. Which of the following statements is true?
a) Transcontinental buffalo close up the West for settlement; b) Transcontinental natives open up the East for settlement; c) Transcontinental military close up the West for settlement; d) Transcontinental railroads open up the West for settlement.
28. Which of the following statements is true?
a) The government encourages settlement by offering free land; b) Native Americans encourage settlement by offering free buffalo; c) The government encourages teflon by offering free gold and silver bi-metal policies; d) "Exodusters" encourage settlement by offering free buffalo.
29. Which of the following statements is true?
On the Central Pacific line, over:
a) 90% of the union force, about 120,000, were Chinese; b) 90% of the native American fighting force, about 12,000, were Chinese; c) 90% of the labor force, about 12,000, were Chinese; d) 90% of the buffalo force, about 12,000, were Chinese
30. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as:
a) $350 a month; b) $50 a month; c) $35 a month; d) $53 a month.
White workers often received $40 to $60 a month—plus board and lodging.
31. Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in:
a) 1972; b) 1873; c) 1875; d) 1872.
32. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until:
a) 1961; b) 1916; c) 1876; d) 1896,
when the National Park service was established.
33. The settlers’ first task is to provide shelter for themselves on the treeless prairies. According to the textbook:
34. Which is true?
a) Pioneer natives do much of the work of feeding, clothing, and sustaining their families; b) Pioneer women do much of the work of feeding, clothing, and sustaining their families; c) Pioneer military do much of the work of feeding, clothing, and sustaining their families; d) Pioneer "exodusters" do much of the work of feeding, clothing, and sustaining their families
35. Who invented the steel plow?
a) Jethro Tull; b) Harry Caterpillar; c) John Deere; d) Joey Mazda.
Section 4, Farmers and the Populist Movement
36. How does a typical political cartoon during the era of populism illustrate the plight of the farmers? (e.g., p. 402) It depicts how they are at the mercy of the:
a) politicians and natives; b) immigrants and the army; c) railroads and businessmen; d) aristocracy and nobles.
37. How would farmers benefit from inflation?
a) they would receive more land; b) they would get more money for their
crops; c) they would get more money from the government; d) they would
get more equipment for “bonanza” farms.
38. Why did farmers think that an increased money supply would help solve
their economic problems?
a) It would increase prices for their products; b) It would increase
their ability to grow crops; c) It would increase land they got from the government; d) It would increase land received at the hands of Native Americans.
39. Fill in.
In a discussion of the problems farmers faced, fill in a flow chart describing the development of those problems. Sample phrases to chart are enclosed:
What phrase is missing first in this chart (see chart below)?
a) prices rise; b) immigrants arrive; c) emigrants leave; d) crops prices fall.
>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
40. Farmers go into debt because of:
a) deflation and high shipping costs and demand monetary reform; b) inflation, high prices, and organize into granges; c) “cheap money,” the gold standard, and unions; d) taxes, government interference, and fights on the Great Plains.
41. Fill in the blank for The _______ Farmers’ National Alliance:
1. African-American; b) NAACP; c) Black; d) Colored.
42. Why were landowners and suppliers more hostile to black farmers than to
white farmers?
1. because of racial prejudice; b) because of where they lived; c) because of the “exodusters;” d) because of the cowboys.
43. The Populist Party provides a political power base for the farmers'
alliances. Which of the following is true?
1. The Populist Party proposes a union of the Party, Natives, the Army, and African-Americans; b) The Populist Party proposes financial and governmental reforms; c) The Populist Party is led by Rutherford B. Hayes; d) The Populist Party is led by Samuel Tilden.
44. Farmers suffer increasingly as a general business collapse deepens
into:
1. an economic deflation; b) an economic bonanza farm; c) an economic recreation; d) an economic depression.
45. The metal backing paper currency becomes a major issue in the:
1. 1892 presidential campaign; b) Johnson-Grant presidential campaign; c) 1896 presidential campaign; d) 1900 presidential campaign.
46. The Populist Party and the Democrats both back:
1. William Jennings Bryan, who favors a bi-metal policy; b) Tilden who favors a bi-metal policy; c) McKinley who favors a bi-metal policy; d) Hayes who favors a heavy metal policy.
47. Which of the following is a true statement?
1. Johnson is defeated and the Populist Party collapses; b) Custer is defeated and the Populist Party collapses; c) Jefferson Davis is defeated and the Populist Party collapses; d) Bryan is defeated and the Populist Party collapses.
48. Fill in the phrase for the following diagram (see below) during the boom and bust cycle.
1. Wages fall; b) Crops fall; c) Debts fall; d) Wages rise>
prices rise>Demand falls>Profits decrease>Business activity
falls>Incomes fall>Prices fall>Demand increases>Companies begin to
recover>Production increases>back to . . . .?
49. The U.S. monetary system was established by the Coinage Act of:
1. 1992; b) 1792; c) 1892; d) 1893.
50. The government began issuing paper currency during the:
1. Revolutionary War; b) War of 1812; c) Civil War; d) Reconstruction War; but, it printed so much that the money became almost worthless.
51. It was not until the: a) 1960s; b) Civil War; c) 1860s; d) 1870s; that the government again issued paper money, "greenbacks," that could not be exchanged for gold or silver.
52. The Gold Bug and Silverite positions may lead respectively to:
a) decreation and transubstantiation; b) deflation and inflation; c) recreation and stimulation; d) “greenbacks,” and “easy money.
53. A typical cartoon of the period might use the central symbols of:
a) the flag, stars, and bars; b) a June bug and a Lady bug; c) the crown of thorns and the cross of gold; d) cross stitch of thorns, and the circle of the cross.
54. The Populist Party collapsed with a) McKinley's election; B) Hayes’ election; c) Grant’s election; d) Lincoln’s assassination.
Friday, September 23, 2005
Ch. 13, Section 4, Farmers and the Populist Movement
Ch. 13, Section 4, Farmers and the Populist Movement
Section 4 Overview
Objectives
1. To identify the problems farmers faced and their cooperative efforts to solve them.
2. To explain the rise and fall of the Populist Party.
Skillbuilders: Interpreting political cartoons p. 402, Interpreting charts, p. 404.
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
Read a biography of Mary Elizabeth Lease and discuss how she might have come to be such a vocal promoter of the farmers' cause.
Objective 1 Instruct
Farmers Unite to Address Common Problems
Starting With the Student
Discuss the problems farmers faced. In groups, create a flow chart describing the development of those problems. A sample chart is enclosed:
Crops prices fall.>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
Discussing Key Ideas
Section 4 Overview
Objectives
1. To identify the problems farmers faced and their cooperative efforts to solve them.
2. To explain the rise and fall of the Populist Party.
Skillbuilders: Interpreting political cartoons p. 402, Interpreting charts, p. 404.
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
Read a biography of Mary Elizabeth Lease and discuss how she might have come to be such a vocal promoter of the farmers' cause.
Objective 1 Instruct
Farmers Unite to Address Common Problems
Starting With the Student
Discuss the problems farmers faced. In groups, create a flow chart describing the development of those problems. A sample chart is enclosed:
Crops prices fall.>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
Discussing Key Ideas
- Farmers go into debt because of deflation and high shipping costs and demand monetary reform.
- Farmers form organizations to address their common problems.
History From Visuals
Political Cartoons
Reading the Cartoon
The people who form the railroad ties are businessmen and bankers who supported the railroad interests.
Extension
Write a title or caption for the cartoon.
Historical Spotlight
The Colored Farmers' National Alliance
Critical Thinking: Analyzing
Why were landowners and suppliers more hostile to black farmers than to white farmers?
Objective 2 Instruct
The Rise and Fall of Populism
Discussing Key Ideas
The Populist Party provides a political power base for the farmers' alliances.
- The Populist Party proposes financial and governmental reforms.
- Farmers suffer increasingly as a general business collapse deepens into an economic depression.
- The metal backing paper currency becomes a major issue in the 1896 presidential campaign.
- The Populist Party and the Democrats both back William Jennings Bryan, who favors a bi-metal policy.
- Bryan is defeated and the Populist Party collapses.
Economic Background
Boom or Bust?
In pairs, students can diagram the boom and bust cycle. Their diagram might look something like this.
Wages rise>Prices rise>Demand falls>Profits decrease>Business activity falls>Incomes fall>Prices fall>Demand increases>Companies begin to recover>Production increases>back to wages rise
More About. . .
U.S. Currency
The U.S. monetary system was established by the Coinage Act of 1792. It was a bimetallic system in which both gold and silver were used as legal tender. The government began issuing paper currency during the Revolutionary War, but it printed so much that the money became almost worthless. It was not until the 1860s that the government again issued paper money, "greenbacks," that could not be exchanged for gold or silver. Paper currency is no longer thought to require the backing of metal.
Key Player
William Jennings Bryan
Critical Thinking
Synthesizing
Students will be asked to consider the paradox of Bryan's fame as an orator while many of the causes he supported did not succeed.
History from Visuals
Gold Bugs and Silverites
Reading the Chart
First read the chart vertically to understand how the Gold Bug and Silverite positions may lead respectively to deflation and inflation. Then read the chart horizontally to compare characteristics of the two positions.
Extension
What categories might be added to the chart?
History From Visuals
Political Cartoon
Reading the Cartoon
What are the central symbols in the cartoon? The crown of thorns and the cross of gold referred to in Bryan's speech are the central symbols.
Extension
What are the religious meanings of the crown of thorns and the cross? Explain how Bryan adapted this meaning to suit his political purposes.
Close
Although the Populist Party collapsed with McKinley's election as president, efforts to remedy both the social and political problems continued into the 20th century.
Wednesday, September 21, 2005
Ch. 19 Section 2, Creating a New France
Ch. 19 Section 2, Creating a New France
Lesson Plan Focus
1. Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.
Vocabulary
emigre, sans-culotte
Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.
Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.
Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.
Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.
2. Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.
Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.
3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.
"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."
Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.
Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.
Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.
Background
Perspectives
Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.
Background
Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.
Activity
Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW p. 489, #1, 3-5, Extra Credit #6-7.
Lesson Plan Focus
1. Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.
Vocabulary
emigre, sans-culotte
Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.
Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.
Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.
Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.
2. Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.
Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.
3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.
"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."
Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.
Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.
Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.
Background
Perspectives
Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.
Background
Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.
Activity
Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW p. 489, #1, 3-5, Extra Credit #6-7.
22 September 2005 Agenda
What is history?
WHAT ARE PRIMARY SOURCES?
· Definition Primary sources are the evidence left behind by participants or observers. "Primary sources originate in the time period that historians are studying. They vary a great deal. They may include personal memoirs, government documents, transcripts of legal proceedings, oral histories and traditions, archaeological and biological evidence, and visual sources like paintings and photographs. " (Storey, William Kelleher. Writing History: A guide for Students. New York, NY: Oxford University Press, 1999, p.18).
Today, the definition of primary texts is broadened from the traditional realm of manuscript studies to encompass the less conventional "texts" of the twentieth century (film, sound recording, live performance, oral history, Internet contacts). Primary texts privilege direct confrontation with a creator, creation, or situation (including data gathered in the natural and social sciences), as opposed to secondary and tertiary sources such as textbooks.
Selected Primary Sources Web Sites
1) General Primary Sources
· Perseus Digital Library http://www.perseus.tufts.edu/Digital library of resources for the study of the ancient world. Originally begun with coverage of the Archaic and Classical Greek world, has now expanded to Latin text and tools, Renaissance materials, and Papyri. Contains hundreds of texts by the major ancient authors and lexica and morphological databases and catalog entries for over 2,800 vases, sculptures, coins, buildings, and sites, including over 13,000 photographs of such objects.
American Memory http://memory.loc.gov/Consists of collections of primary source and archival material relating to American culture and history. Topics include: African American Civil War, Conservation Movement, Continental Congress, Farm Security Administration, Architectural History, Early Motion Pictures, Variety Stage, Woman Suffrage, the papers of George Washington and Abraham Lincoln, Today in History, Portraits of the Presidents and First Ladies, 1789-Present, and more.
American Memory Timeline http://lcweb2.loc.gov/ammem/ndlpedu/features/timeline/Primary sources for seven time periods of United States history are provided at this site covering 1783-1968. Each period is subdivided into various topics and contains an overview. Included are images, letters, lyrics, interviews, and more.
American Treasures of the Library of Congress http://lcweb.loc.gov/exhibits/treasures/An unprecedented permanent exhibition of the rarest, most interesting or significant items relating to America's past.
A Chronology of US Historical Documents http://www.law.ou.edu/hist/US historical documents arranged from pre-colonial era to present.
Eighteenth-Century Studies http://eserver.org/18th/Covers archives works of the eighteenth century from the perspectives of literary and cultural studies. Novels, plays, memoirs, treatises and poems of the period are kept here (in some cases, influential texts from before 1700 or after 1800 as well), along with modern criticism.
Historical Newspapers Online http://historynews.chadwyck.com/Historical Newspapers Online is a website that provides valuable reference material of nineteenth and twentieth century history. It contains some of the best news coverage across two centuries.
Making of America http://moa.umdl.umich.edu/Making of America (MOA) is a digital library of primary sources in American social history from the antebellum period through reconstruction. The collection is particularly strong in the subject areas of education, psychology, American history, sociology, religion, and science and technology. The collection currently contains approximately 8,500 books and 50,000 journal articles with 19th century imprints. The project represents a major collaborative endeavor in preservation and electronic access to historical texts.
Nineteenth Century Documents Project http://www.furman.edu/~benson/docs/When completed this collection will include accurate transcriptions of many important and representative primary texts from nineteenth century American history, with special emphasis on those sources that shed light on sectional conflict and transformations in regional identity.
Primary Source Collections
http://memory.loc.gov/ammem/ndlpedu/resources/inres/index.htmlA list of Internet Resources from American Memory web site.
Project Gutenberg http://www.promo.net/pg/The Project contains free eBooks or etexts. There are more than 10.000 eBooks in the present collection. Most of these eBooks are older literary works that are in the public domain in the United States. All may be freely downloaded and read, and redistributed for non-commercial use.
Repositories of Primary Sources http://www.uidaho.edu/special-collections/Other.Repositories.htmlThis site contains links to "over 3,400 Web sites describing holdings of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar." Access is by region or by an alphabetical index of state, province, or country. "The list focuses on actual repositories; therefore virtual collections are excluded." There is also a list of other's lists of archives and repositories.
WHAT ARE PRIMARY SOURCES?
· Definition Primary sources are the evidence left behind by participants or observers. "Primary sources originate in the time period that historians are studying. They vary a great deal. They may include personal memoirs, government documents, transcripts of legal proceedings, oral histories and traditions, archaeological and biological evidence, and visual sources like paintings and photographs. " (Storey, William Kelleher. Writing History: A guide for Students. New York, NY: Oxford University Press, 1999, p.18).
Today, the definition of primary texts is broadened from the traditional realm of manuscript studies to encompass the less conventional "texts" of the twentieth century (film, sound recording, live performance, oral history, Internet contacts). Primary texts privilege direct confrontation with a creator, creation, or situation (including data gathered in the natural and social sciences), as opposed to secondary and tertiary sources such as textbooks.
Selected Primary Sources Web Sites
1) General Primary Sources
· Perseus Digital Library http://www.perseus.tufts.edu/Digital library of resources for the study of the ancient world. Originally begun with coverage of the Archaic and Classical Greek world, has now expanded to Latin text and tools, Renaissance materials, and Papyri. Contains hundreds of texts by the major ancient authors and lexica and morphological databases and catalog entries for over 2,800 vases, sculptures, coins, buildings, and sites, including over 13,000 photographs of such objects.
American Memory http://memory.loc.gov/Consists of collections of primary source and archival material relating to American culture and history. Topics include: African American Civil War, Conservation Movement, Continental Congress, Farm Security Administration, Architectural History, Early Motion Pictures, Variety Stage, Woman Suffrage, the papers of George Washington and Abraham Lincoln, Today in History, Portraits of the Presidents and First Ladies, 1789-Present, and more.
American Memory Timeline http://lcweb2.loc.gov/ammem/ndlpedu/features/timeline/Primary sources for seven time periods of United States history are provided at this site covering 1783-1968. Each period is subdivided into various topics and contains an overview. Included are images, letters, lyrics, interviews, and more.
American Treasures of the Library of Congress http://lcweb.loc.gov/exhibits/treasures/An unprecedented permanent exhibition of the rarest, most interesting or significant items relating to America's past.
A Chronology of US Historical Documents http://www.law.ou.edu/hist/US historical documents arranged from pre-colonial era to present.
Eighteenth-Century Studies http://eserver.org/18th/Covers archives works of the eighteenth century from the perspectives of literary and cultural studies. Novels, plays, memoirs, treatises and poems of the period are kept here (in some cases, influential texts from before 1700 or after 1800 as well), along with modern criticism.
Historical Newspapers Online http://historynews.chadwyck.com/Historical Newspapers Online is a website that provides valuable reference material of nineteenth and twentieth century history. It contains some of the best news coverage across two centuries.
Making of America http://moa.umdl.umich.edu/Making of America (MOA) is a digital library of primary sources in American social history from the antebellum period through reconstruction. The collection is particularly strong in the subject areas of education, psychology, American history, sociology, religion, and science and technology. The collection currently contains approximately 8,500 books and 50,000 journal articles with 19th century imprints. The project represents a major collaborative endeavor in preservation and electronic access to historical texts.
Nineteenth Century Documents Project http://www.furman.edu/~benson/docs/When completed this collection will include accurate transcriptions of many important and representative primary texts from nineteenth century American history, with special emphasis on those sources that shed light on sectional conflict and transformations in regional identity.
Primary Source Collections
http://memory.loc.gov/ammem/ndlpedu/resources/inres/index.htmlA list of Internet Resources from American Memory web site.
Project Gutenberg http://www.promo.net/pg/The Project contains free eBooks or etexts. There are more than 10.000 eBooks in the present collection. Most of these eBooks are older literary works that are in the public domain in the United States. All may be freely downloaded and read, and redistributed for non-commercial use.
Repositories of Primary Sources http://www.uidaho.edu/special-collections/Other.Repositories.htmlThis site contains links to "over 3,400 Web sites describing holdings of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar." Access is by region or by an alphabetical index of state, province, or country. "The list focuses on actual repositories; therefore virtual collections are excluded." There is also a list of other's lists of archives and repositories.
Back to School Night, 21 September 2005
Back to School Night
21 September 2005
7-8:30 pm
Dr. G. Mick Smith
Room #267
1st Period US History
Homeroom
3rd Period US History
4th Period World History
Dr. Smith’s Brief Bio & Contact Information
Contact info:
Fastest means to contact me:
gmicksmith@muchomail.com
Slower way to reach me:
215.276.2300 (Main office)
Website for daily class notes, assignments, homework:
http://gmicksmithsocialstudies.blogspot.com/
Website for grades:
Grades are not posted yet; however, when grades are posted you will need to create a parent and/or a student account to obtain access.
A Parent Account requires a $4.95 yearly membership fee. A valid e-mail address is required.
http://www.gradeconnect.com/current/index.php
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 95 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. Dr. Smith is a full-time single parent and has recently written his first novel.
21 September 2005
7-8:30 pm
Dr. G. Mick Smith
Room #267
1st Period US History
Homeroom
3rd Period US History
4th Period World History
Dr. Smith’s Brief Bio & Contact Information
Contact info:
Fastest means to contact me:
gmicksmith@muchomail.com
Slower way to reach me:
215.276.2300 (Main office)
Website for daily class notes, assignments, homework:
http://gmicksmithsocialstudies.blogspot.com/
Website for grades:
Grades are not posted yet; however, when grades are posted you will need to create a parent and/or a student account to obtain access.
A Parent Account requires a $4.95 yearly membership fee. A valid e-mail address is required.
http://www.gradeconnect.com/current/index.php
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 95 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. Dr. Smith is a full-time single parent and has recently written his first novel.
Tuesday, September 20, 2005
Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains
Chapter 13 Daily Life (1849-1900), Mining: Some Struck It Rich—Most Struck Out
Objectives
To summarize the role of gold in luring people to the American West.
To describe people’s experiences in their often fruitless efforts to find gold.
Focus & Motivate
Starting With the Student
Students might be interested to know that the phrase strike it rich originated during the American gold rush of 1849. The term was later generalized to include other sources of quick wealth.
Discuss natural resources other than gold that figure in modern American dreams of striking it rich (oil, precious stones, such as diamonds).
More About . . .
Placer Mining
The word placer comes not from the English word place, but from the Spanish word placer, which means “sandbar,” one of the places that placer deposits are found. Placer deposits are created when gold-bearing rock is eroded and the particles are washed downstream. Because gold is heavier than other minerals, it is deposited more quickly, often in places like sandbars, where the current of the stream slows down.
Instruct
Discussing Key Ideas
In the second half of the 19th century, the possibilities of finding gold draws many people to the American West.
Few succeed in this dangerous pursuit of wealth.
History From Visuals
Reading the Images
What do you think life is like in the Cripple Creek placer mining camp? What aspects of the photograph suggest these things to you?
Have any students ever been inside a mine? What was the experience like? Do you think you would be able to tolerate the dangers, the heat, poor air, and close quarters in the interior of the earth?
A pan demonstrates how sand and water works in mining.
More About . . .
Mining Hazards
In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of one boy a week lost fingers in such mishaps.
Section 3, Settling On the Great Plains
Objectives
To explain the rapid settlement of the Great Plains after they were opened for homesteading.
To describe how early settlers met the challenges of surviving on the plains and transformed them into profitable farmland.
Skillbuilder
Interpreting Charts, p. 398
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
· Think about the students who set the trends in the school and what qualities they have in common.
· Which of these qualities do they think were shared by pioneers on the Great Plains?
Objective 1, Instruct
Settlers Flock Westward to Farm
Discussing Key Ideas
· Transcontinental railroads open up the West for settlement.
· The government encourages settlement by offering free land.
· Thousands of settlers respond, including African Americans, and European immigrants.
· In response to the rapid disappearance of open land, the government sets aside some public land to preserve the wilderness.
More About. . .
Building the Railroads
On the Central Pacific line, over 90% of the labor force, about 12,000, were Chinese. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as $35 a month. White workers often received $40 to $60 a month—plus board and lodging.
History From Visuals
Reading the Photo
What can you tell about the people in the photograph? Think about:
· the way they are dressed
· their posture and expressions
· the setting.
More About. . .
Yellowstone National Park
Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in 1872. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until 1916 when the National Park service was established.
Objective 2 Instruct
Settlers Meet the Challenges of the Plains
Discussing Key Ideas
The settlers’ first task is to provide shelter for themselves on the treeless prairies.
Pioneer women do much of the work of feeding, clothing, and sustaining their families.
New technology and farming methods help tame the prairie.
Many farmers go into debt investing in technology and transporting their grain to market.
History From Visuals
Inventions That Tamed the Prairie
Reading the Chart
Be sure to understand that you should read the chart from the bottom to the top—that each prairie problem led to a difficult farming condition, which, in turn, was solved by a particular invention.
Extension.
You could research the types of agricultural technology used today, such as computer-controlled operations, fertilizers, and insecticides.
More About. . .
John Deere
In 1837, John Deere (1804-1886), a blacksmith, invented the steel plow. He used an old circular steel saw as the basis of his plow. As the plow turned, the heavy, sticky prairie soil fell away cleanly from the blade. Deere initially used hard steel manufactured in England, but then had Pittsburgh steel makers create similar steel. This invention was so popular that he was producing 10,000 plows a year by 1857.
More About. . .
Bonanza Farms
The labor needed to plow and harvest the bonanza farms was seasonal. A farm that required only a few hands most of the year might need 150 men for the April plowing and 400 men for fall harvesting. Harvesting crews moved from one farm to another, from south to north, during the summer. According to the writer Hamlin Garland, ”They reached our neighborhood in July, arriving like a flight of alien unclean birds, and vanished into the north as mysteriously as they had appeared.”
Close
Although many farmers successfully met the challenges of the plains, they lost money in the process. They needed to organize to solve common problems.
Objectives
To summarize the role of gold in luring people to the American West.
To describe people’s experiences in their often fruitless efforts to find gold.
Focus & Motivate
Starting With the Student
Students might be interested to know that the phrase strike it rich originated during the American gold rush of 1849. The term was later generalized to include other sources of quick wealth.
Discuss natural resources other than gold that figure in modern American dreams of striking it rich (oil, precious stones, such as diamonds).
More About . . .
Placer Mining
The word placer comes not from the English word place, but from the Spanish word placer, which means “sandbar,” one of the places that placer deposits are found. Placer deposits are created when gold-bearing rock is eroded and the particles are washed downstream. Because gold is heavier than other minerals, it is deposited more quickly, often in places like sandbars, where the current of the stream slows down.
Instruct
Discussing Key Ideas
In the second half of the 19th century, the possibilities of finding gold draws many people to the American West.
Few succeed in this dangerous pursuit of wealth.
History From Visuals
Reading the Images
What do you think life is like in the Cripple Creek placer mining camp? What aspects of the photograph suggest these things to you?
Have any students ever been inside a mine? What was the experience like? Do you think you would be able to tolerate the dangers, the heat, poor air, and close quarters in the interior of the earth?
A pan demonstrates how sand and water works in mining.
More About . . .
Mining Hazards
In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of one boy a week lost fingers in such mishaps.
Section 3, Settling On the Great Plains
Objectives
To explain the rapid settlement of the Great Plains after they were opened for homesteading.
To describe how early settlers met the challenges of surviving on the plains and transformed them into profitable farmland.
Skillbuilder
Interpreting Charts, p. 398
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
· Think about the students who set the trends in the school and what qualities they have in common.
· Which of these qualities do they think were shared by pioneers on the Great Plains?
Objective 1, Instruct
Settlers Flock Westward to Farm
Discussing Key Ideas
· Transcontinental railroads open up the West for settlement.
· The government encourages settlement by offering free land.
· Thousands of settlers respond, including African Americans, and European immigrants.
· In response to the rapid disappearance of open land, the government sets aside some public land to preserve the wilderness.
More About. . .
Building the Railroads
On the Central Pacific line, over 90% of the labor force, about 12,000, were Chinese. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as $35 a month. White workers often received $40 to $60 a month—plus board and lodging.
History From Visuals
Reading the Photo
What can you tell about the people in the photograph? Think about:
· the way they are dressed
· their posture and expressions
· the setting.
More About. . .
Yellowstone National Park
Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in 1872. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until 1916 when the National Park service was established.
Objective 2 Instruct
Settlers Meet the Challenges of the Plains
Discussing Key Ideas
The settlers’ first task is to provide shelter for themselves on the treeless prairies.
Pioneer women do much of the work of feeding, clothing, and sustaining their families.
New technology and farming methods help tame the prairie.
Many farmers go into debt investing in technology and transporting their grain to market.
History From Visuals
Inventions That Tamed the Prairie
Reading the Chart
Be sure to understand that you should read the chart from the bottom to the top—that each prairie problem led to a difficult farming condition, which, in turn, was solved by a particular invention.
Extension.
You could research the types of agricultural technology used today, such as computer-controlled operations, fertilizers, and insecticides.
More About. . .
John Deere
In 1837, John Deere (1804-1886), a blacksmith, invented the steel plow. He used an old circular steel saw as the basis of his plow. As the plow turned, the heavy, sticky prairie soil fell away cleanly from the blade. Deere initially used hard steel manufactured in England, but then had Pittsburgh steel makers create similar steel. This invention was so popular that he was producing 10,000 plows a year by 1857.
More About. . .
Bonanza Farms
The labor needed to plow and harvest the bonanza farms was seasonal. A farm that required only a few hands most of the year might need 150 men for the April plowing and 400 men for fall harvesting. Harvesting crews moved from one farm to another, from south to north, during the summer. According to the writer Hamlin Garland, ”They reached our neighborhood in July, arriving like a flight of alien unclean birds, and vanished into the north as mysteriously as they had appeared.”
Close
Although many farmers successfully met the challenges of the plains, they lost money in the process. They needed to organize to solve common problems.
Monday, September 19, 2005
World History 19 Sept. 05
Ch. 19 The French Revolution and Napoleon (1789-1815)
Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era
p. 478 Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Caption p. 479
Answer to Caption, Political and Social Systems
Possible answer: Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.
Sec. 1, On the Eve of Revolution
Amazing Transformation
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, member of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.
Instruct:
Work with a partner. Assign each partner to write brief profiles for three of the following: a nun, a priest, a nobleman, a banker, a manufacturer, a lawyer, a peasant, a member of the royal family, a journeyman, a servant girl. In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.
Close: Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.
Guide for Reading Section 1
What is the social structure of the old regime?
Why did France face an economic crisis by 1789?
Why did efforts at reform fail?
Vocabulary: bourgeoisie, deficit spending
Caption, p. 481 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.
Activity: Learning Styles (Visual)
After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.
Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words.
"Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation."
1. How would you feel and respond to these words if you were a member of the Third Estate?
2. What might your reaction be if you were a member of the nobility?
Caption, p. 482
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.
Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside.
"Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and proide the kingdon with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes."
This primary source can stimulate a class discussion about French peasant life and the policies of the French government.
Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.
Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.
HW Section 1 Review p. 484
#1, 3-5.
Extra Credit, #6 - #7.
Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era
p. 478 Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Caption p. 479
Answer to Caption, Political and Social Systems
Possible answer: Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.
Sec. 1, On the Eve of Revolution
Amazing Transformation
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, member of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.
Instruct:
Work with a partner. Assign each partner to write brief profiles for three of the following: a nun, a priest, a nobleman, a banker, a manufacturer, a lawyer, a peasant, a member of the royal family, a journeyman, a servant girl. In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.
Close: Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.
Guide for Reading Section 1
What is the social structure of the old regime?
Why did France face an economic crisis by 1789?
Why did efforts at reform fail?
Vocabulary: bourgeoisie, deficit spending
Caption, p. 481 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.
Activity: Learning Styles (Visual)
After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.
Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words.
"Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation."
1. How would you feel and respond to these words if you were a member of the Third Estate?
2. What might your reaction be if you were a member of the nobility?
Caption, p. 482
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.
Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside.
"Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and proide the kingdon with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes."
This primary source can stimulate a class discussion about French peasant life and the policies of the French government.
Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.
Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.
HW Section 1 Review p. 484
#1, 3-5.
Extra Credit, #6 - #7.
Friday, September 16, 2005
Ch. 13 Section 2, The Growth of the Cattle Industry
Ch. 13 Section 2, The Growth of the Cattle Industry
Objectives
1. To trace the development of the cattle industry.
2. To describe the myth and the reality of the American cowboy.
3. To explain the end of cattle ranchign on the open plains.
Focus & Motivate
What are your images of cowboys?
How have movies and novels influenced those images?
How true do you think those images are to the reality of life on the open plain.
Objective 1: Instruct
The Cattle Industry Becomes Big Business
Discussing Key Ideas
Spanish explorers introduce horses and cattle into the Southwest.
Many aspects of cowboy culture--food, clothing, vocabulary--are borrowed from Spanish ranchers in Mexico.
The growth of the railroads provides a market for the booming cattle industry.
Objective 2: Instruct
The Truth About Cowboys
Create a chart listing myths and truths about cowboys. Your chart may include:
Myth Truth
Good guys wore white hats. Cowboys wore hats of different colors
Discussing Key Ideas
The ordinary cowboy's life differed greatly from the popular conception of it.
Cattle herds were rounded up in the spring and were driven many miles to railroad shipping centers.
Objective 3: Instruct
The End of the Cattle Frontier
Starting With the Student
Which events might cause major physical changes on the earth or social changes in people's ways of life?
Perhaps to be mentioned are: severe weather, diseases, migrations, immigration, depletion of natural resources, and technological inventions.
Discussing Key Ideas
Overgrazing combined with a series of natural disasters brings an end to the cattle frontier.
The invention of barbed wire transforms the open plains into fenced-in ranches and farms.
Objectives
1. To trace the development of the cattle industry.
2. To describe the myth and the reality of the American cowboy.
3. To explain the end of cattle ranchign on the open plains.
Focus & Motivate
What are your images of cowboys?
How have movies and novels influenced those images?
How true do you think those images are to the reality of life on the open plain.
Objective 1: Instruct
The Cattle Industry Becomes Big Business
Discussing Key Ideas
Spanish explorers introduce horses and cattle into the Southwest.
Many aspects of cowboy culture--food, clothing, vocabulary--are borrowed from Spanish ranchers in Mexico.
The growth of the railroads provides a market for the booming cattle industry.
Objective 2: Instruct
The Truth About Cowboys
Create a chart listing myths and truths about cowboys. Your chart may include:
Myth Truth
Good guys wore white hats. Cowboys wore hats of different colors
Discussing Key Ideas
The ordinary cowboy's life differed greatly from the popular conception of it.
Cattle herds were rounded up in the spring and were driven many miles to railroad shipping centers.
Objective 3: Instruct
The End of the Cattle Frontier
Starting With the Student
Which events might cause major physical changes on the earth or social changes in people's ways of life?
Perhaps to be mentioned are: severe weather, diseases, migrations, immigration, depletion of natural resources, and technological inventions.
Discussing Key Ideas
Overgrazing combined with a series of natural disasters brings an end to the cattle frontier.
The invention of barbed wire transforms the open plains into fenced-in ranches and farms.
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