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Industrial America. The Gilded Age. Learning Objectives. Analyze the causes of the technological revolution that took place in the late-nineteenth-century .
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Industrial America The Gilded Age
Learning Objectives • Analyze the causes of the technological revolution that took place in the late-nineteenth-century. • Identify some of the business and industrial titans of the late nineteenth century and evaluate their contribution to America’s industrial growth. • Explain how Social Darwinism attempted to justify the social consequences of industrial capitalism. • Detail the response of workers to industrial growth and the new economy.
The Age of Invention Create a new invention. Is there a need for your invention? What is the purpose? What will it do to our quality of life? Why was the late nineteenth century a period of revolutionary technological growth?
Steel • Bessemer Process: made steel faster • strong, long-lasting, inexpensive • expanded railroad + shipping industries • used for bridges, buildings, + machines 1865: 15,000 tons 1910: 28 million tons
Oil • industrial products, lubricate machines • new refining process (1850s) turned crude oil into kerosene for lamps and fuel • Edwin L. Drake drilled for oil (1859), started the oil boom
Railroads • increased settlement, urban growth, and other industries • linked isolated regions and Americans • built with immigrant labor (i.e. Chinese, Irish) • cheap steel=new track, longer lines • transcontinental railroad: finished 1869 in Utah • Central Pacific: built eastward from California • Union Pacific: built westward from Nebraska
Railroads Q: Why was the transcontinental railroad built in the North and not the South? A: It was built (1863-1869) during the Civil War and finished during Reconstruction, when the North had control of Congress.
Transportation • 1893-first practical car in U.S. “horseless carriage” • 1903-Wright brothers first piloted flight (12 sec.,120 ft.)
Communication • Samuel Morse: telegraph, dot-and-dash code • Alexander Graham Bell: telephone, “talking telegraph” operators connected callers • Christopher Sholes: typewriter, produced quick, easy-to-read documents • many women worked as telephone operators and company typists
Thomas A. Edison • advanced the telegraph • phonograph • light bulb • electric power plant • motion picture camera • over 1,000 U.S. patents http://edison.rutgers.edu/
Then and Now • firewood (fuel) • horse and carriage • handwritten letters • live theater • washboard • hammer • fireplace • livestock • underground icehouse • natural gas, electricity • automobile • email • movies • washing machine • drill, nail gun • furnace, stove, oven • supermarkets • refrigerator
Think about all of the ways in which society has advanced in the last century. What will the next 100 years bring?
Gilded Age(1870s-early 1900s) • industrial period overlapping Reconstruction and the Progressive Era • gilded-A thin layer of gold over a cheap base Why did Mark Twain call this period the “Gilded Age”?
Economy: capitalism • laissez-faire : French for “let it be” • no government involvementeconomic prosperity • no government regulationeconomic prosperity • no minimum wage • no maximum hours • no child labor laws • no health+safety standards • no health insurance • no workers compensation
Growth of Big Business • shift from proprietorships to corporations • proprietorship—small businesses owned by individuals or families • corporations—raise capital for production by selling stock (certificate of ownership) • stockholders—investors, receive a percentage of the profits (dividends) • trust—group of companies that turn the control of stock over to a board of directors, run as a unit • monopoly—trust that gains control of an industry
Monopoly strategies • vertical integration—one company acquires other companies that provide materials and services necessary to the first company • horizontal integration—method of expanding a company by buying other companies involved in the same business
Social Darwinism • theory adapted by Herbert Spencer • society progressed through competition • the “fittest” would rise to wealth/power, as this is the way things should be • the “unfit” would fail and be weeded out
Captains of Industry or Robber Barons? • Andrew Carnegie • John D. Rockefeller
Identify the roles of the business and industrial titans of the late nineteenth century and evaluate their contribution to America. -What various practices led to their being labeled "robber barons"? "captains of industry"?-In what ways did such industrialists harm and/or benefit the U.S. economy and the quality of life of its citizens?Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Andrew Carnegie “The Gospel of Wealth” (1889) • Read the following primary source. • Determine and list the main ideas of the document. • Cite specific textual evidence to support each main idea • Write a brief summary of the document as a whole, (synthesizing main ideas and textual evidence). Key Ideas and Details • RSH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
This, then, is held to be the duty of the man of wealth: first, to set an example of modest, unostentatious [restrained] living, shunning display or extravagance; to provide moderately for the legitimate wants of those dependent upon him; and after doing so to consider all surplus revenues which come to him simply as trust funds which he is called upon to administer, and strictly bound as a matter of duty to administer in the manner which, in his judgment, is best calculated to produce the most beneficial results for the community—the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves. . . .
This, then, is held to be the duty of the man of wealth: first, to set an example of modest, unostentatious [restrained] living, shunning display or extravagance; to provide moderately for the legitimate wants of those dependent upon him; and after doing so to consider all surplus revenues which come to him simply as trust funds which he is called upon to administer, and strictly bound as a matter of duty to administer in the manner which, in his judgment, is best calculated to produce the most beneficial results for the community—the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves. . . .
This, then, is held to be the duty of the man of wealth: first,to set an example of modest, unostentatious [restrained] living, shunning display or extravagance; to provide moderately for the legitimate wants of those dependent upon him; and after doing so to consider all surplus revenues which come to him simply as trust funds which he is called upon to administer, and strictly bound as a matter of duty to administer in the manner which, in his judgment, is best calculated to produce the most beneficial results for the community—the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves. . . .
This…is held to be the duty of the man of wealth: • to set an example of modest…living, shunning display or extravagance • to provide moderately for the legitimate wants of those dependent upon him; • to consider all surplus revenues which come to him simply as trust funds which he is called upon to administer…to produce the most beneficial results for the community… • agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer…better than they would or could do for themselves. . . .
This…is held to be the duty of the man of wealth Wealthy men have responsibilities.
Wealthy men have responsibilities. • to set an example of modest…living, shunning display or extravagance They should lead a humble life, avoiding showing off or living excessively. Other people should not be able to tell that the wealthy men are rich.
Wealthy men have responsibilities. They should lead a humble life, avoiding showing off or living excessively. Other people should not be able to tell that men are rich. • to provide moderately for the legitimate wants of those dependent upon him Wealthy men should fulfill their family members reasonable requests and allow them to live comfortably.
Wealthy men have responsibilities. They should lead a humble life, avoiding showing off or living excessively. Other people should not be able to tell that men are rich. Wealthy men should fulfill their family members reasonable requests and allow them to live comfortably. • to consider all surplus revenues which come to him simply as trust funds which he is called upon to administer…to produce the most beneficial results for the community… Extra money should be used to improve society.
Wealthy men have responsibilities. They should lead a humble life, avoiding showing off or living excessively. Other people should not be able to tell that men are rich. Wealthy men should fulfill their family members reasonable requests and allow them to live comfortably. Extra money should be used to improve society. They are in a much better position than poor people. • agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer…better than they would or could do for themselves. . . . Therefore, wealthy men should use their advanced skills to help poor people, since poor people do not have what it takes to succeed.
Wealthy men have responsibilities. They should lead a humble life, avoiding showing off or living excessively. Other people should not be able to tell that men are rich. Wealthy men should fulfill their family members reasonable requests and allow them to live comfortably. Extra money should be used to improve society. They are in a much better position than poor people. Therefore, wealthy men should use their advanced skills to help poor people, since poor people do not have what it takes to succeed.
In bestowing charity, the main consideration should be to help those who will help themselves; to provide part of the means by which those who desire to improve may do so; to give those who desire to rise the aids by which they may rise; to assist, but rarely or never to do all. Neither the individual nor the race is improved by almsgiving. Those worthy of assistance, except in rare cases, seldom require assistance. The really valuable men of the race never do, except in cases of accident or sudden change. Everyone has, of course, cases of individuals brought to his own knowledge where temporary assistance can do genuine good, and these he will not overlook. But the amount which can be wisely given by the individual for individuals is necessarily limited by his lack of knowledge of the circumstances connected with each. He is the only true reformer who is as careful and as anxious not to aid the unworthy as he is to aid the worthy, and, perhaps, even more so, for in almsgiving more injury is probably done by rewarding vice than by relieving virtue. . . .
Do you get what the text says? • What in the text is explicit (clear)? • What can you infer/assume/conclude, based on what is in the text? • Can you identify the main ideas? • Can you cite support from the text? • Can you summarize the text as a whole?
Reading Challenges+Suggestions challenges suggestions Use context clues Annotate, circle, underline break up into smaller pieces Number each paragraph Summarize each passage Analyze each passage Ask questions in the text • Difficult vocabulary • Text is overwhelming • Text is too long • Don’t know what to look for • Need more information
Content Questions to Ask • Who was Andrew Carnegie? • When did he live? • What makes him an expert on wealth? • Did he actually give away his money? • Did other men of wealth in the Gilded Age agree or disagree with Carnegie’s ideas? • What do wealthy people today think of Carnegie’s ideas?
How can you become a better reader? • The best way to improve baseball performance is to PLAY BASEBALL • The best way to improve cooking performance is to COOK • The best way to improve writing performance is to WRITE • The best way to improve reading performance is to READ
ACTIVITY • 1. Read the “The Two Andrews” • 2. Circle the main ideas of the document. • 3. Underline specific textual evidence to support each main idea • 4. Write a brief summary of the document as a whole, (synthesizing main ideas and textual evidence). • 5. Share your results with a peer next to you.
Captains of Industry • substantial economic growth • integrated operations • cut costs • created industrial infrastructure • stimulated new markets • created jobs for unskilled workers • led the way to large scale mass production
Robber Barons • myth of the Self-Made Man: did every individual have a chance to succeed? • few made it rich on their own • most business tycoons came from wealth • political ties and laws to help business growth • ruthlessness, arrogance, corruption • tried to eliminate competition
LaborConditions • low wages: avg. income $400-$500 year • possibility of job losses or wage cuts • long hours: avg. 10-12 hours per day • unsafe and unhealthy environments • pollution • racial or gender discrimination • workers had no authority • child labor
Knights of Labor • 1870s + 1880s • Led by Terence V. Powderly • Open to both skilled and unskilled labor, women, blacks, (opposed Chinese) • By 1886, union membership was 700,000 members • After the failed strikes, membership declined
American Federation of Labor (1886) • led by Samuel Gompers • only skilled laborers • used collective bargaining--workers negotiate as a group with employers • fought for 8 hour day
Great Upheaval (1886) • year of 1500 strikes involving 400,000 workers • economic depression in the 1880s led to wage cuts • major strikes had taken place in the railroad industry Haymarket Riot: started when 40,000 Chicago workers struck, leadership switched from the local unions to political radicals and anarchists (anti-government) • -bomb exploded in middle of the crowd • -8 died, 70 wounded
Strikes! Homestead Strike (1892) iron and steel workers struck after wages were cut • Company called in the Pinkertons (private police force) • Result: violence, union finally gave in Pullman Strike (1894): railroad workers struck after wages were cut • American Railway Union (ARU) led by Eugene Debs • company went to the federal government for help—began pattern
Business Response to Strikes • blacklists: workers could not get jobs • yellow dog contracts: workers signed promises not to join unions • lockouts: barred workers from plants • strikebreakers (scabs): usually blacks, workers took over union jobs
“old” immigrants • mid-1800s-1880s • mostly Protestant • northwestern Europe • British • Irish (Catholic) • German • Scandinavian
