Unit 6: Turn of the Twentieth Century

1. Unit 6: Turn of the Twentieth Century Learning Targets 1-23

2. 1. I can explain why the buffalo almost became extinct.

3. 1. I can explain why the buffalo almost became extinct.

4. 1. I can explain why the buffalo almost became extinct. • Railroad Companies • hired hunters to free the Great Plains of herds for safety of railroad • meat used to feed railroad workers/builders • Trappers turn to buffalo as source of income • sell hides, meat • Tourists and fur traders • shoot buffalo from trains for sport • destroy Native-American’s main source of food, shelter, clothing, fuel • “Wherever the Whites are established, the buffalo is gone, and the red hunters must die of hunger.” Sioux Chief • In 1800, 15,000,000; in 1870, 1,000; in 1996, 200,000

5. 2. I can summarize the events of the Massacre at Sand Creek. • Sand Creek Massacre – 1864 • Cheyenne raid trails/settlements for food and supplies • had been forced onto barren land in eastern Colorado • Peaceful Cheyenne urged to federal Ft. Lyon before retaliatory action • most return to Sand Creek for winter, flying American & “white” flags • November 29, 1864 • Colonel John Chivington attacked 500 Cheyenne • killed 200 • mostly women and children • mutilated the bodies

6. 2. I can summarize the events of the Massacre at Sand Creek. • I saw the bodies of those lying there cut all to pieces, worse mutilated than any I ever saw before; the women cut all to pieces ... With knives; scalped; their brains knocked out; children two or three months old; all ages lying there, from sucking infants up to warriors ... By whom were they mutilated? By the United States troops ... • John S. Smith, Congressional Testimony of Mr. John S. Smith, 1865 • Fingers and ears were cut off the bodies for the jewelry they carried. The body of White Antelope, lying solitarily in the creek bed, was a prime target. Besides scalping him the soldiers cut off his nose, ears, and testicles-the last for a tobacco pouch ... • Stan Hoig

7. 2. I can summarize the events of the Massacre at Sand Creek. • “Jis to think of that dog Chivington and his dirty hounds, up thar at Sand Creek. His men shot down squaws, and blew the brains out of little innocent children. You call sich soldiers Christians, do ye? And Indians savages? What der yer 'spose our Heavenly Father, who made both them and us, thinks of these things? I tell you what, I don't like a hostile red skin any more than you do. And when they are hostile, I've fought 'em, hard as any man. But I never yet drew a bead on a squaw or papoose, and I despise the man who would.” • Kit Carson

8. 3. I can explain how the Dawes Act impacted Native-Americans. • Dawes Act – 1887 • broke up/distributed reservation land • 160 acres for farming • 320 acres for grazing • sell remaining reservation land to settler’s • profits to buy farm implements for Native-Americans • aim to “Americanize” Native-Americans • to own property • to farm • some say to put an end to tribal way of life

9. 3. I can explain how the Dawes Act impacted Native-Americans. • Impact • “speculator’s” grab best land • 2/3’s of land set aside for Natives • to sell for profit • Native-Americans never receive farm implements or money from sale of land • most remaining land useless for farming • ended “communal” holding of property • followed by the Curtis Act of 1898, • dissolved tribal courts and governments • the act "was the culmination of American attempts to destroy tribes and their governments and to open Indian lands to settlement by non-Indians and to development by railroads.” • land owned by Indians decreased from 138 million acres in 1887 to 48 million acres in 1934

10. 4. I can identify things that resulted from the Second Industrial Revolution. • Oil drilling - 1859 • used steam to extract oil from the ground • Bessemer Process - 1855 • used hot air to burn off impurities in molten steel • made steel stronger

11. 4. I can identify things that resulted from the Second Industrial Revolution. • Expansion of Railroads – late 1800’s • steel rails • standardized tracks • improved/safer brakes • Barbed Wire • 1867 • steel • aided ranching and RR industries

12. 4. I can identify things that resulted from the Second Industrial Revolution. • Electricity - 1876 • electric streetcars • home appliances • incandescent lightbulb • Typewriter - 1867 • revolutionized office work • opened new jobs for women

13. 4. I can identify things that resulted from the Second Industrial Revolution. • Tin-plated steel can • revolutionized storage of food • changed American diets • Steel framed skyscraper • Wainwright Building, St. Louis • 1891

14. 4. I can identify things that resulted from the Second Industrial Revolution. • Telephone - 1876 • revolutionized world-wide communication • opened up new jobs for women • Sewing Machine • increase demand for professional garment workers • opened up new jobs for men, women, and children

15. 5. I can identify key people during the Second Industrial Revolution. • Andrew Carnegie • Steel industry • John D. Rockefeller • Oil industry

16. 5. I can identify key people during the Second Industrial Revolution. • “captains of industry” • used new methods of business consolidation to create industrial empires • organized capital, resources, labor, management to create vast sums of wealth • donated millions of dollars to build libraries, museums, hospitals, research facilities, universities, etc • Vs. • “robber barons” • undersold products to drive competitors out of business and create “monopolies” • exploited workers with long hours, low wages, dangerous and unsafe working conditions • resisted efforts of workers to improve their conditions through organization of labor unions

17. 5. I can identify key people during the Second Industrial Revolution. • Thomas Edison • lightbulb • Alexander Graham Bell • telephone

18. 5. I can identify key people during the Second Industrial Revolution. • George Pullman • Pullman Palace Car Company • Pullman Company Town

19. 5. I can identify key people during the Second Industrial Revolution. • Christopher Sholes • typewriter • Cornelius Vanderbilt • railroads

20. 5. I can identify key people during the Second Industrial Revolution. • Thomas Edison • George Pullman • Alexander Graham Bell • Andrew Carnegie • Christopher Sholes • John D. Rockefeller • Henry Bessemer • Edwin Drake • Cornelius Vanderbilt • oil drilling • telephone • U.S. Steel Company • Bessemer Process • Wizard of Menlo Park • incandescent light bulb • railroads • typewriter • Standard Oil Company

21. 6. I can define xenophobia. • Xenophobia • xenos, meaning "stranger," "foreigner," and phobos, meaning "fear." • is a dislike or fear of people from other countries or of that which is foreign or strange • dictionary definitions of xenophobia include: • deep-rooted, irrational hatred towards foreigners • unreasonable fear or hatred of the unfamiliar foreign or strange

22. 6. I can define xenophobia.

23. 6. I can define xenophobia.

24. 7. I can define nativism. • Nativism • is the political position of demanding a favored status for certain established inhabitants of a nation as compared to claims of newcomers or immigrants • the favoring of native-born citizens over immigrants in a particular country • discrimination toward immigrants in a nation • common in late 19th century United States • towards “New Immigration” • from southern and eastern European nations • Italy, Yugoslavia, Russia, Austria-Hungary, Romania, etc…

25. 8. I can list groups that have come to the United States. • New Immigration • Europeans • 20 million between 1870-1920 • from southern and eastern Europe • Italy, Austria-Hungry, Russia • Asians • 200,000 Chinese between 1851-1883 • limited by act of Congress in 1882 • 10,000 Japanese each year after 1898 • 200,000 by 1920 • Latin America • 260,000 between 1880-1920 • Jamaica, Cuba, Puerto Rico • Mexico • 1,000,000 between 1910-1930

26. 9. I can describe the reaction of Americans to immigration. • Rise of “nativism” • overt favoritism toward native-born Americans • overt discrimination toward immigrants • Creation of anti-immigrant groups/organizations • American Protective Association – 1887 • anti-Catholic attacks • refusal to admit Jews to colleges, businesses, social clubs • Immigration Restriction League – 1894 • keep out “undesirable classes” (southern & eastern Europe) • urged a literacy test for immigrants bill in Congress • vetoed by President Cleveland

27. 9. I can describe the reaction of Americans to immigration. • Anti-immigrant restrictions • Chinese Exclusion Act – 1882 • banned entry to all Chinese nationals • except students, teachers, merchants, tourists, government officials • Gentlemen’s Agreement – 1907-1908 • school authorities in San Francisco agree to end segregation in their schools if Japanese officials agree to limit emigration to the U.S.

28. 10. I can describe why Americans reacted the way they did. • Melting Pot vs. Salad Bowl • melting pot • mixture of people of different cultures and races who blended together by abandoning their native languages and customs • salad bowl • various American cultures are juxtaposed — like salad ingredients — but do not merge into a single homogeneous culture • each culture keeps its own distinct qualities • also known as the “cultural mosaic” model • refusal of new immigrant groups to give up their individual cultural traditions met with resistance by established, assimilated groups

29. 11. I can list and describe immigration laws that have been enacted in our history. • Chinese Exclusion Act – 1882 • banned entry to the U.S. to all Chinese for 10 years • except students, teachers, merchants, tourists, government officials • extended another 10 years in 1892 • in 1892, Chinese immigration suspended indefinitely • law repealed in 1943 • Gentlemen’s Agreement – 1907-08 • San Francisco segregates all Chinese, Japanese, and Korean children in separate Asian schools • school authorities agree to end segregation in their schools if Japanese officials agree to limit emigration to the U.S.

30. 11. I can list and describe immigration laws that have been enacted in our history. • Emergency Quota Act – 1921 • set numerical limits on immigration from Europe and the use of a quota system for establishing those limits • limited immigration to 3% of total number of “nationals” living in U.S in 1910 • discriminated against southern/eastern Europeans • mostly Catholics and Jews • millions of Jews who begun fleeing the terrible persecution they were facing in Western Europe starting in 1890 • hadn’t immigrated in large numbers until after 1890

31. 11. I can list and describe immigration laws that have been enacted in our history. • Immigration Act – 1924 • limited immigration to 2% of total number of “nationals” living in U.S in 1890 • and limited total number admitted in any one year to 150,000 • excluded Japanese altogether • result was drastic reduction of immigrants • 1920 = 805,228 • 1921 = 309,556 • according to the U.S. Department of State, • the purpose of the act was “to preserve the ideal of American homogeneity”

32. 11. I can list and describe immigration laws that have been enacted in our history. • Immigration and Nationality Act – 1965 • abolished the national origins quota system • replaced with a preference system that focused on immigrants' skills and family relationships with citizens or U.S. residents • numerical restrictions on visas were set at 170,000 per year • with a per-country-of-origin quota, not including immediate relatives of U.S. citizens • prohibited the entry into the country of "sexual deviants", including homosexuals • opened the doors to immigrants from Latin America (especially Mexico), Asia, Africa, and the Middle East

33. 11. I can list and describe immigration laws that have been enacted in our history. • Immigration and Nationality Act – 1965 • ethnic and racial minorities rose … • from 25 percent of the US population during 1990 to … • 30 percent in the year 2000 and to … • 36.6 percent as per the results from 2011 census results • Non-Hispanic white population in the United States decreased … • from 75 percent of the overall US population in 1990 to … • 70 percent in 2000 to … • 63.4 percent during the year 2011 • estimated that by the year 2042 … • white Americans will become a minority in the United States • while racial and ethnic minority groups … • led by the Hispanics (mostly Mexican Americans), Black Americans, Asian Americans, Native Americans, and Pacific Islander Americans together would form the majority population in the United States

34. 12. I can describe working conditions at the turn of the century. • long hours • 12 or more hours a day, 6 days a week • in steel mills • 7 days a week • dangerous conditions • 1882 • 675 workers killed in work-related accidents • 1890 • 1 in 300 railroad workers killed • factories … • dirty, poorly ventilated, lit • repetitive, mind-dulling tasks, hour after hour • dangerous, faulty equipment

35. 12. I can describe working conditions at the turn of the century.

36. 12. I can describe working conditions at the turn of the century.

37. 12. I can describe working conditions at the turn of the century. • Wages • so low, everyone in family needed to work • children: 27 cents for 14 hour day! • 1899 • women average $269 per year • men average $498 per year • Andrew Carnegie: 23 million, no income tax! • Women and children • 1890-1910 • women working for wages doubled: 4 to over 8 million • percent of children under age 15 with full time jobs: • 20% of boys • 10% of girls

38. 12. I can describe working conditions at the turn of the century. • Jacob Riis • How The Other Half Lives - 1889 • “The bulk of the sweater’s work is done in the tenements, which the law that regulates factory labor does not reach….In [them] the child works unchallenged from the day he is old enough to pull a thread. There is no such thing as a dinner hour; men and women eat while they work, and the “day” is lengthened at both ends.…far into the night.”

39. 13. I can explain what happened at the Triangle Shirt Factory.

40. 13. I can explain what happened at the Triangle Shirt Factory. • Triangle Shirtwaist Factory • New York, 1911 • fire amongst oil-soaked machines, piles of cloth • women trapped by locked doors • collapsed fire escape • no sprinkler system • fire ladders can’t reach upper floors • 145 dead • asphyxiated through smoke inhalation • jumped to death from 7th, 8th, 9th floors • some impaled on fence spikes

41. 13. I can explain what happened at the Triangle Shirt Factory. • Reaction • factory owners acquitted of manslaughter • public outraged • task force to study factory conditions/pass laws to: • establish strict fire codes • 54 hour maximum work week for women and minors • prohibit work on Sunday • abolish child labor under 14 years of age

42. 14. I can describe the cycle of poverty. • the cycle of poverty is the • "set of factors or events by which poverty, once started, is likely to continue unless there is outside intervention • disadvantages that collectively work in a circular process making it virtually impossible for individuals to break the cycle • parental education, occupational rank, income, marital status, family size, region of residence, race, and ethnicity • In Gilded Age … • low wages kept children from education

43. 15. I can explain how unions developed. • long hours, low wages, unsafe working conditions, etc… • do, in the labor field, what business leaders had done • merge & consolidate forces • craft/trade unions • associations of skilled workers unite • industrial unions • all workers in related industry unite • often unskilled or semi-skilled workers • strike • a work stoppage • Great Railroad Strike of 1877 • The Homestead Strike – 1892 • The Pullman Strike - 1894

44. 15. I can explain how unions developed. • activists • Mary Harris “Mother Jones” • joined United Mine Workers of America • led marches, strikes • Children’s March of mill workers • exposed evils of child labor • Pauline Newman • International Ladies’ Garment Workers’ Union • led “Uprising of the 20,000” • Eugene Debs • American Railway Union • union of skilled & unskilled workers banding together • won a strike for higher wages in 1894

45. 16. I can define socialism. • Socialism • an economic and political system in which the public/government owns and operates the means of production and distribution of wealth for the benefit of all • rose from problems associated with workers and labor issues • favored among labor activists (Eugene Debs) • capitalist system made rich richer and poor poorer • obvious appeal for the downtrodden • threatened the wealthy • whose wealth would diminish

46. 17. I can explain the main idea of the Progressive Movement. • Progressivism • a movement to: • return control of government to the people • restore economic opportunities • correct injustices in American life • goals: • protecting social welfare • promoting moral improvement • creating economic reform • fostering efficiency

47. 17. I can explain the main idea of the Progressive Movement. • Progressivism • examples • return control of government to the people • direct election of Senators (17th Amendment) • initiative, referendum, recall • direct primary • commission & city manager forms of city government • reform mayors/governors responsive to common people’s interests • Robert M. LaFollette - Wisconsin • limit interests of big businesses and corporations • efforts to end child labor • limit working hours • Muller v. Oregon • states can limit working hours for women

48. 17. I can explain the main idea of the Progressive Movement. • Progressivism • examples • restore economic opportunities • trustbusting • American Socialist Party - 1900 • formed by Eugene Debs • an uneven balance between big business, government, and ordinary common people • “Competition was natural enough at one time, but do you think you are competing today? Many of you think you are competing. Against whom? Against Rockefeller? About as I would if I had a wheelbarrow and competed with the Santa Fe [railroad] from here to Kansas City.” • “muckrakers” expose corruption in business and politics

49. 17. I can explain the main idea of the Progressive Movement. • Progressivism • examples • correct injustices in American life • Social Gospel Movement • vs. the Gospel of wealth • settlement house movement • YMCA, Salvation Army • Illinois Factory Act of 1893 • prohibited child labor & limited women’s working hours • Women’s Christian Temperance Union • prohibition of alcohol

50. 18. I can explain the term trustbusting. • Trustbusting • the effort to prohibit the consolidation of business practices resulting in monopoly • By 1900, trusts control 4/5’s of United States industries • trust – a method of consolidating competing companies, in which participants turn their stock over to a board of trustees who run the companies as a single corporation • Sherman Antitrust Act – 1890 • vague language made Act unenforceable and ineffective • Teddy Roosevelt as “trustbuster” • sued “Northern Securities Company” – 1902 • also sued the beef, oil, and tobacco trusts • brought total of 44 antitrust suits