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Honors U.S. History. Review For End Of Course Exam 2013 - 2014 Mr. Irwin. End of Course Review - Part 1:. From your study guide:
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Honors U.S. History Review For End Of Course Exam 2013 - 2014 Mr. Irwin
End of Course Review - Part 1: From your study guide: What evidence is there that John Locke’s book, Two Treatises of Government (1691), greatly influenced the the thinking of English colonists of North America in the 1700s? SGQ #1
End of Course Review - Part 1: From your study guide: John Locke Was an Enlightenment Era philosopher who proposed that there is a “social contract” which exists between the governed and their government, and that people allow themselves to be governed. He also wrote that men have certain “God-given,” “natural,” or “unalienable rights,” which no king can take away. SGQ #1
End of Course Review - Part 1: From your study guide: What were the Articles of Confederation? Under what conditions were they adopted? What were some strengths & weaknesses of the Articles? SGQ #2
End of Course Review - Part 1: From your study guide: After the Declaration of Independence, and during the Revolutionary War, the Americans created their first loosely organized government, The Articles of Confederation. In 1777, while the Revolutionary War was in progress, The Articles of Confederation were presented to the individual states for ratification. The Articles of Confederation gave the new national government of the U.S. limited powers over the original 13 states. SGQ #2
End of Course Review - Part 1: From your study guide: Under the Articles of Confederation, a unicameral legislature was used for simplicity. There was no executive branch of government. There was no federal court system. America’s unicameral congress would settle disputes between states. SGQ #2
End of Course Review - Part 1: From your study guide: Weaknesses of the Articles of Confederation Most government power resided in the individual states. Congress did not have the power to levy taxes or raise money by collecting taxes. SGQ #2
End of Course Review - Part 1: From your study guide: Weaknesses of the Articles of Confederation Congress would have to borrow, in order to raise money. Congress had no power to regulate trade. Congress did not have the power to to force the states to comply with its directives. Laws proposed by Congress needed the approval of 9 of the 13 states in order to pass a law. SGQ #2
End of Course Review - Part 1: From your study guide: The Constitutional Convention (1787) After winning the Revolutionary War, the Americans sought to strengthen the government of the U.S. The Constitutional Convention produced the constitution that we know of today. SGQ #3
End of Course Review - Part 1: From your study guide: The Constitutional Convention (1787) An important debate that took place at the constitutional convention was whether or not each state should be represented equally in congress, or on the other hand, should the new government use a system of proportional representation? SGQ #3
End of Course Review - Part 1: From your study guide: The Knights of Labor - Founded in 1869 Sought to become a broad-based voice of labor Welcomed skilled laborers, as well as unskilled, semi-skilled laborers. Welcomed women workers, as well as immigrant workers SGQ #4
End of Course Review - Part 1: From your study guide: The Knights of Labor - Idealistically proposed that some day, collectives could be formed whereby laborers would own factories instead of wealthy industrialists. Viewed labor strikes as short term solutions to long-term problems. Associated with Chicago’s Haymarket Riot of 1886. SGQ #4
End of Course Review - Part 1: From your study guide: Which major labor strike of the 1800s involved over 100,000 demonstrators demanding an eight-hour day? SGQ #5
End of Course Review - Part 1: The Haymarket Riot - Chicago - May 1, 1886 A demonstration organized by the Knights of Labor in which 100,000 workers turned out to protest against police violence which which broke out during a labor strike over the demand for an 8-hour work day. Anarchists threw a bomb into the crowd which killed 7 people. After the Haymarket Riot, membership in the Knights of Labor began to dwindle. SGQ #5
End of Course Review - Part 1: The Homestead Strike - July 1892 Carnegie Steel Corporation’s president, Henry Frick, attempted to force a pay cut upon steel workers at Carnegie’s Homestead, Pennsylvania factory. AFL union workers refused to take a pay cut. Violence broke out between the striking workers and the private security force (the Pinkerton Agency) that Frick had hired to keep the striking workers out of the factory. SGQ #5
End of Course Review - Part 1: The Homestead Strike - July 1892 The strike went on for 5 months. State Troopers eventually intervened The strikers eventually gave in Public opinion for the union turned against the union as the result of this long & violent strike. SGQ #5
End of Course Review - Part 1: The Pullman Strike - 1894 Took place at the Pullman Railroad Car Company near Chicago. Workers went on strike to protest exploitive practices of company owner, George Pullman. American Railway workers went on strike. President Grover Cleveland ordered federal troops “to protect interstate commerce and the continuation of U.S. mail delivery.” SGQ #5
End of Course Review - Part 1: The Pullman Strike - 1894 Union Leader Eugene V. Debs was jailed. Workers gave in to management and went back to work. Debs filed a lawsuit against his imprisonment, but the U.S. Supreme Court upheld the government’s position that it was defending interstate commerce by sending in federal troops. SGQ #5
End of Course Review - Part 1: Frederick Taylor A foreman & factory engineer who pioneered the concept of approaching factory production in a systematic manner in order to increase productivity while lowering manufacturing costs by eliminating waste. The phrase “Time Is Money” can be succinctly used to describe his approach to manufacturing, which became known as “Scientific Management.” SGQ #6
End of Course Review - Part 1: From your study guide: Be able to match the following industrialists with the industry in which they were involved: J.P. Morgan Cornelius Vanderbilt Andrew Carnegie John D. Rockefeller SGQ7
End of Course Review - Part 1: Andrew Carnegie Founded Carnegie Steel Built his industrial empire primarily as the result of “Vertical Consolidation.” SGQ #7
End of Course Review - Part 1: J.P. Morgan Made his first fortune in banking & finance. Put an investment group together to purchase Carnegie Steel Corporation. This purchase became the largest financial transaction in U.S. history up to that time. Morgan named his new steel company, U.S. Steel Corporation. SGQ #7
End of Course Review - Part 1: Cornelius Vanderbilt Big Business Railroad Giant of the late 1880s. Grew his business through horizontal consolidation. SGQ #7
End of Course Review - Part 1: John D. Rockefeller Founded The Standard Oil Corporation. Built his empire initially, through the concept of “Horizontal Consolidation.” SGQ #7
End of Course Review - Part 1: Robber Barons or Captains of Industry? Historians have used the above terms, to describe the key industrialists of the Era of Big Business. The use of these terms is based on one’s own “perspective.” SGQ #7
End of Course Review - Part 1: Robber Barons or Captains of Industry? Robber baron - implies that business leaders built their fortunes by “taking advantage of” and/or “stealing” from labor and the public. Captains of Industry - suggests that business leaders created new products & markets, which in turn, created jobs that benefited the country, as well as the general public. SGQ #8
End of Course Review - Part 1: Political Machines During the later 1800s - early 1900s, major cities such as New York & Boston, were controlled by “Political Machines.” Political machines grew out of the confusion surrounding rapid urban growth and the influx of immigrants that major cities experienced during the above period. The goals of the Political Machines were to gain power & money by influencing government elections & the awards of lucrative contracts. SGQ #9
End of Course Review - Part 1: Political Machines High profile Political Bosses referenced in this class have been: “Big” Tim Sullivan (Tammany Hall, New York) William Marcy “Boss” Tweed (New York) Tom Pendergast (Missouri) SGQ 9
End of Course Review - Part 1: Political Machines Since Political Machines were not really a part of the legitimate political system, what is the explanation for their existence & success? Political Machines used a pyramid approach to controlling local neighborhoods & voting districts, with the “big boss” at the very top, and layers of “Lieutenants” in the middle, and foot-soldiers at the bottom. SGQ 10
End of Course Review - Part 1: Political Machines Political machines helped low income people get jobs, who in turn became loyal to the “machine.” Political machines helped elect corrupt politicians, who once elected, were indebted to the “machine.” This way of operating enabled the perpetuation of political machines. SGQ 10
End of Course Review - Part 1: List several problems that cities faced as the result of industrial development and large numbers of immigrants who flooded America’s major industrial cities during the late 1800s - 1900s. SGQ #11
End of Course Review - Part 1: Problems that cities faced as the result of industrial development and large scale immigration during mid-1800s to early-1900s. Not enough public utilities such as water & sewage in place. shortage of housing slums & tenements poverty & crime SGQ #11
End of Course Review - Part 1: Plessy v. Ferguson - 1883 Relates to segregation. The case was brought to the U.S. Supreme Court as the result of perceived discrimination on railroad cars. Established the principle of “Separate but Equal.” SGQ #12
End of Course Review - Part 1: The Grange Officially known as the Patrons of Husbandry. A cooperative established in 1866 to enable farmers to pool their money so that they could buy goods in quantity at lower prices. Once established, the Grange put pressure on state legislators to regulate businesses, such as railroads, and grain elevators, that the farmers depended on for their livelihood. SGQ #13
End of Course Review - Part 1: In Mr. Irwin’s Honors U.S. History class, students have had the opportunity to learn that muckrakers sought reform in the following areas: child labor the meat processing industry government & politics The business practices of monopolies, such as the Standard Oil Company, & others SGQ #14 & 15
End of Course Review - Part 1: Muckrakers: Upton Sinclair’s Novel - The Jungle Sinclair’s book results in reform. President Theodore Roosevelt read Sinclair’s book and wrote to Mr. Sinclair that: “the specific evils you point out shall, if their existence be proved, and if I have power, be eradicated.” President worked with Congress to get the Meat Inspection Act of 1906 passed. SGQ #16
End of Course Review - Part 1: The Monroe Doctrine - Relates to U.S. foreign policy. Comes from a speech given to the U.S. Congress by President James Monroe in 1823. 1. The U.S. wound not get involved in the internal affairs of European countries nor take sides in any war among them. 2. America recognized the existing colonies and states in the Western Hemisphere and would not interfere with them. 3. America would not permit further colonization of the Western Hemisphere. 4. America would view any attempt by a European power to control any nation in the Western Hemisphere as a hostile action. SGQ #18
End of Course Review - Part 1: The Roosevelt Corollary- Relates to U.S. foreign policy. Comes from a speech given to the U.S. Congress by President Theodore Roosevelt in 1904. Corollary means an addition or an extension. It is considered an extension of the Monroe Doctrine. 1. Roosevelt stated that the U.S. did not intend to use the Monroe Doctrine as a cloak for territory aggression/expansion. 2. The U.S. sought peace with the world and with the other peoples of the American continent. 3. Actions of other countries could force the U.S. to take action, but should this happen, the overall goal of the U.S. would not be that of territorial aggression/expansion. SGQ #18
End of Course Review - Part 1: The Progressive Movement - 1895 - 1920 Nationwide movement to reform American government under the following goals: 1. Government should be more accountable to its citizens. 2. Government should curb the power and influence of wealthy interests. 3. Government should be given expanded powers so that it could become more active in improving the lives of its citizens. 4. Government should become more efficient and less corrupt so that they could competently handle an expanded role. SGQ #19
End of Course Review - Part 1: The Progressive Movement - 1895 - 1920 Nationwide movement to reform American government: Like the Populists before them, the Progressives sought to reform America. There was some overlap of issues with the Populists & Progressives. By and large, the primary focus of the Progressives was urban in nature. The Populists focus was more on rural/agrarian issues. SGQ #19
End of Course Review - Part 1: The Progressive Movement - 1895 - 1920 Progressive Presidents: Theodore Roosevelt 1901 - 1909 William Howard Taft - 1909 - 1913 Woodrow Wilson - 1913 - 1921 SGQ #19
End of Course Review - Part 1: The Progressive Movement - 1895 - 1920 Some Examples of Progressive Era Reform: Settlement House Movement Housing & Sanitation Reforms Antitrust Legislation Factory Safety Regulations Limited Working Hours For Women Child Labor Laws SGQ #19
End of Course Review - Part 1: The Progressive Movement - 1895 - 1920 Progressive Reform Relating to Elections & Elected Officials: Initiative - Process by which voters can place an issue directly on voting ballots. Referendum - A process that allows citizens to approve or reject a law passed by the legislature. Recall - A procedure which permits voters to remove public officials from office before their term is up. SGQ #20
End of Course Review - Part 1: Question:What Was Yellow Journalism? Answer: Sensationalistic journalism covering lurid details of murders, vice, and scandal, etc. Question: Why Yellow Journalism? Answer: The goal was to sell more newspapers &/or magazines in the highly competitive industry. Most well Known Yellow Journalists: William Randolph Hearst Joseph Pulitzer SGQ #23
End of Course Review - Part 1: Question: What was the U.S. attempting to accomplish as the result of its expansion beyond geographical borders during the late 1800s - early 1900s? SGQ #24
End of Course Review - Part 1: Question: What was the U.S. attempting to accomplish as the result of its expansion beyond geographical borders during the late 1800s - early 1900s? Answer: • Develop strategic military bases & refueling stations for the U.S. Navy. • Obtain raw material & natural resources. • Open new markets for American products. SGQ #24
End of Course Review - Part 1: Question: What impact did disease have on the Spanish-American War? SGQ #27
End of Course Review - Part 1: Question: What impact did disease have on the Spanish-American War? Answer: • Disease killed more soldiers than combat in the war, itself. SGQ #27
End of Course Review - Part 2: U.S. Foreign Policy 1930s - 1950s • Good Neighbor Policy • Big Stick Policy • Truman Doctrine SGQ #47, 53,& 54
End of Course Review - Part 2: U.S. Foreign Policy 1930s - 1950s • Good Neighbor Policy - Franklin D. Roosevelt The U.S. will respect its rights and the rights of its neighbors of the Western Hemisphere. • Big Stick Policy - Franklin D. Roosevelt “speak softly and carry a big stick.” • Truman Doctrine - Harry S. Truman The U.S. will support free peoples who attempt to resist Soviet domination. SGQ #47, 53, & 54
