World History Agenda: 20 October 2005
Skills for Success Recognizing Faulty Reasoning
Answer 1-3
1a) Student E;
1b) because it attacks a person rather than addressing the issue
2a) that the Industrial Revolution was connected to the suffering of the Civil War and World War I;
b) There is no evidence of a cause-and-effect relationship between these events.
3a) Student A
b) The student is claiming that the Industrial Revolution is good because it brought us the changes of the Industrial Revolution.
Neighborhood Project (Handout)
Tracing the Growth of a Town
Gathering Information
Project Planning Guide
Reviewing Vocabulary
Enclosure
Factory
Turnpike
Urbanization
Utilitarianism
Socialism
Communism
Proletariat
Reviewing Facts
Many farm workers lost their jobs; small farmers were forced off their land; villages shrank; many people moved to cities in search of work.
The coal-powered steam engine.
Answers should include three of the following: natural resources such as coal, plenty of workers, scientists with advanced technological ideas, capital for investment, stable government, positive religious attitudes.
Inventions improving transportation are the steam locomotives and steamships.
Farm jobs were declining and the supply of jobs in the cities was rising.
Benefits included greater political power for the working class, more jobs, higher wages, new opportunities; problems included low pay, unemployment, and poor living conditions.
The government efforts to improve workers’ lives, giving the vote to women, child labor and public health reforms.
Workers did not rebel because their standard of living rose; workers did not join forces across countries because nationalism was stronger.
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Thursday, October 20, 2005
Tracing the Growth of a Town
Living History
Tracing the Growth of a Town
Write a biography of your town or neighborhood. Using what you’ve learned about Industrialization and Urbanization, how cities grow, and why people migrate and immigrate, discuss the following:
· The town’s or neighborhood’s founders;
· Major ethnic groups, including when they arrived and what they contributed to the area;
· The problems created by growth and the way that the problems were solved;
· What the future of the town/neighborhood might be.
Tracing the Growth of a Town: Gathering Information
Use the local newspaper, library, or museum to find books, maps, websites, and other information;
Prepare questions and then interview older members of the community, your family, tape or video recording them and their comments;
Get permission to visit schools, places of worship, the Chamber of Commerce, and other sites of 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 neighborhood’s past, including relevant materials such as photographs, maps, graphs, etc., to predict the neighborhood’s future.
Tracing the Growth of a Town
Write a biography of your town or neighborhood. Using what you’ve learned about Industrialization and Urbanization, how cities grow, and why people migrate and immigrate, discuss the following:
· The town’s or neighborhood’s founders;
· Major ethnic groups, including when they arrived and what they contributed to the area;
· The problems created by growth and the way that the problems were solved;
· What the future of the town/neighborhood might be.
Tracing the Growth of a Town: Gathering Information
Use the local newspaper, library, or museum to find books, maps, websites, and other information;
Prepare questions and then interview older members of the community, your family, tape or video recording them and their comments;
Get permission to visit schools, places of worship, the Chamber of Commerce, and other sites of 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 neighborhood’s past, including relevant materials such as photographs, maps, graphs, etc., to predict the neighborhood’s future.
Wednesday, October 19, 2005
Ch. 15 Section 4 Politics in the Gilded Age
Ch. 15 Section 4 Politics in the Gilded Age
Overview
Objectives
To describe measures taken by Presidents Hayes, Garfield, and Arthur to reform the spoils system.
To explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.
Focus & Motivate
Starting With the Student
How does one go about getting a job? Would you get help from a friend or a friend’s parent? Is it fair to use “connections?”
Consider that the spoils system began in the early 19th century. Why do you suppose it lasted so long?
Objective 1 Instruct
Civil Service Replaces Patronage
Discussing Key Ideas
Patronage results in incompetence and fraud in government.
Hayes takes measures to reform civil service.
Garfield wins the 1890 election but is assassinated the following year.
With Arthur’s civil service reform, Congress passes the Pendleton Act in 1883.
More About. . .
Before moving into the White House, President Arthur had it completely cleaned out and refurnished. He managed to fill 24 wagons with items that had accumulated over the years, including a hat that had belonged to John Quincy Adams and a pair of trousers worn by Abraham Lincoln. These and other items were sold at auction. Ironically, a sideboard that the Women’s Christian Temperance Union had presented to Mrs. Rutherford Hayes—nicnamed “Lemonade Lucy,” because she had refused to serve liquor in the White House—was bought by a Washington saloonkeeper, who installed it in his barroom.
Objective 2 Instruct
Efforts to Regulate Tariffs Fail
Discussing Key Ideas
Cleveland runs on a low-tariff platform and loses the presidency to Harrison, who raises tariffs.
In his second term, Cleveland fails to lower tariffs.
Now & Then
Tariffs Versus NAFTA
Write an editorial about tariffs. The topics to be addressed may include jobs and the cost of goods.
Close
In the Gilded Age, political reformers began to replace the evils of patronage with a civil service system. They did not have same success in reducing the high tariffs that protected American industry.
Recognizing Effects
By allowing people to be hired for government jobs on the basis of political beliefs, rather than competence, and by making possible opportunities for misuse of influence.
Analyzing Motives
Because they thought his antireform views would balance presidential candidate James A. Garfield’s belief in civil-service reform.
Recognizing Effects
Positive: More competent and honest federal workers.
Negative: Closer ties between government and big business.
Analyzing Causes
Because of political pressure exerted by companies that benefited from the tariff.
Section 4 Assessment
Terms & Names
Patronage, p. 455
Civil service, p. 455
Rutherford B. Hayes, p. 456
Stalwarts, p. 456
James A. Garfield, p. 456
Chester A. Arthur, p. 456
Pendleton Act, p. 456
Grover Cleveland, p. 457
Benjamin Harrison, p. 457
Summarizing
Leader Position Stand
Hayes president, p. 77-’81 for civil service reform
Conkling N.Y. Senator against civil service reform
Arthur president, p. 81-’85 supported Pendleton Act
Cleveland president, p. ’85-’89, supported lower tariffs
’93-‘97
Harrison president, p. 89-’93 supported higher tariffs
Hypothesizing
Possible Response: Federal employment would have continued to be dominated by politics, politicians would have been less dependent on big business for campaign funds, and a key issue would have continued dividing the Republicans.
Forming An Opinion
Responses should reflect awareness that high tariffs might help business at the expense of consumers.
Overview
Objectives
To describe measures taken by Presidents Hayes, Garfield, and Arthur to reform the spoils system.
To explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.
Focus & Motivate
Starting With the Student
How does one go about getting a job? Would you get help from a friend or a friend’s parent? Is it fair to use “connections?”
Consider that the spoils system began in the early 19th century. Why do you suppose it lasted so long?
Objective 1 Instruct
Civil Service Replaces Patronage
Discussing Key Ideas
Patronage results in incompetence and fraud in government.
Hayes takes measures to reform civil service.
Garfield wins the 1890 election but is assassinated the following year.
With Arthur’s civil service reform, Congress passes the Pendleton Act in 1883.
More About. . .
Before moving into the White House, President Arthur had it completely cleaned out and refurnished. He managed to fill 24 wagons with items that had accumulated over the years, including a hat that had belonged to John Quincy Adams and a pair of trousers worn by Abraham Lincoln. These and other items were sold at auction. Ironically, a sideboard that the Women’s Christian Temperance Union had presented to Mrs. Rutherford Hayes—nicnamed “Lemonade Lucy,” because she had refused to serve liquor in the White House—was bought by a Washington saloonkeeper, who installed it in his barroom.
Objective 2 Instruct
Efforts to Regulate Tariffs Fail
Discussing Key Ideas
Cleveland runs on a low-tariff platform and loses the presidency to Harrison, who raises tariffs.
In his second term, Cleveland fails to lower tariffs.
Now & Then
Tariffs Versus NAFTA
Write an editorial about tariffs. The topics to be addressed may include jobs and the cost of goods.
Close
In the Gilded Age, political reformers began to replace the evils of patronage with a civil service system. They did not have same success in reducing the high tariffs that protected American industry.
Recognizing Effects
By allowing people to be hired for government jobs on the basis of political beliefs, rather than competence, and by making possible opportunities for misuse of influence.
Analyzing Motives
Because they thought his antireform views would balance presidential candidate James A. Garfield’s belief in civil-service reform.
Recognizing Effects
Positive: More competent and honest federal workers.
Negative: Closer ties between government and big business.
Analyzing Causes
Because of political pressure exerted by companies that benefited from the tariff.
Section 4 Assessment
Terms & Names
Patronage, p. 455
Civil service, p. 455
Rutherford B. Hayes, p. 456
Stalwarts, p. 456
James A. Garfield, p. 456
Chester A. Arthur, p. 456
Pendleton Act, p. 456
Grover Cleveland, p. 457
Benjamin Harrison, p. 457
Summarizing
Leader Position Stand
Hayes president, p. 77-’81 for civil service reform
Conkling N.Y. Senator against civil service reform
Arthur president, p. 81-’85 supported Pendleton Act
Cleveland president, p. ’85-’89, supported lower tariffs
’93-‘97
Harrison president, p. 89-’93 supported higher tariffs
Hypothesizing
Possible Response: Federal employment would have continued to be dominated by politics, politicians would have been less dependent on big business for campaign funds, and a key issue would have continued dividing the Republicans.
Forming An Opinion
Responses should reflect awareness that high tariffs might help business at the expense of consumers.
Ch. 15 Section 3 The Emergence of the Political Machine
Ch. 15 Section 3 The Emergence of the Political Machine
Overview
Objectives
To explain the role of political machines and political bosses.
To describe how politicians’ greed and fraud cost taxpayers millions of dollars.
Focus & Motivate
Starting With the Student
Have you ever given someone a gift with the intention of getting something in return? Do you believe that such a practice is common among politicians today?
More About. . .
George Washington Plunkitt
Plunkitt believed in giving people something in exchange for their votes. He furnished emergency lodging and clothing to families hit by fire. He found jobs for the unemployed. He put in a good word for youngsters who got into trouble with the police. He paid court fines for constituents who were picked up for being drunk. “The poor are the most grateful people in the world,” he pointed out, “and, let me tell you, they have more friends in their neighborhoods than the rich have in theirs.”
Objective 1 Instruct
Political Machines Run the Cities
Discussing Key Ideas
In major cities, political machines provide services to voters in exchange for political or financial support.
Political bosses control thousands of municipal jobs and regulate business licenses and inspections.
Many of the bosses are immigrants who have worked their way up through the political system.
Objective 2 Instruct
Municipal Graft and Scandal
Discussing Key Ideas
To maintain their power and to make money, some political machines turn to election fraud, bribery, and graft.
The efforts of political cartoonist Thomas Nast help bring down Boss Tweed and Tammany Hall, New York City’s powerful Democratic machine.
History From Visuals, p. 454
“The Tammany Tiger Loose”
Viewing the Cartoon
Who are the onlookers?
Why are they allowing the tiger to attack the victim?
Extension
What cartoon can you draw to convey the same idea?
History From Visuals, p. 454
Boss Tweed’s World-Class Expenses
Reading the Chart
Look closely at Boss Tweed’s picture. Why do you think his picture is included on the bar graph?
Extension
What is the connection between the Nast cartoon, above, and the chart.
Answer:
In both, Tweed is in control and the public pays.
Close
In the late 19th century, political machines ran the major cities.
Summarizing
Like a pyramid—precinct workers and captains formed the base. The city boss was at the top.
Analyzing Motives
Because the machines helped them adjust to life in America.
Comparing
Both amassed huge fortunes—not always legally—but also did some social good.
Section 3 Assessment
Terms & Names
Graft, p. 452
Political machine, p. 452
Kickback, p. 453
Tammany Hall, p. 454
Tweed Ring, p. 454
Thomas Nast, p. 454
Summarizing
Advantages: Provided people with jobs; provided public services; helped immigranat6s become citizens.
Disadvantages: Engaged in election fraud; collected kickbacks; controlled the police; granted favors to business.
Generalizing
Students might focus on the meaning of coerce. Although machine politicians may no have threatened people with violence, they could have caused them great hardship.
Analyzing Causes
Answers should be supported with reasons. Possible point: the rapid economic growth of large cities meant that decisions by local governments could provide people with the opportunity to make large amounts of money.
Overview
Objectives
To explain the role of political machines and political bosses.
To describe how politicians’ greed and fraud cost taxpayers millions of dollars.
Focus & Motivate
Starting With the Student
Have you ever given someone a gift with the intention of getting something in return? Do you believe that such a practice is common among politicians today?
More About. . .
George Washington Plunkitt
Plunkitt believed in giving people something in exchange for their votes. He furnished emergency lodging and clothing to families hit by fire. He found jobs for the unemployed. He put in a good word for youngsters who got into trouble with the police. He paid court fines for constituents who were picked up for being drunk. “The poor are the most grateful people in the world,” he pointed out, “and, let me tell you, they have more friends in their neighborhoods than the rich have in theirs.”
Objective 1 Instruct
Political Machines Run the Cities
Discussing Key Ideas
In major cities, political machines provide services to voters in exchange for political or financial support.
Political bosses control thousands of municipal jobs and regulate business licenses and inspections.
Many of the bosses are immigrants who have worked their way up through the political system.
Objective 2 Instruct
Municipal Graft and Scandal
Discussing Key Ideas
To maintain their power and to make money, some political machines turn to election fraud, bribery, and graft.
The efforts of political cartoonist Thomas Nast help bring down Boss Tweed and Tammany Hall, New York City’s powerful Democratic machine.
History From Visuals, p. 454
“The Tammany Tiger Loose”
Viewing the Cartoon
Who are the onlookers?
Why are they allowing the tiger to attack the victim?
Extension
What cartoon can you draw to convey the same idea?
History From Visuals, p. 454
Boss Tweed’s World-Class Expenses
Reading the Chart
Look closely at Boss Tweed’s picture. Why do you think his picture is included on the bar graph?
Extension
What is the connection between the Nast cartoon, above, and the chart.
Answer:
In both, Tweed is in control and the public pays.
Close
In the late 19th century, political machines ran the major cities.
Summarizing
Like a pyramid—precinct workers and captains formed the base. The city boss was at the top.
Analyzing Motives
Because the machines helped them adjust to life in America.
Comparing
Both amassed huge fortunes—not always legally—but also did some social good.
Section 3 Assessment
Terms & Names
Graft, p. 452
Political machine, p. 452
Kickback, p. 453
Tammany Hall, p. 454
Tweed Ring, p. 454
Thomas Nast, p. 454
Summarizing
Advantages: Provided people with jobs; provided public services; helped immigranat6s become citizens.
Disadvantages: Engaged in election fraud; collected kickbacks; controlled the police; granted favors to business.
Generalizing
Students might focus on the meaning of coerce. Although machine politicians may no have threatened people with violence, they could have caused them great hardship.
Analyzing Causes
Answers should be supported with reasons. Possible point: the rapid economic growth of large cities meant that decisions by local governments could provide people with the opportunity to make large amounts of money.
Tuesday, October 18, 2005
Philadelphia Local History
Local History
http://www.ucwphilly.com/comm_locations/PHI_history.htm
http://www.phila.gov/phils/Docs/otherinfo/pname2.htm
Olney
Vicinity of 5th and Chew Streets, west of the railroad tracks to Fox Chase and east of Melrose Park. Named for the estate of Alexander Wilson.
Philadelphia Neighborhood History
The Historical Society of Pennsylvania
http://www.hsp.org/default.aspx?id=127
Philadelphia Pennsylvania Population and Demographics Resources
http://philadelphia.areaconnect.com/statistics.htm
Philadelphia County Profile
http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=14657
Greater Philadelphia Regional Demographics
http://www.positivelyphiladelphia.com/demo_regional.aspx?bitmap=0301
Community and Regional Analysis
http://www.proximityone.com/cvphl.htm
http://www.ucwphilly.com/comm_locations/PHI_history.htm
http://www.phila.gov/phils/Docs/otherinfo/pname2.htm
Olney
Vicinity of 5th and Chew Streets, west of the railroad tracks to Fox Chase and east of Melrose Park. Named for the estate of Alexander Wilson.
Philadelphia Neighborhood History
The Historical Society of Pennsylvania
http://www.hsp.org/default.aspx?id=127
Philadelphia Pennsylvania Population and Demographics Resources
http://philadelphia.areaconnect.com/statistics.htm
Philadelphia County Profile
http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=14657
Greater Philadelphia Regional Demographics
http://www.positivelyphiladelphia.com/demo_regional.aspx?bitmap=0301
Community and Regional Analysis
http://www.proximityone.com/cvphl.htm
Ch. 15 Section 2, The Problems of Urbanization
Ch. 15 Section 2, The Problems of Urbanization
Objectives
To describe the movement of immigrants to cities and the opportunities they found there.
To explain how cities dealt with problems related to housing, transportation, water supply, sanitation, and fire and police protection.
To describe some of the organizations and people who offered help to urban immigrants.
Focus & Motivate
Starting With the Student
How would a newly arrived foreign student adjust to school? What suggestions would help the newcomer to solve some of their initial problems?
More About. . . .
Jacob Riis
Riis worked as a police reporter for the New York Tribune and, later, for the New York Evening Sun. He taught himself the new technique of using flashlight power to take pictures indoors so that he could illustrate his newspaper articles with photographs. His book How the Other Half Lives was published in 1890. An immediate bestseller, it led to the rise of expose journalism.
Objective 1 Instruct
Urban Opportunities
Discussing Key Ideas
· Most new immigrants settle in cities because cities are the cheapest and most convenient places to live.
· New technology makes farming more efficient, resulting in the loss of jobs for some farm workers, who move to cities.
· Cities offer diverse cultural opportunities.
History From Visuals
Ethnic Enclaves in New York City, 1910
Reading the Map
Find each ethnic group that is represented by two colors.
Extension
Review the map and answer:
In what ways was the building of bridges an important improvement?
People and businesses had better access to areas away from the port; it was easier to commute to work and to visit family.
Objective 2 Instruct
Urban Problems
Starting With the Student
What reasons might you want to live in a city? What problems are there with living in a city?
Discussing Key Ideas
As the urban population increases, cities struggle with many problems.
Among the problems faced are overcrowded, unsanitary housing; mass transportation needs; lack of a fresh water supply; and fires and crime.
Historical Spotlight
Streetcar Suburbs
Critical Thinking: Cause and Effect
Consider the diagram on p. 448 and note how better transportation after 1880 improved the lives of the people living in urban and suburban settings.
More About. . . .
Row-House Living
Living in a row house was comfortable. Each room had a brass fixture for gas jets or electric bulbs. The furnace fire glowed all night, so people did not wake up shivering with cold. A gas flame heated the water in the water tank and fueled the stove. And every house had a bathroom with running water and an indoor toilet.
History From Visuals
Fire: The Enemy of the City
Reading the Chart
This graphic makes comparisons. You could make up a chart of your own with the following headings: numbers of deaths, number left homeless, square miles destroyed, estimated property loss, number of buildings destroyed.
Extension
What measures experts might use today to prevent or contain damage from fires and earthquakes?
Now there are earthquake-proof buildings, and use the Richter scale to measure the magnitude of quakes. Experts know how to fire-proof buildings and use asbestos for firefighting gear.
More About. . . .
Transportation
In the 1800s, the streets of most American cities were not paved, making them dusty in summer and muddy in winter. Improvements were slow to be made, and there was controversy over what paving material to use. Asphalt was smooth, long-lasting, and easy to clean but very expensive. By the end of the 1800s, however, engineers had developed a cheaper way to make asphalt, and it became widely used in paving city streets.
More About. . .
The Great Chicago Fire
The Great Chicago Fire was preceded by a succession of small fires that broke out during the first week of October 1871. At that time, the city was particularly susceptible to fires because there had been almost no rain for three months. On the night of October 8, so the story goes, a wagon driver named Daniel “Peg Leg” Sullivan was drinking whiskey in the barn of his neighbor, Mrs. Catherine O’Leary, as he often did. That night, Sullivan apparently took one nip too many and dropped a kerosene lamp into a pile of hay. Mrs. O’Leary’s barn caught fire—and the rest, as they say, is history. The fire was so destructive even Chicago’s marble courthouse, which had just been built for $1million and had been considered fireproof, collapsed in the blaze.
Objective 3 Instruct
Reformers Mobilize
Starting With the Student
If you could start an organization to help some group less fortunate than you, what kind of organization would it be?
How would you go about setting up such an organization?
Clarifying Ideas Chart
Problems Causes Solutions
Housing
Transportation
Water
Sanitation
Fire
Crime
Discussing Key Ideas
Reform-minded church leaders inspire the building of churches in poor neighborhoods and espouse efforts to help the indigent.
Settlement houses are established in slum areas.
Key Player
Jane Addams
Critical Thinking: Drawing Conclusions
After considering Addams, on what basis do you think Addams qualified for the Noble Peace Prize?
Possible Response: She was a peace advocate, an antiwar activist, and a fighter for racial justice.
Close
Rapid population growth revitalized the cities but also brought urban problems.
Answer
They banded for mutual support.
Answer
Both groups had to find jobs. African-American farm workers faced the additional challenge of racial prejudice.
Skill builder Answer
Place: Immigrants often settled with others of similar backgrounds.
Movement: Brooklyn—Russian, Queens—German.
Answer
There are overcrowding problems and unsanitary conditions.
Answer
Lack of fresh water and inadequate sanitations created health hazards.
Answer
Possible answers: Overcrowding; a lack of affordable housing, health issues, fire, crime, and prejudice toward new immigrants.
Answer
Both movements focused on social problems that the urban poor faced, such as isolation and exploitation. The Social Gospel promoted social consciousness and the settlement houses provided actual aid to the poor.
Section 2 Assessment
Terms & Names
Urbanization, p. 446
Row house, p. 448
Dumbbell tenement, p. 448
Social Gospel movement, p. 451
Settlement house, p. 451
Jane Addams, p. 451
Summarizing
Students should choose three problems to develop.
Inadequate housing—dumbbell tenements, row houses;
Inadequate transportation—new streetcar lines, subways;
Unsafe water—public waterworks, chlorination, filtrations;
Poor sanitation—sewer lines, sanitation departments;
Frequent fires—full-time fire departments, replacement of wooden buildings with brick, stone, and concrete ones;
High crime—improved police protection.
Recognizing Effects
Possible Responses:
Overcrowding; competition for jobs.
Evaluating
While some students might criticize the reformers and their efforts as unrealistic, others might defend their accomplishments. Students’ opinions should be supported with adequate reasons.
Objectives
To describe the movement of immigrants to cities and the opportunities they found there.
To explain how cities dealt with problems related to housing, transportation, water supply, sanitation, and fire and police protection.
To describe some of the organizations and people who offered help to urban immigrants.
Focus & Motivate
Starting With the Student
How would a newly arrived foreign student adjust to school? What suggestions would help the newcomer to solve some of their initial problems?
More About. . . .
Jacob Riis
Riis worked as a police reporter for the New York Tribune and, later, for the New York Evening Sun. He taught himself the new technique of using flashlight power to take pictures indoors so that he could illustrate his newspaper articles with photographs. His book How the Other Half Lives was published in 1890. An immediate bestseller, it led to the rise of expose journalism.
Objective 1 Instruct
Urban Opportunities
Discussing Key Ideas
· Most new immigrants settle in cities because cities are the cheapest and most convenient places to live.
· New technology makes farming more efficient, resulting in the loss of jobs for some farm workers, who move to cities.
· Cities offer diverse cultural opportunities.
History From Visuals
Ethnic Enclaves in New York City, 1910
Reading the Map
Find each ethnic group that is represented by two colors.
Extension
Review the map and answer:
In what ways was the building of bridges an important improvement?
People and businesses had better access to areas away from the port; it was easier to commute to work and to visit family.
Objective 2 Instruct
Urban Problems
Starting With the Student
What reasons might you want to live in a city? What problems are there with living in a city?
Discussing Key Ideas
As the urban population increases, cities struggle with many problems.
Among the problems faced are overcrowded, unsanitary housing; mass transportation needs; lack of a fresh water supply; and fires and crime.
Historical Spotlight
Streetcar Suburbs
Critical Thinking: Cause and Effect
Consider the diagram on p. 448 and note how better transportation after 1880 improved the lives of the people living in urban and suburban settings.
More About. . . .
Row-House Living
Living in a row house was comfortable. Each room had a brass fixture for gas jets or electric bulbs. The furnace fire glowed all night, so people did not wake up shivering with cold. A gas flame heated the water in the water tank and fueled the stove. And every house had a bathroom with running water and an indoor toilet.
History From Visuals
Fire: The Enemy of the City
Reading the Chart
This graphic makes comparisons. You could make up a chart of your own with the following headings: numbers of deaths, number left homeless, square miles destroyed, estimated property loss, number of buildings destroyed.
Extension
What measures experts might use today to prevent or contain damage from fires and earthquakes?
Now there are earthquake-proof buildings, and use the Richter scale to measure the magnitude of quakes. Experts know how to fire-proof buildings and use asbestos for firefighting gear.
More About. . . .
Transportation
In the 1800s, the streets of most American cities were not paved, making them dusty in summer and muddy in winter. Improvements were slow to be made, and there was controversy over what paving material to use. Asphalt was smooth, long-lasting, and easy to clean but very expensive. By the end of the 1800s, however, engineers had developed a cheaper way to make asphalt, and it became widely used in paving city streets.
More About. . .
The Great Chicago Fire
The Great Chicago Fire was preceded by a succession of small fires that broke out during the first week of October 1871. At that time, the city was particularly susceptible to fires because there had been almost no rain for three months. On the night of October 8, so the story goes, a wagon driver named Daniel “Peg Leg” Sullivan was drinking whiskey in the barn of his neighbor, Mrs. Catherine O’Leary, as he often did. That night, Sullivan apparently took one nip too many and dropped a kerosene lamp into a pile of hay. Mrs. O’Leary’s barn caught fire—and the rest, as they say, is history. The fire was so destructive even Chicago’s marble courthouse, which had just been built for $1million and had been considered fireproof, collapsed in the blaze.
Objective 3 Instruct
Reformers Mobilize
Starting With the Student
If you could start an organization to help some group less fortunate than you, what kind of organization would it be?
How would you go about setting up such an organization?
Clarifying Ideas Chart
Problems Causes Solutions
Housing
Transportation
Water
Sanitation
Fire
Crime
Discussing Key Ideas
Reform-minded church leaders inspire the building of churches in poor neighborhoods and espouse efforts to help the indigent.
Settlement houses are established in slum areas.
Key Player
Jane Addams
Critical Thinking: Drawing Conclusions
After considering Addams, on what basis do you think Addams qualified for the Noble Peace Prize?
Possible Response: She was a peace advocate, an antiwar activist, and a fighter for racial justice.
Close
Rapid population growth revitalized the cities but also brought urban problems.
Answer
They banded for mutual support.
Answer
Both groups had to find jobs. African-American farm workers faced the additional challenge of racial prejudice.
Skill builder Answer
Place: Immigrants often settled with others of similar backgrounds.
Movement: Brooklyn—Russian, Queens—German.
Answer
There are overcrowding problems and unsanitary conditions.
Answer
Lack of fresh water and inadequate sanitations created health hazards.
Answer
Possible answers: Overcrowding; a lack of affordable housing, health issues, fire, crime, and prejudice toward new immigrants.
Answer
Both movements focused on social problems that the urban poor faced, such as isolation and exploitation. The Social Gospel promoted social consciousness and the settlement houses provided actual aid to the poor.
Section 2 Assessment
Terms & Names
Urbanization, p. 446
Row house, p. 448
Dumbbell tenement, p. 448
Social Gospel movement, p. 451
Settlement house, p. 451
Jane Addams, p. 451
Summarizing
Students should choose three problems to develop.
Inadequate housing—dumbbell tenements, row houses;
Inadequate transportation—new streetcar lines, subways;
Unsafe water—public waterworks, chlorination, filtrations;
Poor sanitation—sewer lines, sanitation departments;
Frequent fires—full-time fire departments, replacement of wooden buildings with brick, stone, and concrete ones;
High crime—improved police protection.
Recognizing Effects
Possible Responses:
Overcrowding; competition for jobs.
Evaluating
While some students might criticize the reformers and their efforts as unrealistic, others might defend their accomplishments. Students’ opinions should be supported with adequate reasons.
Monday, October 17, 2005
World History, Ch. 20, Sec. 4, New Ways of Thinking
Ch. 20, Section 4, New Ways of Thinking
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat
Read intro, p. 520
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522
3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat
Read intro, p. 520
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522
3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
Ch. 15, Tracing Themes, The American Dream
Tracing Themes
The American Dream
Objectives
To explore Americans’ different definitions of the American dream.
To recognize the role of the American dream in inspiring immigration to and migration within America.
Focus & Motivate
Starting With the Student
The phrase “the American Dream” recurs in political discussions. What is meant by this term? Is the meaning the same for each generation?
More About. . . .
The American Dream for African Americans
African-American leaders have often defined the American dream as on of equal rights and opportunities for all Americans.
Martin Luther King, Jr., described it in his famous “I Have a Dream” speech, delivered at the Lincoln Memorial in Washington, D.C., in 1963. Two years earlier, at Lincoln University in Pennsylvania, King delivered a commencement address entitled “The American Dream,” in which he told his audience: “America is essentially a dream, a dream as yet unfulfilled. It is a dream of a land where men of all races, of all nationalities and of all creeds can live together as brothers.”
By the by, note that King states “men” and not women.
Instruct
Starting With the Student
What additions could be made to the chronological sequence on pp. 444-445.
What is your reaction to President Clinton’s definition of the American dream in the 1990s? What does he mean by “rules?”
Discussing Key Ideas
The American dream has inspired generations of Americans.
Its definition has varied for different Americans at different times.
History From Visuals
Reading the Images
Consider the pictures that illustrate the changing American dream.
List adjectives to describe your impression of each scene.
Example: The central image of the parents and child looking at the Statue of Liberty suggests hope, ambition, and a dream of a better life.
Which scene is especially moving, and why?
The American Dream
Objectives
To explore Americans’ different definitions of the American dream.
To recognize the role of the American dream in inspiring immigration to and migration within America.
Focus & Motivate
Starting With the Student
The phrase “the American Dream” recurs in political discussions. What is meant by this term? Is the meaning the same for each generation?
More About. . . .
The American Dream for African Americans
African-American leaders have often defined the American dream as on of equal rights and opportunities for all Americans.
Martin Luther King, Jr., described it in his famous “I Have a Dream” speech, delivered at the Lincoln Memorial in Washington, D.C., in 1963. Two years earlier, at Lincoln University in Pennsylvania, King delivered a commencement address entitled “The American Dream,” in which he told his audience: “America is essentially a dream, a dream as yet unfulfilled. It is a dream of a land where men of all races, of all nationalities and of all creeds can live together as brothers.”
By the by, note that King states “men” and not women.
Instruct
Starting With the Student
What additions could be made to the chronological sequence on pp. 444-445.
What is your reaction to President Clinton’s definition of the American dream in the 1990s? What does he mean by “rules?”
Discussing Key Ideas
The American dream has inspired generations of Americans.
Its definition has varied for different Americans at different times.
History From Visuals
Reading the Images
Consider the pictures that illustrate the changing American dream.
List adjectives to describe your impression of each scene.
Example: The central image of the parents and child looking at the Statue of Liberty suggests hope, ambition, and a dream of a better life.
Which scene is especially moving, and why?
Friday, October 14, 2005
Addendum to Ch. 15
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
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
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.
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