DOCUMENT RESUME

ED 086 596 SO 006 782

TITLE The Industrialization of the United States,1840's-1920's. Grade Ten. Resource Unit V. ProjectSocial Studies

INSTITUTION Minnesota Univ., Minneapolis. Project Social StudiesCurriculum Center.

SPONS AGENCY Office of Education (DHFW), Washington, D.C.Cooperative Research Program.

BUREAU NO CRP-HS-045PUB DATE 68NOTE 80p.

EDRS PRICE MF -S0.65 HC-$3.29DESCRIPTORS Course Objectives; *Cultural Background; Curriculum

Guides; *Economic Change; Economic Development;Economic Education; Grade 10; *Industrialization;Inquiry Training; Instructional Materials; ResourceUnits; Secondary Grades; Social Change; SocialStudies; *Social Studies Units; Teaching Techniques;*United States History

IDENTIFIERS *Project Social Studies

ABSTRACTThe tenth grade unit, developed by the University of

Minnesota's Project Social Studies, is the fifth in a series of sixunits on continuity and change in American civilization. The natureof industrialism and its social and political ramifications areanalyzed. The economic growth theory is used as a framework forstudying American history from the 1840's to 1914 in order toemphasize the major shifts in the American economy which accompaniedthe changing nature of industrialism. The course is designed to teachattitudes and inquiry skills. as well as generalizations and concepts.The inquiry approach to teaching is stressed. Preceding the main bodyof the unit are three sections on the following: 1) major historicalpoints to be developed in the unit; 2) a list of unit objective; and3) content outline showing how different topics in American historycan be used to teach the unit's major generalizations. Theobjectives, content, teaching procedures, and instructional materialsto be used are specifically explained in the main body of the unit,and the relationship among these is made clear. Specific questions tofacilitate classroom discussion are listed, however, many othermaterials can be used in lieu of those suggested. Related documentsare SO J06 777-783. (Author/RM)

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U.S. DEPARTMENT OF HEALTHEDUCATION L WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

These materials were developed by the Project Social Studies Center ofthe University of Minnesota under a special grant from the U.S. Office

of Education. (Project No. HS-045)

1968

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PART III - INDUSTRIAL AMERICA, 1840's TO THE PRESENT

Robert F. Berkhofer, Jr.

While the causes of change in antebellumAmerica are little explored by historiansand social scientists today, change inlater American history is assumed to be theresult of well-known causes. The UnitedStates of the past century is surely thestory of the rise of industrialism and itsimpact upon American life. This idea isalready present in the traditional curric-ulum in a unit taught on the impact of in-dustrialism in the post-Civil War era.What is proposed here is to.study indust-rialism and its ramifications in a widercontext, a longer time span, and a moreanalytical manner. For this purpose, teach-ers should utilize economic growth theoryas a framework for American history fromthe 1840's to the present. Although W.W.Rostow's Stages of Economic Growth has beenlegitimately criticized for its analysis ofcomparative economic growth among industrialnations, it still offers both a wider per-spective and the broader framework neededfor the purposes of this course.

As the neader has probably noticed, thispart and the preceding one overlap in chron-ology; this overlap highlights the problemsof periodization in treating industrialism.Frequently, the Civil War and Reconstructionperiod is handled as a time of transitionfrom a predominantly agricultural society toa young industrial nation. Such an approachimplies either that the Civil War accelerated

economic growth or even marked a turniin American economic history. While hians would agree that industrialism antitularly the railroad network playedin the coming of the War and in the cothat ended Reconstruction, they wouldviolently over whether the Civil War wsignificant in the light of long-termtrends. For this reason, it is best tthe traditional transition theory. Atsame time tracing the beginnins of indism back to Samuel Slater's cotton facin the 1790's should also be avoided,such a stress on technology obscures tportance of the "preconditions to theoff," to use one of Rostow's phrases.case, the teacher has a problem of whestart the unit chronologically. The tlikewise faces a problem of when to enunit, for industrialism continues to pdominant role in American life. Thusproblem of periodization leads to a quof how many units to teach so as to maest to the students both the changes acontinuity in industrial America. Themum possible number would seem to be tupon the nature of industrialism itselthe resulting changes caused by the pchanging industrialism.

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PART III - INDUSTRIAL AMERICA, 1340's TO THE PRESENT

Robert F. Berkhofer, Jr.

causes of change in antebellumlittle explored by historians

scientists today, change incan history is assumed to be thewell-known causes. The Unitedhe oast century is surely thee rise of industrialism and itsAmerican life. This idea issent in the traditional curric-nit taught on the impact of in-in the post-Civil War era.

posed here is to .study indust-its ramifications in a widerlonger time span, and a more

manner. For this purpose, teach-utilize economic growth theoryork for American history fromto the present. Although W.W.a es of Economic Growth has beeny criticize for its analysis ofeconomic growth among industrialstill offers both a wider per-d the broader framework neededrposes of this course.

reader has probably noticed, thishe preceding one overlap in chron-s overlap highlights the problemsation in treating industrialism.the Civil War and Reconstruction

handled as a time of transitiondominantly agricultural society todustrial nation. Such an approe:hther that the Civil War accelerated

economic growth or even marked a turning pointin American economic history. While histor-ians would agree that industrialism and par-ticularly the railroad network played a rolein the coming of the afar and in the compromisethat ended Reconstruction, they would quarrelviolently over whether the Civil War wassignificant in the light of long-term economictrends. For this reason, it is best to avoidthe traditional transition theory. At thesame time tracing the beginnins of industrial-ism back -to Samuel Slater's cotton factoryin the 1790's should also be avoided, forsuch a stress on technology obscures the im-portance of the "preconditions to the take-otf," to use one of Rostow's phrases. In anycase, the teacher has a problem of when tostart the unit chronologically. The teacherlikewise faces a problem of when to end theunit, for industrialism continues to play adominant role in American life. Thus theproblem of periodization leads to a questionof how many units to teach so as to make clear-est to the students both the changes and thecontinuity in industrial America. The mini-mum possible number would seem to be two basedupon the nature of industrialism itself andthe resulting changes caused by the phases ofchanging industrialism.

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UNIT V - THE INDUSTRIALIZATION OF THE UNITED STATES,1e40's to 1920's

By the time of Andrew Jackson the factorsfavoring economic growth existed in theUnited States: abundant resources easilyexploitable, domestic capital from earliermercantile enterprise, a "common marketarea" made possible by political union un-der the federal constitution, and a groupof entrepreneurs. Moreover, the people pos-sessed the attitudes favoring rapid indus-trialization as well as the auxiliary insti-tutions essential to the industrial take-off;they had the institutions to charnel savingsinto enterprises and they equated technologywith progress. In addition, the Americanentrepreneurs could look to Europe for ven-ture capital _and a cheap labor reservoirthrough immigration.

But it was only the development of a na-tion-wide transportation system that madepossible the full utilization of these latentfactors to boost the United Stttes into so-called "transportation revolution." Canalsand, more importantly, railroads lowered thecosts of transportation to the point wherethe physical boundaries of the United Statescould become the actual boundaries of theAmerican economic market. Previously,household and local economies existed ex-cept for the fortunate few near river orocean transport, and then a regional econ-omy existed within the country, It.was therailroad that made physically possible thenational economy that the constitution per-mitted politically. It allowed the combina-

tion of natural resources overces as well as the mass marketnecessary to mass consumption,mass production. At the sametransportation system integrateomy physically, it encouraged aization for the sake of comparaof production costs. (To the exspecialization occurred beforeWar, the unity of the economy bthe railroad may have been respthe disunity of the nation in t

Lastly, the railroads acted asstimulant to economic growth themployment of a large labor forof huge amounts of capital, andsumption of iron, which subsidiof the modern steel industry.

The hallmark of modern indOsis mass production which presupmarket with mass consumers. (A

seemed psychologically ready fotual materiel equality demandedsumption.) Necessary to mass pthe rationalization of the prodgoods through standardization oand by the mechanization of asof production as possible. Thirationalization leads to ever-1ries, interchangeable parts, anspecialization of labor. The msion of labor creates a hierarcthe factory: the larger the fagreater the separation of emplo

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- THE INDUSTRIALIZATION OF THE UNITED STATES,1U40's to 1920's

f Andrew Jackson the factorsc growth existed in theabundant resources easilyestic capital from earlierprise, a "common marketble by political union un-constitution, and a group

Moreover, the people pos-udes favoring rapid indus-well as the auxiliary insti-1 to the industrial take-off;titutions to charnel savingsand they equated technologyIn addition, the Americanuld look to Europe for ven-a cheap labor reservoirion.

ly the development of a na-ortat:on system that made11 utilization of these latentt the United Stttes into so-rtation revolution." Canalstantly, railroads lowered theortation to the point whereundaries of the United Statese actual boundaries of theis market. Previously,ocal economies existed ex-rtunate few near river or, and then a regional econ-hin the country, It'was theade physically possible they that the constitution per-tly. It allowed the combina-

tion of natural resources over vast distan-ces as well as the mass market which is sonecessary to mass consumption, and hencemass production. At the same time as thetransportation system integrated the econ-omy physically, it encouraged Areal special-ization for the sake of comparative advantageof production costs. (To the extent suchspecialization occurred before the CivilWar, the unity of the economy brought bythe railroad may have been responsible forthe disunity of the nation in that War.)Lw;tly, the railroads acted as a directstimulant to economic growth through theiremployment of a large labor force, their useof huge amounts of capital, and great consumption of iron, which subsidized the riseof the modern steel industry.

The hallmark of modern industrializationis mass production which presupposes a massmarket with mass consumers. (Americansseemed psychologically ready for the even-tual material equality demanded by mass con-sumption.) Necessary to mass production isthe rationalization of the production ofgoods through standardization of the productand by the mechanization of as many elementsof production as possible. This process ofrationalization leads to ever-larger facto-ries, interchangeable parts, and increasingspecialization of labor. The minute divi-sion of labor creates a hierarchy withinthe factory: the larger the factory, thegreater the separation of employer and em-

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ployee. The end of this process is seen inHenry Ford's assembly line, which appearedto be the epitome of the industrial age.Further 'rationalization of production leadsto vertical and/or horizontal integration,and finally to the elimination of competi-tion (which is evidence of inefficient plan-ning and organization) through pools, trusts,and holding companies. Throughout the wholeprocess of planning and organizing an indus-try, the role of the risk-taker and planner- -the entrepreneur or robber baron, accordingto onz's proclivities--becomes crucial.

Accompanying the changing nature of in-dustriF;Ikm were certain major shifts in theAmerican economy. Old industries declinedand new ones superseded them. An agricul-tural America was moving toward urban life,and the center of agriculture moved west-ward as the newly-opened areas of the trans-Mississippi West began to send produce tomarket. At the same time, industry movedwestward to exploit more efficiently theiron of the Mesabi Range and the coal andoil of Western Pennsylvania.

We know that the rise of industrialismwas bound to affect all areas ol society be-cause of the intercdnnectedness of societalcomponents. (This does not mean economicdeterminism or even an economic interpreta-tion;rather attention to the economic sphereat this time is due to its being a crucialfactor of change at this particular time.)The most obvious result was the new social

stratification as seen in the contrastbetween the enormous wealth of the newmoguls who lived in their palatial manand the abject poverty of the workerspossessed no other means of productiontheir bo:!.is and uho w,:rc ;;:t3

and factory towns. Marl L..;:ricons Icaclass conflict, and the rise of unionsthe violent strikes of the 1870's, 1LIC

and 1090's seemed to prove neir point

Industrialism aided t.he e.ro,:Jthbut it at the -samaurban problems of slums, overcrowding,similation of immiarants, arid politicachines, which provided to the dispessethe businessmen, and the illegal alikeservices that the legitimate governmencould not. (Remember Robert K. Mertonclassic analysis of the machine in thechapter of his Social Theory and SnciaStructure,) SettlemntEouscs and intional churches also arose to stem thebut to little avail. In the country tfarmer resented tLe rise of the urbanster and feared its problems, but didto help. The farmers' own status movethe backho.lc of the nation" to the "hiof many a city joke. The former diffuof political and economic power and soprestige among village squires and smatown merchants of an earlier period waferred to the far fewer, new industrialeaders.

Two ideological reactions to the ec

this process is seen iny line, which appearedthe industrial age.ion of production leadsorizontal integration,limination of competi-nce of inefficient plan-n) through pools, trusts,s. Throughout the whoand organizing an indus-risk-taker and planner--robber baron, accordings--becomes

changing nature of in-tain major shifts in theId industries declinedded them. An agricul-ing toward urban life,

riculture moved west-ened areas of the trans-an to send produce totime, industry movedore efficiently theange and the coal andylvania.

rise of industrialism11 areas of society be-

nnectedness of societales not mean economicn economic interpreta-on to the economic sphereto its being a crucialchis articular time.)t was t e new social

stratification as seen in the contrastbetween the enormous wealth of the newmoguls who lived in their o:-.11atial mansionsand the abject poverty of the workers whopossess..d no other means of production buttheir bo:!i3s and who w,:rc slumsand factory towns. Mary i.,..;:rieans rearedclass conflict, and the rise of unions andhe violent strikes of the l87c's, ,1800's,lnd 1890's seemed to prove their point.

Industrialism aided the c4rowth of cities,but it at tie sama tiwe inteusit-i(,d theurban problems of slums, overcrowding, as-similation of immiarants, and political ma-chines, which provided to the disrossess.,!d,the businessmen, and the illegal alike theservices that the legitimate governmentcould not. (Remember Robert K. Meton'sclassic analysis of the machine in the firstchapter of his Social Theory, and SocialStructure,) Setticmc,nt houses and inE-titu-tional churches also arose to stem the tidebut to little avail. In the country thefarmer resented tLe rise of the urban mon-ster and feared its problems, but did nothingto help. The farmers' own status moved fromthe backho.le of the nation" to the "hick"of many a city joke. The former diffusionof political and economic power and socialprestige among village squires and smalltown merchants of an earlier period was trans-ferred to the far fewer, new industrialleaders.

Two ideological reactions to the economic and

concomitant social change predominated: (1)an attempt was made to reconcile the oldideals of American individualism to the new-er way of life, or (2) new ideals were e-volved to justify the changes. Of the lattertype was Social nrwinism and the Gospel ofWealth, which justified the competitiveorder as beneficial to the human race andproved the robber baron to be the i."fittest" of all to survive --the "flowerof civilizaticn." Other persons appliedWe traditional attitudes of individualismto the entrepreneurs who organized the gi-gantic trusts of the period and argued thattheir new creations, employing thousands ofmen, 1,.re their private property, hence de-nying the right of the government to inter-fere with the individual pursuit of wealth,regardless of where it may lead. Both theRepublican Party of the post-Civil War eraand the Democratic Part} of Grover Cleve-land represented these views, (When the

' ideology of laissez-faire failed to swaylegislative votes, bribery did.) The Su-prewc.: Court put its sanctions upon theseviews through its interpretation of commonlaw and the fourteenth amendment. Only afew Americans seriously criticized thechanges wrought by industrialism, and fewerlistened to them, for basically all Ameri-cans favored industrial progress as theysaw it and most believed in Horatio Alger'sself-made man.

The two groups who first felt the impactof the new economic changes, the farmersand the laborers, were also the first toattempt to do something about it through

counter organization and political dThe farmers, who earlier had partialsidized the railroads in order to gacess to markets, now complained abouthirty year depression resulting frcompetitive involvement in a nationainternational economy made possiblerailroads. As a result, they soughtthrough such organizations as the Grand the Alliances. At times, thesehoped to eliminate the evils of thethrough cooperative buying and sellithrough the cooperative prcJuction otural machinery. At other times, thsought political regulation of the fthey thought responsible for their 1

railroads, grain elevators, and mone"Grange laws," the Greenback movemenPopulism are evidences of this phasecultural discontent.

Labor reacted in many of the samethe farmers. The early labor organ'of theNational Labor Union and theLabor both tried to eliminate laborstatus through cooperatives which mlabor would be its own boss in thetions of American middle class entrialism. Both groups also dabbled i

through third party movements. FinAmerican Federation of Labor underGompers rejected attempts to reformin order to improve labor's statusto the classic demands of pure andism: higher wages, lower hours, an'working conditions. In this sense,trade unionism modeled upon Gompershas been conservative, for it does

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ange predominated: (1)to reconcile the oldndividualism to the new-2) new ideals were e-e changes. Of the latterinism and the Gospel ofied the competitiveto the human race andron to be thesurvive --the "flowerther persons appliedtudes of individualismwho organized the gi-period and argued thatemploying thousands of

ate property, hence de-he government to inter-dual pursuit of wealth,it may lead. Both thethe post-Civil War eraart} of Grover Cleve-se views (When thefaire failed to swayribery did.) The Su-sanctions upon theseterpretation of commonth amendment. Only asly criticized th'andustrialism, and fewerr basically all Ameri-ial progress as they'eyed in Horatio Alger's

o first felt the impact 1

changes, the farmersre also the first toing about it through

counter organization and political demands.The farmers, who earlier had partially sub-sidized the railroads in order to gain ac-cess to markets, now complained about thethirty year depression resulting from theircompetitive involvement in a national andinternational economy made possible by thoserailroads. As a result, they sought reliefthrough such organizations as the Grangeand the Alliances. At times, these groupshoped to eliminate the evils of the new economythrough cooperative buying and selling or eventhrough the cooperative production of agricul-tural machinery. At other times, the farmerssought political regulation of the factorsthey thought responsible for their low prices:railroads, grain elevators, and money. The"Grange laws," the Greenback movement, andPopulism are evidences of this phase of agri-cultural discdotent.

Labor reacted in many of the same ways asthe farmers. The early labor organizationsof theNational Labor Union and the Knights ofLabor both tried to eliminate labor's loweredstatus through cooperatives which meant thatlabor would be its own boss in the old tradi-tions of American middle class entrepreneur -lalism. Both groups also dabbled in politicsthrough third party movements. Finally, theAmerican Federation of Labor under SamuelGompers rejected attempts to reform societyin order to improve labor's status and stuckto the classic demands of pure and simple union-ism: higher wages, lower hours, and Getterworking conditions. In this sense, Americantrade unionism modeled upon Gompers approachhas been conservative, for it does not attack

OM

the industiral system as such or even pri-vate property, but merely tries to betterits position within the system. Along thesame lines, some analysts maintain thatthe farmers did not benefit until they toostopped attacking the system through thirdparties and starteJ lobbying through pres-sure groups. A few farmers and a few laborleaders joined those who favored greatergovernmental control of economic changethrough socialism, but this small minoritynever reached a substantial enough propor-tion to influence legislation.

Frequently, Progressivism is allotted aunit of its own in a course on American his-tory, but for the purposes of analysis, thisheterogeneous movement (if one can speak ofit as a movement) seems to be but anotherform of counter-organization, planning, andpolitical action in response to late nine-teenth century industrialism. Both the un-ity and the sources of the movement needfurther research by the historians beforethe teacher can speak with assurance. Suchdiverse elements as Populist demands(butnot necessarily continuity with Populists),urban reforms, and middle class concern forthe old values of individualism, democracy,and morality all played their part in themovement. The goals and methods of themovement are slightly clearer. The demandscan be summarized under three headings:the tegulation of the new economy, the re-establishment of democracy in what lookedlike a corrupt and declining republic, andthe offering. of classic American opportun-it, to the dispossessed of the slums by

raising them to a point tihelp themselves. The meaends were many: exposure,ment, business, and citysocial sciences and muckrforms by voluntary associpolitical action on the 1

era] levels. The timingseem to start in the 1890state levels, only burstitional level in the earlyoverlapped chronological]movement, there was appartion of personnel. The sthe reformers fell into tfavored a return to the g.destruction of monopolies,of the city, and the breaimachines. Other reformersand to organize society jutions were trying to do wiservation and the Federaloffer fihe examples of refProgressive criteria of orficiency by governmental c

In short, the progressior not, looked to a betterolder) America and judgedand the hoped-for futureditional American middle cality, democracy, and equaall. Theodore Roosevelt aprovide splendid examplesand show at the same timethe movement was.

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stem as such or even pri-t merely tries to betterin the system. Along theanalyses maintain thatof benefit until they toothe system through third

ed lobbying through pres-cw farmers and a few laborose who favored greatereol of economic changebut this small minority

ubstantial enough propor-legislation.

ogressivism is allotted an a course on American his-purposes of analysis, this

ement Of one can speak ofseems to be but anotherrganization, planning, andin respon:ie to late nine-dustrialism. Both the un-es of the movement needby the historians beforepeak with assurance. Suchas Populist demands(butontinuity with Populists),d middle class concern forIndividualism, democracy,

played their part in theels and methods of thehtly clearer. The demandsund3r three headings:the new economy, the re-

democracy in what lookedd declining republic, andlassie American opportun-sessed of the slums by

raising them to a point to enable them tohelp themselves. The means to achieve theseends were many: exposure of evil in govern-ment, business, and city slum by the newsocial sciences and muckraking; piecemeal re-forms by voluntary associations; and lastly,political action on the local, state and fed-eral levels. The timing of Progressivism wouldseem to start in the 1890's upon the urban andstate levels, only bursting forth upon a na-tional level in the early 1900's. While itoverlapped chronologically with the Populistmovement, there was apparently little duplica-tion of personnel. The solutions proposed bythe reformers fell into two categories. Somefavored a return to the good old days throughdestruction of monopolies, the "ruralizing"of the city, and the breaking-up of politicalmachines. Other reformers wanted to planand to organize society just as the corpora-tions were trying to do with the economy. Con-servation and the Federal Reserve System bothoffer fine examples of reforms embodying theProgressive criteria of organization and .ef-ficiency by governmental control.

In short, the Progressive, whether planneror not, looked to a better (and sometimesolder) America and judged the corrupt presentand the hoped-for future in terms of the tra-ditional American middle class ideals of mor-ality, democracy, and equal opportunity forall. Theodore Roosevelt and Woodrow Wilsonprovide splendid examples of these attitudesand show at the same time how conservativethe movement was.

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OBJECTIVES

This unit should make progress toward developing the following:

GENERALIZATIONS

I. At any specific time the total economicoutput is affected by the quantity andquality of productive resources (landor natural rrsources, labor, and capi-tal goods), by the level of technology,and by the efficiency of the organiza-tional structure.

a. Output is affected by the quality aswell as the quantity of natural re-sources; quality is affected by accessas well as by fertility, richness,etc.

b. Output can be increased by technologi-cal progress in the development oftools and machines and power to re-place manpower.

c. Capital formation through savings isa major means of increasing an econo-my's total ouput over time, becauseit increases productive capacity.

1) Net investment or capital forma-tion involves an increase in realcapital such as machines, equip-ment and buildings.

2) An increase in net investcapital goods will increaal production and incomethan the amount invested.multiplier effect.)

a) Business enterprisesfrom other firms.

3) Savings (or forgoing pressumption) are needed toital goods. Those who ato invest their own saviborrow and invest what tare taking risks and expform of return for such

d. Output can be increased byefficient combination of prsources (by the way in whittion is organized).

1) Division of labor and spmake possible increased

2) Efficiency studies mayput without increasing tof resource input by bria different organizationtion or increasing motivproduction.

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OBJECTIVES

it should make progress toward developing the following:

time the total economicted by the quantity anductive resources (landurces, labor, and capi-the level of technology,ciency of the organiza-e.

fected by the quality asquantity of natural re-lity is affected by accessy fertility, richness,

e increased by technologi-in the development of

chines and power to re-er.

ation through savings iss of increasing an econo-uput over time, becauseproductive capacity.

tment or capital forma-Ives an increase in realch as machines, equip-uildings.

2) An increase in net investment incapital goods will increase nation-al production and income by morethan the amount invested. (Themultiplier effect.)

a) Business enterprises buy goodsfrom other firms.

3) Savings (or forgoing present con-sumption) are needed to obtain cap-ital goods. Those who are willingto invest their own savings (or toborrow and invest what they borrow)are taking risks and expect someform of return for such risks.

d. Output can be increased by a moreefficient combination of productive re-sources (by the way in which produc-tion is organized).

1) Division of labor and specializationmake possible increased production.

2) Efficiency studies may increase out-put without increasing the amount'of resource input by bringing abouta different organization of produc-tion or increasing motivation forproduction.

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3) Mass production, with its greaterspecialization and substitution ofcapital goods for labor, permitsa reduction of costs.

2. Not all economies conform to these "ideal"starres or descriptions, but they tend tofollow more or less the same pattern ofgrowth.

a. Traditional societies, which lookto tradition for guidance and do notwelcome technological change, havevery slow rates of economic growth.

b. The transitional stage prior to "take-off," sees the growth of factors whichupset traditional beliefs and prac-tices, give rise to more favorableattitudes toward technological changeand businessman, create larger mar-kets, lead to more accumulation ofsavings, lead to increased productivi-ty in agriculture and mining, lead toimproved transportation systems, andgive rise to the establishment ofbanks and other financial institu-tions.

c. During the "takeoff" stage of a sharprise in the rate of economic growth,there is an emphasis upon technologi-cal development, investment in capi-tal goods, and the development ofnew industries.

d. Following the "takeoff"(or may be) a stage of sfluctuating progress tow.maturity. The rate of i

tinues at a high level atries are developed.

e. A mature economy demonsthas the technical and eniskills to produce most tchooses to produce, givestage of world scientifiSuch an econbmy. has themove beyond the originalwhich powered its "takeovide levels of living inmasses of people consumelevel of bare necessity.my is marked by the develable goods industries.

3. Specialization makes for in

a. Mass production needs awith mass consumers as wization of products andhigh proportion of capitmass production dependsopment of transportationand political developmenup markets, as well as ucal developments and orgstructure within a firm.

I) Mass production factomarkets in order to b

duction, with its greaterzation and substitution ofgoods for labor, permitsion of costs.

ies conform to these "ideal"riptions, but they tend toless the same pattern of

societies, which lookn for guidance and do nothnological change, haveates of economic growth.

Tonal stage prior to "take-the growth of factors whichtional belefs and prac-rise to more favorable

oward technological changesman, create larger mar-to more accumulation ofad to increased productivi-ulture and mining, lead toansportation systems, ando the establishment ofther financial institu-

"takeoff" stage of a sharprate of economic growth,emphasis upon technologi-

ment, investment in capi-and the development ofles.

d. Following the "takeoff" there is usually(or may be) a stage of sustained thoughfluctuating progress toward economicmaturity. The rate of investment con-tinues at a high level and new indus-tries are developed.

e. A mature economy demonstrates that ithas the technical and entrepreneurialskills to produce most things that itchooses to produce, given the availablestage of world scientific knowledge.Such an econbmy has the capacity tomove beyond the original industrieswhich powered its "takeoff" and to pro-vide levels of living in which themasses of people consume far above thelevel of bare necessity. Such an econo-my is marked by the development of dur-able goods industries.

3. Specialization makes for interdependence.

a. Mass production needs a mass marketwith mass consumers as well as standard-ization of products and parts and ahigh proportion of capital goods. Thusmass production depends upon the devel-opment of transportation facilitiesand political developments which openup markets, as well as upon technologi-cal developments and organizationalstructure within a firm.

1) Mass production factories need massmarkets in order to be profitable.

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b. Specialization of individuals,regions, and countries makes for in-terdependence.

4. Competion among producers determineslargely how things will be produced ina v!vate interprise economy, sinceeach producer will try to arrive at themost efficient use of productive re-sources in order to compete with othersand make the greatest profits possible.

a. Firms may compete with each other bycutting prices which means that theymust compete in cutting costs of pro-duction in order to make a profit andstay in business.

b. Competion does not always lead tolower prices; it may actually leadto monopolistic practices and higherprices.

1) When there is a monopoly or such aconcentration of production in thehands of a few firms that thesefirms can dominate prices, compe-tion is reduced and supply may berestricted in lieu of cuttingprices.

5. As compared with individual enterprisesand partnerships, corporations makepossible both a larger investment incapital goods (with an accompanying massproduction and lower costs) and controlof this investment with a much smaller

amount of money than theare worth.

a. Corporations make posvestment in capital gindividual enterprisesince shares of stockmany people. They allegal safeguards forthe failure of the bu

b. A few large stockholdcorporation with a reinvestment of money acapital goods owned b

c. Holding companies andfew individuals to pytrol over a number oftions with just a smaas compared to the tocompany.

6. Prices are affected by cand demand, and price chsupply and demand.

a. Demand is affected bymoney and credit andcity with wich money

7. People's ideas of what cquate levgl of living onpoverty on the other, chliving levels change.

8. A depression results in

Ion of individuals,d countries makes for in-ce.

g producers determinesings will be produced inrprise economy, sincewill try to arrive at theuse of productive re-er to compete with othersreatest profits possible.

ompete with each other byces which means that theye in cutting costs of pro-order to make a profit andsiness.

oes not always lead tos; it may actually leadstic practices and higher

re is a monopoly or such aation of production in thea few firms that thesen dominate prices, compe-reduced and supply may beed in lieu of cutting

th individual enterprisesps, corporations makea larger investment in(with an accompanying masslower costs) and controlent with a much smaller

amount of money than the capital goodsare worth.

a. Corporations make possible a larger in-vestment in capital goods than do mostindividual enterprises and partnerships,since shares of stock can be sold tomany people. They also provide somelegal safeguards for owners in case ofthe failure of the business.

b. A few large stockholders can control. acorporation with a relatively smallinvestment of money as compared to thecapital goods owned by the corporation.

c. Holding companies and trusts permit afew individuals to pyramid their con-trol over a number of other corpora-tions with just a small amount of moneyas compared to the total worth of thecompany.

6. Prices are affected by changes in supplyand demand, and price changes affectsupply and demand.

a. Demand is affected by the supply ofmoney and credit and also by the velo-city with wich money changes hbnds.

7. People's ideas of what constitute an ade-quate level of living on the one hand, orpoverty on the other, change as averageliving levels change.

8. A depression results in unemployment.

9. A long depression usually results in adrop in wages, either in wage rates orin overall wage income, because of lossof overtime or cut in hours of work.

10. Debtors find it hard to pay back debts.in periods of deflation when money isworth more and their income is less.

11. In all societies, people have certaineconomic goals; they may use theirgovernment to help Ichieve these goals.Although some goals are very much al;ke,different societies place differingemphases upon them.

a. As levels of living rise within acountry, people tend to choose agreater amount of leisure time inlieu of a higher income.

12. Government affects business growth andfluctuations by protecting private pro-perty and contracts, by providing amoney system, by protecting inventions,by providing systems of public transpor-tation, etc.

a. Government monetary policies can beused to influence lending, the amountof money in circulation, and so aggre-gate diemand for goods.

b. Governments may loan money'directlyto firms or give them subsidies; theythus affect business activity.

c. Government policiof resources. Govmay tend to reducsures toward conceor monoploistic to

13. Some things can be prplace than in anotherresources, access, pc

14. Whenever things valuescarce, there will beto and control of thethings by sub-groups

a, Even in so-calledall people enjoy 1

most consider necelevel of living.services are dividthe population.

b. The bagic distribupower reflects thetribution of resomotivation in the

15. Members of a class caclass by various meanmay be up or down. (

one class by a changeof status conferring

a. The more widespreacation, the greatebility between cla

pression usually results in aages, either in wage rates or1 wage income, because of lossme or cut in hours of work.

ind it hard to pay back debtss of deflation when money ise and their income is less.

cieties, people have certaingoals; they may use theirt to help achieve these goals.some goals are very much alike,societies place differing

pon them,

els of living rise within ay, people tend to choose ar amount of leisure time inf a higher income.

t affects business growth aneons by protecting private procontracts, by providing atem, by protecting inventions,ing systems of public transpor-tc.

ment monetary policies can beo influence lending, the amountey in circulation, and so aggre-cmand for goods.

mien is may loan money'directlyms or give them subsidies; theyffect business activity,

c. Government policies affect allocationof resources. Government policiesmay tend to reduce or increase pres-sures toward concentration of industryor monoploistic tendencies.

13. Some things can be produced better in oneplace ,nan in another because of climate,resources, access, people's skills, etc.

14. Whenever things valued by a society arescarce, there will be diffentiated accessto and control of these vaiucd and scarcethings by sub-groups within the society.

a. Even in so-called prosperous times, notall people enjoy levels of living whichmost consider necessary for an adequatelevel of living. A society's goods andservices are divided unequally amongthe population.

b. The baSic distribution of policialpower reflects the basic unequal dis-tribution of resources, skills, andmotivation in the society.

15. Members of a class can move out of theclass by various means, and this mobilitymay be up or down. (They can move out ofone class by a change in their controlof statusrconferring factors.)

a. The more widespread the system of edu-cation, the greater the vertical mo-bility between classes.

- 10 -

b. The more industrialized and urban-ized the society, the greater themobility between classes.

16. Conflict is a struggle over values andclaims to scarce status, power, andresources in which the aims of theopponents are to neutralize, injure,or eliminate their rivals.

a. Groups may engage in power conflict;one group tries to dominate anotherin order to take something from it,such as its labor or wealth.

1) Workers organize labor unions toagglomerate their power in bar-gaining with employers.

2) Struggle will bring together other-wise unrelated persons and groups.Coalitions and temporary associa-tions will result from conflictswhere primarily pragmatic inter-ests of the participants are in-volved.

b. In political conflict there is astruggle over scarce values or goals;the conflicting sides attempt to usethe authority of the political sys-tem to win the conflict.

1) The' interest group attempts tobring aggregates of influence tobear on decision-makers by attemptsto frame the possible choices the

decision-makers havefluence, by educatioattempts to controlof the decision-make

2) Political organizatipolitical system tomobilize political puals or aggregates bfor office and polic

17. Accommodation may occur beindividuals and groups havtus and power, or it may oindividual or group is inposition and can force othor groups to accommodate.

18. Members of any group are atfor varying reasons, somenothing to do with the goalization.

19. Groups have latent (hiddenfunctions as well as manifefunctions.

20. Frustration (perhaps becaustion) may lead to agressionscapegoating.

a. Frustration may result i

at times this aggressionagainst certain groups wscapegoats.

- 10 -

strialized and urban-ety, the greater theeen classes.

ruggle over values andstatus, power, andch the aims of theneutralize, injure,it rivals.

gage in power conflict;ies to dominate anothertake something from it,labor or wealth.

rganize labor unions toe their power in ber-th employers.

ill bring together other-ated persons and groups.and temporary associa-result from conflicts

arily prggmatic inter-e participants are in-

1

1

conflict there is ascarce values or goals;

rig sides attempt to useof the political sys-

e conflict.

st group attempts toe9ates of influence tocision-makers by attemptshe possible choices the

decision-makers have, by direct in-fluence, by education, and byattempts to control the selectionof the decision-makers.

2) Political organizations act in thepolitical system to organize andmobilize political power of individ-uals or aggregates behind candidatesfor office and policy alternatives.

17. Accommodation may occur between or amongindividuals and groups having equal sta-tus and power, or it may occur when oneindividual or group is in a dominatingposition and can force other individualsor groups to accommodate.

18. Members of any group are attracted to itfor varying reasons, some of which havenothing to do with the goals of the organ-ization.

19. Groups have latent (hidden or unexpressed)functions as well as manifest (expressed)functions.

20. Frustration (perhaps because of deprJva-tion) may lead to agression and/or toscapegoating.

a. Frustration may result in aggression;at times this aggression is turnedagainst certain groups which are madescapegoats.

21. Freedom is culturally determined, theindividual has to be taught what theoptions are, how one goes about exer-cising them, why he should exercisethem, and a desire to exercise them.

22. People try to work out rationaliza-tions for behavior which is inconsis-tent with their basic values.

23. An individual brought up in one cul-ture and then thrust into another facesserious problems of adjustment to thenew culture; the resulting conflict in-volves mental conflict and tension.

24. Although culture is always changing,certain parts or elements may persistover long periods of time.

a. Sbme values are conducive tochange; some make change difficult.

b. Changes in one aspect of a culturewill have effects upon other aspects;changes will ramify, whether theyare technological, in social organi-zation, in ideology, or whateverelse is part of the cultural system.

SKILLS

1. Attacks problems in a rational manner.

a. Sets up hypotheses.

b. Identifies value-cc

2. Is effective in gather

a. Reads for main ideaquestions.

b. Interprets cartoons

c. Interprets graphs.

3. Evaluates information,

a. Checks on the compl

1) Checks on the sadata.

b. Checks on the biassources.

c. Compares sources of

4. Has a well-developed t

a. LookS for relations

b. Sees meaningful diferas; notes relaticera between instituassumptions.

5. Organizes and analyzesdraws concLusrons.

a. Categorizes data.

s culturally determined, the1 has to be taught what there, how one goes about exer-em, why he should exercisea desire to exercise them.

y to work out rationaliza-behavior which is inconsis-their basic values.

dual brought up in one cul-then thrust into another facesroblems of adjustment to there; the resulting conflict in-ntal conflict and tension.

culture is always changing,arts or elements may persistperiods of time.

values are conducive tosome make change difficult.

s in one aspect of a cultureave effects upon other aspects;s will ramify, whether theychnological, in social organi-

in ideology, or whatevers part of the cultural system.

roblems in a rational manner.

p hypotheses.

b. Identifies value-conflicts.

2. Is effective in gathering information.

a. Reads for main ideas and to answerquestions.

b. Interprets cartoons.

c. Interprets graphs.

3. Evaluates information.

a. Checks on the completeness of data.

1) Checks on the sample used to collectdata.

b. Checks on the bias and competency ofsources.

c. Compares sources of information.

4. Has a well-developed time sense.

a. Looks for relationships among events.

b. Sees meaningful differences betweeneras; notes relationshiprwithip any.era between institutions and culturalassumptions.

5. Organizes and analyzes information anddraws conclusions.

a. Categorizes data.

12-

b. Tests hypotheses against data.

c. Generalizes from data.

d. Considers probable consequences ofalternative courses of action.

6. Communicates effectively.

a. Organizes his information accordingto some logical pattern which fitshis topic.

b. Communicates effectively with otherswhen speaking; uses only a few notesfor reports or other oral presenta-tions.

ATTITUDES

1. Is committed to the free examination ofsocial attitudes and data.

2. Is curious about social data.

3. Respects evidence even when it con-tradicts prejudices and preconceptions.

4. Values change as a means of aohievinggoals, but does not equate change withprogress.

5. Is sceptical of the finality of know-ledge; considers generalizations andtheories as tentative, always subjectto change in the light of new evidence.

OBJECTIVES

A. IS CUROUS ABOUT SOCIAL DATA.

G. Traditional societies, which lookto tradition for guidance and do notwelcome technological change, havevery slow rates of economic growth.

G. The transitional stage prior to'takeoff,"sees the growth of factorswhich upset traditional beliefs andpractices, give rise to more favor-able attitudes toward technologicalchange and businessmen, createlarger markets, lead to more accum-ulation of savings, lead to in-creased productivity in agricultureand mining, lead to improved trans-portation systems, and give rise tothe establishment of banks and otherfinancial institutions.

G. During theqakeoffustage of a sharprise in the rate of economic growth,there is an emphasis upon technolog-ica! development, investment incapital goods, and the developmentof new industries.

G. Following thentakeoffithere is us-ually (or may be) a stage of sus-tained though fluctuating progress

- 13 -

OUTLINE OF CONTENT

I. Expansion in production capacity depends maigrowth of the labor force, improved qualityof labor, growth in the stock of capital, anological and managerial advance. A nationcrease its growth rate by increasing its prcapacity through any or all of these factorseral of these factors conducive to economicexisted in the United States during the Jacera.

T SOCIAL DATA.

cieties, which lookor guidance and do notlogical change, haves of economic growth.

al stage prior tothe growth of factorsaditional beliefs ande rise to more favor-toward technologicalinessmen, create, lead to more accum-ings, lead to in-tivity in agriculturead to improved trans-ems, and give rise toent of banks and otheritutions.

eoffustage of a sharpte of economic growth,phasis upon technolog-nt, investment in, and the developmentries.

'takeoff" there is us-be) a stage of sus-fluctuating progress

- 13.-

OUTLINE OF CONTENT

I. Expansion in production capacity depends mainly ongrowth of the labor force, improved quality or skillof labor, growth in the stock of capital, and tech-nological and managerial advance. A nation can in-crease its growth rate by increasing its productivecapacity through any or all of these factors. Sev-eral of these factors conducive to economic growthexisted in the United States during the Jacksonianera.

- 14 -

TEACHING PROCEDURES MATERIALS

Initiatory Activities

1. As a pre-test, have the students pretend that they havesuddenly discovered a highly industrialized society orsMars. In an essay, have them describe those character-istics which led them to believe that this society wasan industrialized one and not a traditional one.

2. Review what students learned in Unit 3 about Rostow'stheory of economic growth, as it related to precondi-tions of takeoff and takeoff. Now use an informal lec-ture to fill in points about these earlier stages andto describe the rest of his theory. Tell the class a-bout Rostow's dating of different stages for economicgrowth in the U.S. Once again, students should becautioned that Rostow's theory is onlyittheory and thatothers have challenged both the theory and the particu-lar time seqqence which he used. Use maps of railroadsin 1040, 1850, and 1060 to explain the tram,portationrevolution which Rostow claims was the key to Americanindustrialization.

Have the students make a timeline or chart on the variousstages which they can later use as a quick referral aidto Rostow's theory. (One student could make a largemaster chart for bulletin board use.)

Perhaps prepare a bulletin board display on railroads,showing graphically and with pictures the transportationrevolution of the 1840's and 1350's.

Rostow, Stages of EconomicGrowth.

- 15 -

toward economic maturity. Therate of investment continues at ahigh level and new industries aredeveloped.

G. A mature economy demonstrates thatit has the technical and entrepren-eurial skills to produce most thingsthat it chooses to produce, giventhe available stage of world scien-tific knowledge. Such an economyhas the capacity to move beyond theoriginal industries which poweredits "takeoff "and to provide levelsof living in which the masses ofpeople consume far above the levelof bare necessity. Such an economyis marked by the development ofdurable goods industries.

G. Not all economies conform to these"ideal" stages or descriptions,but they tend to follow more orless the same pattern of growth.

G. At any specific time the totaleconomic output is affected bythe queptity and quality of produc-tive resources (land or naturalresources, labor, and capitalgoods), by the level of technol-ogy, and by the efficiency of theorganizational structure.

- 16 -

Review and pull-together those economic aspects of the

pre-war and Civil War era which are necessary to under-

stand the application of Rostow's theory to the U.S.

- 17 -

S. Tests hypotheses-against data.

G. Following thelltakeoff"there is us-ually (or may be) a stage of sus-tained though fluctuating progresstoward economic maturity. Therate of investment continues at ahigh level and new industries aredeveloped.

G. A mature economy demonstrates thatit has the technical and entrepren-eurial skills to produce most thingsthat it chooses to produce, giventhe available stage of world scien-tific knowledge. Such an economyhas the capacity to move beyondthe original industries which pow-ered its'takeoff'and to providelevels of living in which the massesof people consume far above thelevel of bare necessity. Such aneconomy is marked by the developmentof durable goods industries.

G. At any specific time the total eco-nomic output is affected by thequantity and quality of productiveresources (land or natural resources,labor, and capital goods), by thelevel of technology, and by theefficiency of the organizationalstructure.

G. Output is affected by the qualityas well as the quantiiy. of naturalresources; quality is affected byaccess as well as by fertility,richness, etc.

A. The U.S. had abundant resources easily ex-ploitable.

B. Risk capital was available from two majorsources: earlier mercantile profits and Eipean risk capital.

C. The peoples' attitudes favored rapid indusization.

1. They equated technology with progress athus favored industrial change.

2. They were willing to channel savings in

enterprises.

D. Immigration made available a cheap labor s

E. The government provided favorable conditiofor economic growth.

1. A "common market" area had been made pounder the federal constitution.

2. The government was both stable and pro-ness; it willingly subsidized various fof needed transportation.

- 17 -

heses against data.

thelitakeoff"there is us-nay be) a stage of sus-gh fluctuating progressomic maturity. Theestment continues at aand new industries are

onomy demonstrates thattechnical and entrepren-lls to produce most thingsoses to produce, givenle stage of world scien-ledge. Such an economyacity to move beyond1 industries which pow-keoff'and to provideliving in which the massesonsume far above there necessity. Such anmarked by the developmentgoods industries.

ific time the total eco-t is affected by thed quality of productiveland or natural resources,capital goods), by thechnology, and by theof the organizational

ffected by the qualitythe quantiiy of naturalquality is affected byell as by fertility,tc.

A. The U.S. had abundant resources easily ex-ploitable.

B. Risk capital was available from two majorsources: earlier mercantile profits and Euro-pean risk capital.

C. The peoples' attitudes favored rapid industrial-ization.

I. They equated technology with progress andthus favored industrial change.

2. They were willing to channel savings intoenterprises.

D. Immigration made available a cheap labor supply.

E. The government provided favorable conditionsfor economic growth.

I. A "common market" area had been made possibleunder the federal constitution.

2. The government was both stable and pro-busi-ness; it willingly subsidized various formsof needed transportation.

- 18 -

4. Have the students read the pertinent sections of their

text for the years 1840-1860 to see if the data verifies

or denies Rostow's thesis. Students should take notes

on factors which they think are significant to the argu-

ment. Have them also scan the text sections which cor-

respond to Rostow's "drive to maturity" stage.

U.S. history textbooks ofvaried reading levels,

- 19 -

G. Some values are conducive to change;some make change difficult.

G. Capital formation through savingsis a major means of increasing aneconomy's total output over time,because it increases productivecapacity.

G. Net investment or capital forma-tion involves an increase in realcapital such as machines, equip-ment, and buildings.

G. Government affects business growthand fluctuations by protectingprivate property and contracts, byproviding a money system, by pro-tecting inventions, by providingsystems of public transportation,etc.

G. Output can be increased by a moreeffifient combination of produc-tive resources (by the way in whichproduction is organized).

A. IS CURIOUS ABOUT SOCIAL DATA.

A. IS CURIOUS ABOUT SOCIAL DATA. F. A group of entrepreneurs were ready to takeadvantage of the growth conditions.

- 20 -

5. Have a group of students prepare a bulletin board displayof mass production methods in one of the following indus-tries: auto, steel, oil, etc.

6. Arrange a bulletin board display of the great risk-takersof the 1860 to 1890 era, including portraits of them aswell as pictures of their factories, their "achievements,"their homes, and their families, where available.

- 21 -

S. Reads for main ideas.

G. Savings (or forgoing present con-sumption) are needed to obtaincapital goods. Those who are will-ing to invest their own savings (orto borrow and invest what they bor-row) are taking risks and expectsome form of return for such risks.

A. IS CURIOUS ABOUT SOCIAL DATA,

S. Checks on the bias of sources.

S. Reads for main ideas or to answerquestions.

- 22 -

7. Have students read different textbooks to obtain an over-view of the post Civil-War industrial development. Thenhave each student write a paragraph giving his impres-sions of what the author or the text would probably havewritten, if he were asked to describe the general char-acteristics or a highly successful risk-taker. Havethe students include such items as: place of birth,youth, family origins, family social status, family re-ligion, age at entering the work-world, his education,his age at reaching the top of the field.

8. Introduce the students to a wide range of biographiesof the great entrepreneurs. Give them time to browsethrough the books and select a man who interests them.Discuss with them the problems of finding "accurate"lives of these men, so that as they read they will bealerted to the author's bias. Have students take noteson examples of bias as they read so that they will beprepared both for class discussion and for a later writ-ten report on the work. Give the students time to readin class so that they can both ask questions and make agood start on the. reading. Also give the students alist of questions to guide their reading. Have a fewstudents who read well use the Amherst pamphlet on J. D.Rockefeller.

9. As an alternative to activity #8, have each student reada DAB selection on one entrepreneur. Also suggest thatthey find one or two other sources which discuss theirentrepreneurs. Have students take notes in the same man-ner described in #8 so that they will be prepared bothfor class discussion and a written report. Have thembegin to read in class so that they can both ask questionswhen necessary and have a good start on their reading.Give the students a list of questions to guide their reading.

U. S. history textvaried reading lev

See bibliography abiographies alreadschool library.

Amherst pamphlet,feller: Rubber Bardustrial Statesman

Dictionar of AmerBiography.

- 22 -

,nts read different textbooks to obtain an overle post Civil-War industrial development,. Thenstudent write a paragraph giving his impres-hat the author of the text would probably havef he were asked to describe the general char-s ol a highly successful risk-taker. Haveis include such items as: place of birth,lily origins, family social status, family re-c at entering the work-world, his education,reaching the top of the field.

the students to a wide range of biographiesat entrepreneurs. Give them time to browsee books and select a man who interests them.th them the problems of finding "accurate"hese men, so that as they read they will bethe author's bias. Have students take notess of bias as they read so that they will beoth for class discussion and for a later writ-on the work. Give the students time to reado that they can both ask questions and make aon the- reading. Also give. the students aestions to guide their reading. Have a fewho read well use the Amherst pamphlet on J. D.r.

U. S. history textbooks ofvaried reading levels.

See bibliography and usebiographies already inschool library.

Amherst pamphlet, J. D. Rocke-feller: Rubber Baron or In-dustrial Statesman?

_rnative to activity #8, have each student read Dictionary of Americanction on one entrepreneur. Also suggest that Biography.one or two other sources which discuss theirurs. Have students take notes in the same man-ibed in #8 so that they will be prepared bothdiscussion and a written report. Have them-cad in class so that they can both ask questionssary and have a good start on their reading.tudents a list of questions to guide their reading.

G. Output is affected by the qualityas well as the quantity of naturalresources; quality is affected byaccess as well as by fertility,richness, etc.

- 23 -

II. As the transportation system integratedomy physically in the years prior to thWar, it encouraged both economic growthspecialization for the sake of comparattage of production costs.

G. Mass production needs a mass market A.with mass consumers as well as stan-dardization of products and partsand a high proportion of capitalgoods. Thus mass production dependsupon the development of transporta-tion facilities and political de-velopments which open up markets,as well as upon technological de-velopments and organizational struc-ture within a firm.

G. Some things can be produced betterin one place than in another, becauseof climate, resources, access, peo.=ple's skills, etc.

G. Specialization of individuals, re-gions, and countries makesfor inter-dependence.

G. Governments may loan money directlyto firms or give them subsidies;they thus affect business activity.

G. Firms may compete with each otherby cutting prices which means thatthey must compete in cutting costsof production in order to make aprofit and stay in business.

The railroad made physically possibltional economy that the Constitutionpolitically.

1. It allowed the combination of natsources over vast distances.

2. It made possible a mass market whnecessary for mass consumpti,...1 anmass production.

B. The railroad encouraged areal speciafor the sake of comparative advantagduction costs.

1. The South and the Midwest concentstaple crops such as cotton, whoaetc.

2. Industrial production was concentNew England, the Middle Atlanticthe Ohio Valley.

d by the qualityntity of natural

y is affected byby fertility,

- 23 -

H. As the transportation system integrated the econ-omy physically in the years prior to the CivilWar, it encouraged both economic growth and areaspecialization for the sake of comparative advan-tage of production costs.

A. The railroad made physically possible the na-tional economy that the Constitution permittedpolitically.

eeds a mass marketrs as well as stan-oducts and partstion of capitalproduction dependsent of transporta-nd political de-open up markets,ethnological de-ganizational struc-M

e produced betterin another, because

rtes, access, peo=

individuals, re-ies makesfor inter-

loan money directlythem subsidies;business activity.

e with each others which means thatc in cutting costsorder to make ain business.

I. It allowed the combination of natural re-sources over vast distances.

2. It made possible a mass market which isnecessary for mass consumptiel and hencemass production.

B. The railroad encouraged areal specializationfor the sake of comparative advantage of pro-duction costs.

1. The South and the Midwest concentrated onstaple crops such as cotton, wheat, corn,etc.

2. Industrial production was concentrated inNew England, the Middle Atlantic States, andthe Ohio Valley.

Developmental Activities

10. Have the students look at the displpy in #2 above. Thendiscuss: Why does the transportation revolution appearto hold the key to industrialization in America? Firstdiscuss the significance of the railroads in extendingthe boundaries of the American economic market, both forproducer and consumer. Then discuss the impact of rail-road building as a stimulant to economic growth throughuse of A. large latlr force, huge amounts of capitai, agreat consumption of iron, and the subsidization of thesteel industry. Use maps to show both the extent of therailroad and its significance For the iron, coal, andsteel industries. Also be certain to discuss the waysin which capital was obtained to build these railroads.

- 24-

11, Perhaps have pupils use the Harvard case study on TheRailroad Era. They should follow the approach in thecase study, using the railroad game which is suggested.

(Or you could use this case study afer activity #16.)

Oliver and Aewmann, The Railroad Era.

- 25 -

G. As compared with individual enter-prises and partnerships, corpora-tions make possible both a largerinvestment in capital goods (withan accompEnying mass production andlower costs) and control of thisinvestment ..!ith a much smaller a-mount of money than the capitalgoods are worth.

G. Corporations make possible a largerinvestment in capital goods than domost individual enterprises andpartnerships, since shares of stockcan be sold to many people. Theyalso provide some legal safeguardsfor owners in case of the failureof the business,

G. A few large stockholders can con-trol a corporation with a relative-ly small investment of money ascompared to the capital goods ownedby the corporation.

G. Holding companies and trusts permita few individuals to pyramid theircontrol over a number of other corp-orations with just a small amountof money as compared to the totalworth of the company.

G. Competition does not always leadto lower prices; it may actuallylead to monopolistic practices andhigher prices.

-27-

G. When there is a monopoly or sucha concentration of production inthe hands of a few firms that thesefirms can dominate prices, competi-tion is reduced and supply may berestricted in lieu of cutting prices.

S. Identifies value-conflicts.

G. As compared with individual enter-prises and partnerships, corpora-tions make possible both a largerinvestment in capital goods (withan accompanying mass productionand lower costs) and control ofthis investment with a much smalleramount of money than the capitalgoods are worth.

G. Corporations make possible a largerinvestment in capital goods than domost individual enterprises andpartnerships, since shares of stockcan be sold to many people. Theyalso provide some legal safeguardsfor owners in case of the failureof the business.

G. A few large stockholders can con-trol a corporation with a relative-ly small investment of money ascompared to the capital goods ownedby the corporation.

G. Business enterprises buy goods fromother firms.

C. Railroads acted as a direct stimulant toeconomic growth.

1. They employed a large labor force.

2. They used huge amounts of capital.

3. Their consumption of iron subsidized therise of the steel industry.

- 23 -

12. As a follow-up to activity #10, ask: Why is the invest-ment of capital in heavy industries such as coal and ironusually a spur to other forms of industrialization? In

addition to discussing the significance of steel and steelproducts in an industrialized society, discuss the questionof investment of caoital in such heavy industries. Usingspecific examples such as Carnegie Steel, Federal Steel,and ultimately U.S. Steel, explain how American steel com-panies were financed. Use some contemporary examples todemonstrate how some under-developed countries are tryingto finance these large initial investments in heavy in-dustry today.

- 29 -

G. An increase in net investment incapital goods will increase nation-al production and income by morethan the amount invested. (Themultiplier effedt.)

S. Checks on the completeness of data. III. The -hallmark of modern industria(Checks on the sample used to col- production which presupposes a malect data,) mass consumers. Necessary to mas

the rationalization of the producS. Tests hypotheses against data. through the standardization of th

the mechanization of as many elemtion as possible. Mass producticidly in a wide variety of industrStates drove to industrial maturibetween 1860-1920.

G. As compared with individual enter-prises and partnerships, corpora-tions make possible both a largerinvestment in capital goods (withan accompanying mass productionand lower costs) and control ofthis investment with a much smalleramount of money than the capitalgoods are worth.

G. Corporations make possible a larger.investment in capital goods than domost individual enterprises and part-nerships, since shares of stock canbe sold to many people. They also

A. New forms of business organizathe rationalization of product

1. The corporation became thebusiness organization in th

2. Increased efficiency and p1title and/or horizontal intdustries.

3. Pools, trusts, and holdingpossible even greater unitsorganization, although theysen competition as well.

- 29-

n net investment inwill increase nation-and income by moret invested. (Theect.)

com leteness of data. HL The .hallmark of modern industrialization is masssample used to col- production which presupposes a mass market with

mass consumers. Necessary to mass production isthe rationalization of the production of goods

es a ainst data. through the standardization of the product and bythe mechanization of as many elements of produc-tion as possible. Mass production increased rap-idly in a wide variety of industries as the UnitedStates drove to industrial maturity in the yearsbetween 1860-1920.

th individual enter-tnerships, corpora-sible both a largercapital goods (withg mass productions) and control oft with a much smallery than the capitalh.

ake possible a largercapital goods than do1 enterprises and part-e shares of stock cany people. They also

A. New forms of business organization increasedthe rationalization of production.

1. The corporation became the dominant form ofbusiness organization in this era.

2. Increased efficiency and planning led to ver-ticle and/or horizontal integration of in-dustries.

3. Pools, trusts, and holding companies madepossible even greater units of planning andorganization, although they did tend to les-sen competition as well.

- 30 -

13. Project the chart on business and political leaders circa Miller, ed., M1900 from Miller. Have students study the chart and com-pare its statistics with their own paragraph written afterthe text reading (see #7 above.) Discuss the reasons forthe differences, including the prevalence of the HoratioAlger self-made man myth in American culture as well asthe problem of using the statistics. Ask: How valid isMiller's sample? Discuss the implications of the statis-tics for the American ideology stemming from the Jackson-ian era. Suggest that as students read their biographies,they consider whether their entrepreneur fits Miller'sstatistics of the Horatio. Alger type. (Perhaps alsomake a chart for the 1870's era, thing data from Miller'sMen and Business.)

14. Introduce the students to the selection on J.D. Rocke-feller. Point out that to some people Rockefeller hasepitomized the Horatio Alger success story but to othershe was the bete noir of the age. Before students beginto read, make certain that they understand what a cor-poration is. As they read the selection, they shouldlist all of the methods and techniques Rockefeller sayshe used to build his successful oil business.

"Selected Readlndustrializat

- 30 -

hart on business and political leaders circa Miller, ed., Men in Business.Iler. Have students study the chart and com-tistics with their own paragraph written aftering (see #7 above.) Discuss the reasons fores, including the prevalence of the Horatiode man myth in American culture as well asf using the statistics. Ask: How valid isle? Discuss the implications of the statis-American ideology stemming from the Jackson-gest that as students read their biographies,whether their entrepreneur fits Miller'sthe Horatio. Alger type. (Perhaps alsofor the 1870's era, ising data from Miller'sess.)

students to the selection on J.D. Rocke-t out that to some people Rockefeller has

he Horatio Alger success story but to othersto noir of the age. Before students begincertain that they understand what a cor-As they read the selection, they should

the methods and techniques Rockefeller saysild his successful oil business.

"Selected Readings on theIndustrialization of the U.S."

- 31 -

provide some legal safeguards forowners in case of the failure ofthe business.

G. A few large stockholders can controla corporation with a relativelysmall investment of money as comparedto the capital goods owned by thecorporation.

S. Categorizes data.

G. Holding companies and trusts permita few individuals to pyramid theircontrol over a number of other cor-porations with just a small amountof money as compared to the totalworth of the company.

G. Competition does not always leadto lower prices; it may actuallylead to monopolistic practices andhigher prices.

G. When there is a monopoly or such aconcentration of production in thehands of a few firms that these firmscan dominate prices, competition isreduced and supply may be restrictedin lieu of cutting prices.

G. Holding companies and trusts permita few individuals to pyramid theircontrol over a number of other cor-porations with just a small amountof money as compared to the total

- 32-

15. Now have the class compile a complete listing of thevarious methods of business operation used by Rockefeller.Then ask the students to categorize these methods. (Bas-ically they concern either efficient organization or im-proved' methods of production and distribution.) Theteacher, by reference to the selection itself, can ex-plain that Standard Oil was at one point a horizontalcombination and then became a vertical combination aswell. (Also discuss the steel industry as an example ofvertical combination.) Conclude with a discussion ofthese questions: Do you think J. D. Rockefeller believedin competition? How much consolidation did he seek inthe oil business? In discussing the second question, useRockefeller's own statemert of the various stages of con-solidation. Be certain to define any terms in the se-lection which arc unknown to the students. (It might bewell to review the term "corporation," using StandardOil as an example.)

16. As a follow-up to activities 14-15, have some of thestudents who read the Amherst pamphlet on Rockefellerreport to the class on the various charges.made againstRockefeller and his company. They should include suchtopics as trust formation, monopoly control, rebatepractices, etc. Have the others. who read the pamphlet

- 33-

worth of the company.

G. Competition does not always lead tolower prices; it may actually leadto monopolistic practices and high-er prices.

G. When there is a monopoly or sucha concentration of production inthe hands of a few firms that thesefirms can dominate prices, compe-tition is reduced and supply maybe restricted in lieu of cuttingprices.

A. IS CURIOUS ABOUT SOCIAL DATA. B.

G. Output can be increased by techno-logical progress in the developmentof tools and machines and power toreplace manpower.

G. Mass production, with its greaterspecialization and substitution ofcapital goods for labor, perm.its areduction of costs.

G. Division of labor and specializationmake possible increased production.

G. Output can be increased by a moreefficient combination of productiveresources (by the way in which pro-duction is organized.)

The process of rationalizatioleads to large factories, intparts, and increasing special

1. Factories did become increand more efficient in this

2. The development of advanceprocedures made possible gof interchangeable parts.

3. The minute division of labhierarchy within the factoseparation between employe

- 33-

the company.

ion does not always lead toices; it may actually leadlistic practices and high-

s.

re is a monopoly or suchtration of production ins of a few firms that thesen dominate prices, compe-s reduced and supply mayicted in lieu of cutting

S ABOUT SOCIAL DATA.

n be increased by techno-progress in the developmentand machines and power toanpower.

duction, with its greaterzation and substitution ofgoods for labor, permits an of costs.

of labor and specializationsible increased production.

an be increased by a moret combination of productive(by the way in which pro-

is organized.)

B. The process of rationalization of productionleads to large factories, interchangeableparts, and increasing specialization of labor.

1. Factories did become increasingly largerand more efficient in this period.

2. The development of advanced technologicalprocedures made possible greater numbersof interchangeable parts.

3. The minute division of labor created ahierarchy within the factory and a greaterseparation between employer and employee.

- 3L -

report on the answers given in the reading to these char-ges. Have the class evaluate both sides of the argument.They should t.' into occ,2unt Rockefeller's own state-ment of his certain students underst3ndwhat the term, wonopoly, trust, and rebate mean. Giveexamples, if necessary.)

17. Discuss: What technological advances were necessary inorder for oil and steel to develop into such lartr,-scnleenterprises? After discussing the specific advancesnecessary to these industries, turn the discussion toits more general implications: What are the key proces-ses necessary for mass production? The purpose of C,isdiscussion is to see how well the students understz.rdstandardization of parts, the assembly line, and special-ization of labor. If they appear to understandfully, ignore the next series of activities (#18-2').Probably students will have only a vague realization ofwhat these processes are, however. In this case, thepurpose of the discussion will be to arouse their inter-est in learning more. Use the bulletin board preparedby students if initiatory activity I5 was used.

- 35 -

G. Output can be increased by techno-logical progress in the develop-ment of tools and machines andpower to replace manpower.

G. Mass production, with its greaterspecialization and substitution '

capital goods for labor, permits areduction of costs.

G. Output can be increased by a moreefficient combination of produc-tive resources (by the way in whichproduction is organized).

G. Mass production, with its greaterspecialization and substitution ofcapital goods for labor, permits areduction of costs.

G. Output can be increased by a moreefficient combination of produc-tive resources (by the way in whichproduction is organized).

G. Specialization makes for interdepen-dence.

S. Generalizes from data.

i 1)

4. the development of the asspossible an even greater da wider use of standardizelarger factories.

-35-e increased by techno-ess in the develop-s and machines andlace manpower.

with its greatern and substitution offor labor, permits a

costs.

increased by a morebination of produc-s (by the way in whichorganized).

with its greatern and substituticn offor labor, permits a

costs.

increased by a moreination of produc-

s (by the way in whichorganized).

makes for interdepen-

om data.

MM.

4. The development of the assembly line madepossible an even greater division of labor,a wider use of standardized parts, and evenlarger factories.

- 36 -

18. Have the students read a selection on Eli Whitney andinterchangeable parts. Have the students write a briefessay explaining why Secretary of War Wolcott might wellbe interested in the suggestions made in Whitney's let-ter. Permit the students to consult their texts to find,if necessary, the significance of the date of the letter.After students have completed their essays, discuss: Whywould the process Whitney describes be fundamental toall forms of mass production?

"Selected Readings onIndustrialization ofU.S."

19. You may wish to show the film on Eli Whitney It in- Film: Eli Whitney,cludes material on his development of standar -iized parts. 2 reels.

20. Have several students read and report on the main ideasin the article on "Mass Production" in the EncyclopediaBritannica. Tell the class that this article is revisedbut was orgininally written by Henry Ford for the 14thedition of the encyclopedia.

21. Shpw-thefilm The:. Man on the Assembly Line. Although-made to show mbde-Til assembly lines, it illustrates someof the stressenvolved for workers on such a line aswell as how such a line works.

Encyclopedia Britann

Film: The Man on tLine, McGraw-hill,

- 36 -

tudents read a selection on Eli Whitney andeable parts. Have the students write a briefaining why Secretary of War Wolcott might wellted in the suggestions made in Whitney's let-it the students to consult their texts to find,ry, the significance of the date of the letter.ents have completed their essays, discuss: Whyprocess Whitney describes be fundamental toof mass production?

"Selected Readings on theIndustrialization of theU.S."

sh to show the film on Eli Whitney. It in- Film: Eli Whitney, E.B.F.erial on his development of standardized parts. 2 reels.

al students read and report on the main ideasicle on "Mass Production" in the Encyclopedia

Tell the class that this article is revisedgininally written by Henry Ford for the 14ththe encyclopedia.

im MIA,Mlan on the Assembly Line. Althoughow rri707eVA assembly lines, it illustrates someesses..:Involved for workers on such a line asw such a line works.

Encyclopedia Britannica.

Film: The Man on the AssemblyLine, McGraw-Hill, 3 reels.

G. Mass production factories needmass markets in order to be profit-able.

G. Efficiency studies may increaseoutput without increasing the a-mount of resource input by bring-ing about a different organizationof production or increasing motiva-tion for production.

G. Competition among producersdeter-mines largely how things will beproduced in a private enterpriseeconomy, since each producer willtry to arrive at the most effi-cient use of productive resourcesin order to compete with othersand make the greatest profits pos-sible.

S. Generalizes from data.

S. Interprets graphs.

- 37-

5. The development of efficiency maalso made for better use of men

C. The shifting nature of industrialisout this era made for certain majorthe economy.

1. Old industries declined and wereby new ones.

2. The center of agriculture movednewer areas opened up.

3. Industry also moved westward toefficiently natural resources suin the Mesabi Range and coal andWestern Pennsylvania.

ss production factories needss markets in order to be profit-le.

ficiency studies may increasetput without increasing the a-unt of resource input by bring-g about a different organizationproduction or increasing motive-on for production.

petition among producersdeter-es largely how things will beduced in a private enterpriseomy, since each producer willto arrive at the most effi-

nt use of productive resourcesorder to compete with othersmake the greatest profits pos-

le.

eralizes from data.

er rets raphs

-37-

5. The development of efficiency managementalso made for better use of men and machines.

C. The shifting nature of industrialism through-out this era made for certain major shifts inthe economy.

1. Old industries declined and were supersededby new ones.

2. The center of agriculture moved westward asnewer areas opened up.

3. Industry also moved westward to exploit moreefficiently natural resources such as ironin the Mesabi Range and coal and iron inWeStern Pennsylvania.

-38-

22. Discuss the advantages and disadvantages of mass produc-tion. Use specific examples from the film where possi-ble but also discuss those which the film ignores.

23. Introduce the students to the selection on Frederick "SelectedTaylor and scientific management. Point out that the ef- Industrialificiency and planning of the Ford plant, as a previous U.S."lesson showed, are the hallmarks of the American indust-rial system and that Taylor developed a new sciencebased on those principles. Then have students read anddiscuss Taylor's selection.

24. Ask: What have you learned from your reading aboutchanges in types of industries? (Which types have beenreplaced or declined? Which have developed or grown?)

Perhaps show pupils the table on the ten top manufactur-ing industries in the U.S. in 1860. Ask: Given what youhave learned about economic growth in the last half ofthe 19th century, which of these industries do you thinkwould have risen in rank by 1900? Which would have fallenin rank? Why?

Ask: What have you learned about changes taking place inwhere goods were produced from 1840 on? Perhaps show pu-pils a table showing changes in employment in manufactur-ing by region from 1859. to 1914. Ask: What does thistable show about changes in the importance of different

North, Growthe America115.

- 38 -

advantages and disadvantages of mass produc-specific examples from the film where possi-o discuss those which the film ignores.

the students to the selection on Frederick "Selected Readings on thescientific management. Point out that the ef- Industrialization of thed planning of the Ford plant, as a previous U.S."ed, are the hallmarks of the American indust-T1 and that Taylor developed a new sciencehose principles. Then have students read andylor's selection.

have you learned from your reading abouttypes of industries? (Which types have been

r declined? Which have developed or grown?)

ow pupils the table on the ten top manufactur-ries in the U.S. in 1860. Ask: Given what youed about economic growth in the last half ofentury, which of these industries do you thinkrisen in rank by 1900? Which would have fallen

Why?

have you learned about changes taking place ins were produced from 1840 on? Perhaps show pu-le showing changes in employment in manufactur-ion from 1859 to 1914. Ask: What does thisabout changes in the importance of different

ti

North, Growth and Welfare inthe American Past, pp, 82,115.

- 39 -

Categorizes data.

S. Checks on the completeness of data.

S. Tests hypotheses against data,

A. IS SCEPTICAL OF THE FINALITY OFKNOWLEDGE; CONSIDERS GENERALIZA-TIONS AND THEORIES AS TENTATIVE,ALWAYS SUBJECT TO CHANGE IN THELIGHT OF NEW EVIDENCE.

S. Generalizes from data.

S. Generalizes from data.

G. SoMe values are conducive to change;some make change difficult.

A. VALUES CHANGE AS A MEANS OF ACHIEV-ING GOALS, BUT DOES NOT EQUATE CHANGEWITH PROGRESS.

S. Sees meaningful differences betweeneras; notes relationship within any,era etween institutions and cu -

areas in industrial production? Can we conclude from itthat New England produced fewer manufactured goods in191L than it did in 1859? Why or why not?

25. Hold a general discussion based on the readings of biog-raphies started in initiatory activies 8 or 9. Using theinformation students acquired about the entrepreneurs,create'a chart based on the men, similar to the one de-vised by Miller (activity #12). Discuss the reasons whytheir chart does or does not agree with Miller's chart.

Also discuss: Why did these men succeed so well in thebusiness world? Be certain to utilize the specific menwhich students have read about, lf necessary, call onstudents for their opinions of their particular entre-preneurs. Discuss: What personality traits, if any,were ner.-ssary to succeed in business in this era?

26. As a summary of the first part of the unit, have each stu-dent write an essay on the conception of progress whicthe entrepreneurs held. Have students consider the ques-tions which follow and use specific illustrations toprove their points: Did they believe in "progress?"What did "progress" mean to them? Did they think theyhad aided progress? Was their conception of progresssimilar to that held by the social reformers of the1830's and 1840's?

-41 -

tural assumptions.

G. Changes in one aspect of a culture IV. Change in one aspect of a culturewill have effects upon other as- fects on other aspects; changes wpects; changes will ramify, whether whether they are technological,

i

they are technological, in social ization, in ideology, or whateverorganization, in ideology, or of the cultural system. The risewhatever else is part of the cul- affected all areas of society betatural system. terconnectedness of social compone

S. Reads for main ideas or to answerquestions.

S. Communicates effectively with otherswhen speaking; uses only a few notesfor repsorts or other oral presenta-tions.

S. Organizes his information accordingto some. Logical pattern which fitshis top lc.

A. A new social stratification apciety is said to be stratifiedsists of some groups which hayand control of scarce and valuedo other groups.

- 41 -

umpt ions.

n one aspect of a culture W. Change in one aspect of a culture will have ef-effects upon other as- fects on other aspects; changes will ramify,anges will ramify, whether whether they are technological, in social organ-technological, in social ization, in ideology, or whatever else is a partion, in ideology, or of the cultural system. The rise of industrialismelse is part of the cul- affected all areas of society because of the in-tem. terconnectedness of social components.

main ideas or to answer

:tes effectively with othersking; uses only a few notesis or other oral presenta7

his information accordingogical pattern which fits

A. A new social stratification appeared. A so-ciety is said to be stratified when it con-sists of some groups which have more access toand control of scarce and valued things thando other groups.

- 42 -

27. Discuss: Did the contemporaries of the entrepreneurs ofthe late 19th Century believe that the "progress" theybrought was beneficial to others? Have pupils set up hy-potheses about which groups (farmers, workers, middleclass) were pleased and displeased with the industrialprogress of the late 19th Century. This activity canserve as an introduction to the general reading on theresponse to industrialism.

28. Have students read their texts and specialized materialson these groups to determine their response to indust-rialism. As they read, they should consider these ques-tions: What happened to the status of the workers,farmers, politicians, and middle class groups in theindistrial age? Were these groups aware that any sta-tus change had taken place? What was the response ofthese groups to the industrial age? Did these groupsbelieve that industrial:5m brought progress? Before thestudents begin to read, be certain to review the conceptof status.

29. Have students begin work on a series of small-grouppresentations, as follows. (They should prepare butnot give these presentations at this time. Review theways of preparing and presenting symposiums or role-playing episodes. Also have the pupils think back toearlier reports given during the year and identify waysin which oral reports can be improved. Include a dis-cussion on types of organizations to fit differentki.nds of topics.)

U.S. history tovaried reading 1

- 42 -

Did the contemporaries of the entrepreneurs9th Century believe that the "progress" theys beneficial to others? Have pupils set up hy-bout which groups (farmers, workers, middlee pleased and displeased with the industrialf the late 19th Century. This activity cann introduction to the aeneral reading on theo industrialism.

nts read their texts and specialized materialsroups to determine their response to indust-As they read, they should consider these ques-at happened to the status of the workers,oliticians, and middle class groups in theage? Were these groups aware that any sta-had taken place? What was the response ofps to the industrial age? Did these groupsat industrial!sm brought progress? Before theegin to read, be certain to review the concept

ents begin work on a c;eries of small-groupions, as follows. (They should prepare butthese presentations at this time. Review therepaying and presenting symposiums or role-pisodes. Also have the pupils think back toports given during the year and identify ways

koral reports can be improved. Include a dis-An types of orc Inizat ions to fit differenttopics.)

U.S. history textbooks ofvaried reading levels.

- 43 -

G. Whenever things valued by a societyare scarce, there will be diffen-tiated access to and control ofthese valued and scarce things bysub-groups within the society,

G. Members of a class c =gin move out ofthe class by various means, and thismobility may be up or down. (Theycan move out of one class by achange in their control of status-conferring factors.)

G. The more industrialized and urban-ized the society, the greater themobility between classes.

G. The more widespread the system ofeducation, the greater the verti-cal mobility between classes.

G. Although culture is alv,sls chc.n9-ing, certain parts or elementsmay persist over long periods oftime.

G. Changes in one aspect of a culturewill have effects upon other aspects;changes will milify, whether theyare technological, in social organ-ization, in i:1:clogy, or vWateverelse is part of the cultural sys-tem.

G. Frustration (perhaps because ofdeprivation) may lead to egressionand/or to scapegoating.

1. A select few had an enormwealth and influence, altunable to achieve the uppthey desired.

2. The prestige and status oclass seemed to be endang(stratification.

3. It appeared as though thein the lower class increastheir poverty appeared wor

-143-

ings valued by a societythere will be diffen-ss to and control ofd and scarce things bywithin she society.

a class can move out ofy various means, and thisy be up or down. (Theyt of one class by aheir control of status-factors.)

dustrialized and urban-ciety, the greater thetween classes.

despread the system ofthe greater the vcrti-y between classes.

lture is al :,?..y.s chony-n parts or elementsover long periods of

one aspect of a cultureFfects upon other asicts;1 ramify, whether theyogical, in social organ-icifLocgy, or whatever

t of.the cultural sys-

(perhaps because of) may lead to agress ioncapegoating.

1. A select few had an enormous growth inwealth and influence, although they wereunable to achieve the upper class statusthey desired.

9. The prestige and status of the old middleclass seemed to be endangered by the newstratification.

3. It appeared as though the number of peoplein the lower class increased greatly, andtheir poverty appeared worse.because of

-44-

a. Have one or two students read parts one and two ofthe Roswenc and Roehm pamphlet. Have them preparean oral report in which they review the differencesbetween class and status, and then describe what the19th Century contemporaries of the industrialiststhought was happening to class and status. Hold afollow-up discussion to make certain everyone under-stands these terms.

b. One group of students should utilize the data foundin activity #28 to prepare a symposium or a role-playing episode on the vorters! response to indus-

,

Roswenc and Roehm, TheStatus Revolution and theProgressive Movement,Parts 1 and 2.

Orth, Armies of Labor.Yellen, American LaborStruggles.

- 145 -

G. Workers organize labor unions toagglomerate their power in bargain-ing with employees.

G. Members of a class can move out ofthe class by various means, andthe mobility may be up or down.(They can move out of one class bya change in their control of status-conferring factors.)

G. Groups may engage in power conflict;one group tries to dominate anotherin order to take something from it,such as its labor or wealth.

G. People's ideas of what constitutesan adequate level of living on theone hand, or poverty on the other,change as average living levelschange.

G. Even in so-called prosperous times,not all people enjoy levels of livingwhich most consider necessary for anadequate level of living.P, sbcietys'goods and services are divided une-qually among the population.

G. As levels of living rise within acountry, people tend to choose agreater amount of leisure time inlieu of a higher income.

G. Frustration (perhaps because of lossof status or other types of depriva-tion) may lead to aggression and/or

the contrast with the wealthy.

4.The status of the farmer changed veryrapidly. From his position of strengthas Jefferson's yeoman upon whom good

-46-

trialism, including these aspects: conditions offactory work, the style of life of factory workers,unionizing attempts, some illustrative strikes of thelate 19th century (but omit Pullman strike).

Meltzer. Bread and Roses.

c. Another group of students shout, utilize the data found Buck, Agrarian Crusade,in activity #28 to prepare a symposium or a role - playing. Hicks, Populist Revolt.episode on the farmers' response to industrialism, in- Leopold and Link, eds.,eluding these aspects: the mechanization of farm work, Problems in American History_.

- 147 -

to scapegoating.

G. The interest group attempts tobring aggregates of influence tobear on decision-makers by at-tempts to frame the possiblechoices the decision-makers have,by direct influence, by education,and by attempts to control theselection of the decision-makers.

G. Changes in one aspect of a culturewill have effects upon other as-pects; changes will ramify, whetherthey are technological, in socialorganization, in ideology, or what-ever else is part of the culturalsystem.

G. Political organizations act in thepolitical system to organize andmobilize political power of ind;-viduals or aggregates behind candi-dates for office and policy alter-natives.

G. Members of any group are attractedto it for varying reasons, some ofwhich have nothing to do with thegoals of the organizatiOn.

G. Freedom is culturally determined,the individual has to be taughtwhat the options are, how one goesabout exercising them, why heshould exercise them, and a desireto exercise them,

government depended in a republicame an insignificant figure incal and social life of the nati

- 147 -

ng .

group attempts toates of influence tosion-makers by at-ame the possibledecision-makers have,fluence, by education,pts to control thethe decision-makers.

ne aspect of a culturefects upon other as-es will ramify, whether__hnological, in social

in ideology, or what-part of the cultural

ganizations act in thestem to organize anditical power of indi-ggregates behind candl-fice and policy alter-

ny group are attractedrying reasons, some ofothing to do with theorganization.

ulturally determined,l has to be taughtIons are, how one goessing them, why heIse them, and a desirethem.

government depended in a republic, he be-came an insignificant figure in the politi-cal and social life of the nation.

- 48 -

the style of life of the late 19th century farmers,the attempts at organizing farmers, the attempts toexercise political pressures.

d. Another group of students should utilize the datafound in activity #28 to prepare a symposium or arole-playing episode on the changing status of thepolitician in the late 19th century, includingthese aspects: the pressures on the politicians bybusinessmen, the development of political machines,political corruption, and political reforms.

Orth, The Boss and the Machine.Hoogenboom, Spoilsmen and Re-formers. Mandelbaum, BossTweed.

- 49

S. Generalizes from data.

G People try to work out rationali-zations for behavior which is in-

consistent with their basic values.

G. Whenever things valued by a so-ciety are scare, there will bedifferentiated access to and con-trol of these valued and scarethings by sub-groups within thesociety.

G. Members of a class can move outof the class by various means,and this mobility may be up ordown. (They can.move out of oneclass by a change in their con-trol of status-conferr.ing factors.)

G. The more industrailized and urban-ized the society, the greater themobility between classes. .

G. The more widespread the system ofeducation, the greater the verti-cal mobility between classes.

G. Although culture is always chang-ing, certain parts or elemem's mapersist over long periods of Lime.

- 50 -

e. Have one or two students study the election of 1896to determine whether or not this election indicatedthat voting patterns in America were following classlines or not. Have them prepare an oral report forpresentation to the class.

f. Have a group of better-students prepare E symposiumon the ideological response to industrialism, includ-ing these ideas: social darwinism, social gospel,socialism, and collective bargaining.

30. Have the students who prepared the report for activity#29a present their conclusions on changing class andstatus in the late 19th century. Hold a follow-up dis-cussion,making certain everyone understands these terms.If initiatory activity 6 was used, use thebulletin boarddisplay to'help explain the status problems of the age.

Amherst pamphlet,William Jennin s1.9. Election.Diamond, "Urban anVoting in 1896."

Leopold and Link,Amherst pamphlet,and the Gospel of

- 50 -

or two students study the election of 1896ine whether or not this election indicateding patterns in America were following classnot. Have them prepare an oral report for

tion to the class.

roup of better students prepare c symposiumdeological response to industrialism, includ-e ideas: social darwinism, social gospel,m, and collective bargaining.

udents who prepared the report for activityt their conclusions on changing class andhe late 19th century. Hold a follow-up dis-ing certain everyone understands these terms.ry activity 6 was used, use thebulletin boardhelp explain the status problems of the age.

Amherst pamphletWilliam Jennings Bryan and the1896 Election.Diamond, "Urban and RuralVoting in 1896."

Leopold and Link, problem 12.Amherst pamphlet, Democracyand the Gospel of Wealth.

-51 -

G Changes in one aspect of a culture.ill have effects upon other as-ects; changes will ramify, whetherthey are technological, in socialorganization, in ideology, or what-ever else is part of the culturalsystem.

G. FrustratiOn (perhaps because ofdeprevation) may lead to aggres-sion and/or to scapegoatiny.

G. Workers organize labor unions toagglomerate their power in bargain-ing with employees.

G. Changes in one aspect of a culturewill have effects upon other as-pectS; changes will ramify, whetherthey are technological, in socialorganization, in ideology, or what-ever else is part of the culturalsystem.

G. Groups may engage in power con-flict; one group tries to dominateanother in order to take somethingfrom it, such as its labor orwealth.

G. People's ideas of what constitutesan adequate level of living onthe one hand, or poverty on theother, change as average livinglevels change.

-52-

31. Have the students present the symr ium or role-playingepisode prepared in activity #29b. Follow up the oralpresentation with a class discussion. Ask: 1) Werethe workers developing a new concept of their status

in society? 2) Were the workers' attempts to achievechange realistic in light of the growing industrialismof the age?

- 53 -

G. Even in so-called prosperous times,not all people enjoy levels ofliving which most consider necessaryfor an adequate level of living. Asoclety4s goods and services aredivided unequally among the pop-ulation.

G. As levels of living rise withina country, people tend to choose agreater amount of leisure time inlieu of a higher income.

S. Looks for relationships amongevents.

S. Generalizes from data.

G. Changes in one aspect of a culturewill have effects upon other as-pects; changes will ramify, whetherthey are technological, in socialorganization, in ideology, or what-ever else is part of the culturalsystem.

G. An individual brought up in one cul-ture and then thrust into anotherfaces serious problems of adjustmentto the new culture; the resultingconflict involves mental corflictand tension.

B. As urbanization kept pace with i

tion, the kinds and types of urbwere intensified greatly.

1. Overcrowding, especially in wareas, was a major social pro

2. The problem of assimilating tigrew with each group that camAmerican city ghettoes.

- 5 3 -

lied prosperous times,e enjoy levels ofmost consider necessaryto level of living. Ads and services areally among the pop-

living rise withinople tend to choose at of leisure time inher income.

ationshi s amon

rom data.

aspect of a culturects upon other as-will ramify, whetherologA cal, in socialin ideology, or what-art of the cultural

brought up in one cul-thrust into anotherproblems of adjustmentture; the resultingves mental conflict

B. As urbanization kept pace with industrializa-tion, the kinds and types of urban problemswere intensified greatly.

1. Overcrowding, especially in worker tenementareas, was a major social problem.

2. The problem of assimilating the immigrantsgrew with each group that came to theAmericen city ghettoes.

32. If possible, show pictures of slum conditions of theperiod. Discuss: Did the benefits of mass productionreach the workers? Why or why not?

Perhaps read aloud or have students read excerpts fromRiis, How the Other Half Lives.

33. Discuss: Do you think the problems of the immigrantworkers would have been different from those of thenative workers? Find out what problems the studentsthink the immigrants had. (Use work list in Ginger,86-87.) Ask for student reactions to the names ofthe men listed and the accompanying wages.

Have students read selections on immigrant workers.Discuss the selections to make certain that studentsunderstand the voblems of the immigrant worker.

Riffs, How the Othe

Ginger, ud., The Nink; of ,%meric.-11 Li

"Selected ReadingsIndustrializationU.S."

- 514 -

how pictures of slum conditions of thess: Did the benefits of mass productionkers? Why or why not?

aloud or have students read excerpts from=Other Half Lives.

you think the problems of the immigranthave been different from those of the

s? Find out what problems the studentsigrants had. (Use work list in Ginger,---for student reactions to the names ofd and the accompanying wages.

read selections on immigrant workers.elections to make certain that studentse RrOblems of the immigrant worker.

Riffs, How the Other Half Lives.

Ginger, cA,, The Nationaliz-Ari of ,Thiericr,n Lifc, pp. U6-

U2.

"Selected Readings on theIndustrialization of theU.S."

-55-

G. Frustration may result in aggression;at times this aggression is turnedagainst certain groups which aremade scapegoats.

G. roups may engage in power conflict;one group tries to dominate anotherin order to take something from it,such as its labor or wealth.

G. People's ideas of what constitutesan adequate level of living on theone hand, or poverty on the other,change as average living levelschange.

G. Workers organize labor unions toagglommorate their power in bar-gaining with employers.

S. Identifies value conflicts.

G. People try to work out rationali-zations for behavior which is in-consistent with their basic values.

C. Two ideological rear `-ions to tconcomitant social Lnange predi

1. An attempt was made to recoideals of American individunewer way of life. The ram

tudes of individualism wereentrepreneurs, justifying thecontrol their gigantic organprivate property.

2. New ideals were evolved to jchanges, such as Social ClaryGospel of Wealth.

-55 -

ay result in aggression;aggression is turnedin groups which arets.

ncage in power conflict;ices to dominate anothertake something from it,labor or wealth.

as of whet constituteslevel of living on thepoverty on the other,

erage living lr-!els

nize labor unions totheir power in baremployers.

alue conflicts.

o work out rationali-behavior which is in-rith their basic values.

C. Two ideological reactions to the economic andconcomitant social change predominated:

1. An attempt was made to reconcile the oldideals of American individualism to thenewer way of life. The traditional atti-tudes of individualism were applied to theentrepreneurs,justifying their right toControl their gigantic_ organizations asprivate property.

2. New ideals were evolved to justify thechanges, such as Social Darwinism and theGospel of Wealth.

- 56 -

In connection with this activity or in addition to this- activity you may wish to do the following:

a. Hare some pupils read additional selections on theimmigrants such as those dealing wida_economic prob-lems, problems of hr,tising,_ wage competition andghettos. They should read these selections priorto the class discussion in activityM.

b. Perhaps have students use-the appropriate cectionsof the Harvard case study on The lmmigrantas Expereience.

34. Have the group of students wholhave prepared a symposiumon the ideological responses to industrialism (activity#29f) present their symposium at this time. Discuss thedifferences in the two major types of responses.

Traverso and Halsey, ImmigraLion:- A Study in AmericanValues, pp. 26-46.

Oliver and-Newmann, The Immigrantrs Ex(periencel pp. -5(introductionl-aTO 10-19, 2639.

-57--

G. Conflict is a struggle over values V.

and claims to scarce status, power,and resources in which the aims ofthe opponents are to neutralize, in-jure, or eliminate their rivals.

G. Workers organize labor unions toa§glommorate their power in bar-gaining with employers.

S. Ideitifies value-conflicts.

G. A depression results in un-employment.

G. Frustration (perhaps because ofdeprivation) may lead to togressionand/or to scapegoating.

G. A long depression usually resultsin a drop in wages, either in wagerates or in overall wage income,because of loss of overtime or cutin hours of work.

Conflict is a struggle over valuesto scarce status, power, and resouthe aims of the opponents are to 0jure, or eliminate their rivals.who first felt the impact of the 0changes, the farmers and the laborthe first to attempt to do somethi,power of the industrialists througorganization and political demands.groups also sought to change the pture through counter organizationscal action.

A. The laborers tried to organizemore power and so gain relief fthe problems which they faced.

1. Ecrlit labor organizations trnate labor's lowered statuscooperatives.

2. Their party movements were sto gain influence for labor

3. Pure and simple unionism wasunions fought for higher waghours, and better working co

-57 -.

a struggle over values V. Conflict is a struggle over values and claimso scarce status, power, to scarce status, power, and resources in whichs in which the aims of the aims of the opponents are to neutralize, in-s are to neutralize, in- jure, or eliminate their rivals. The two groupsminate their rivals, who first felt the impact of the new economic

changes, the farmers and the laborers, were alsothe first to attempt to do something about thepower of the industrialists through counter-organization and political demands. But othergroups also sought to change the power struc-

alue-conflicts. ture through counter organizations and politi-cal action.

nize labor unions totheir power in bar-employers.

results in un-

(perhaps because ofmay lead to tmression

apegoat1ng.

ssion usually resultswages, either in wageoverall wage income,oss of overtime or cutwork:

ti

A. The laborers tried to organize to obtainmore power and so gain relief from some ofthe problems which they faced.

1. Earty labor organizations tried to elimi-nate labor's lowered status throughcooperatives.

2. Their party movements were started to tryto gain influence for labor in politics.

. Pure and simple unionism was also tried;unions fought for higher wages, lowerhours, and better working conditions.

35, Perhaps have pupils use the appropriate: sections of the

Harvard case study on The Rise of Organized Labor. 7he

section in this case study on the Pullman Strike could

be used but supplemented by the exercise in the activity

below.

36. Have a studentvive-la- report on the Pullman strike.

Then discuss: Was the Pullman strike typical of the

labcr problems of the age?

Oliver and lewman,Orgarrized.,Labor, pp(introduction) and

- 53 -

pits use the appropriate sections of the

udy on The Rise of Organized Labor; The

case study on the Pullman Strike could

plemented by the exercise in the activity

givea report on the Pullman strike.

Was the Pullman strike typical of the

of the age?

Oliver and Newman, The Rise ofOrganizedAabor, pp. 4-5(introduction) and

- 5Q

G. P-ices are affected by changes in B.s pply and demand and price changesaffect supply and demand.

G. Demand is affected by the supplyof money and credit and also by thevelocity with which money changeshands.

G. Debtors find it hard to pay backdebts in periods of deflation whenmoney is worth more and their in-cone is less.

G. Government monetary policies can beused to influence lending, amountof money in circulation, and soaggregate demand for goods.

Frustration (perhaps because ofloss of status or other types ofdeprivation) may lead to aggressionand/or to scapegoating.

G. The interest group attempts tobring aggregates of influence tobear on decision-makers by attemptsto frame the possible choices thedecision-makers have, by direct in-fluence, by education, and byattempts to control the selectionof the decision-makers.

. Changes in one aspect of a culturewill have effects upon other aspectF;changes will ramify, whether they

The farmers, caught in a national and inter-national economy, sought relief through eco-nomic and social or!:!anizations as well asthrough political means.

1. Some of the farm cr.::nizatiops !,-..!siht toeliminate the evils of the new cccnamy by

a. cooperative buying and selling.

b. cooperative pi )duction of machinery.

2. Other farm organizations and politicalparties sought relief through:

a. government regulation of railroads andstorage facilties.

b. new governmental monetary policies.

-

37. Have the students present the symposium or role-playingepisode prepared in activity #29c on the farmers.Follow the oral presentation with a class discussionevaluating the farmers' response to industrialism:1) Were the farmers developing a new concept of theirstatus in society? 2) Was their status in societychanging? 3) Were their responses realistic in lightof the new world market?

38. Have the students who prepared the report on the elec-tion of 1896 present their report. As a follow-up to

the report, discuss the question of rural-urban conflict

RecOi-dings: "If-I'm ElectedHeritage Proarions Corp.Election Songs of the U.S.,

- 61 -

are technological, in social or-ganization, in ideology, or what-ever else is part of the culturalsystem.

S. Generalizes from data.

'A. IS CURIOUS ABOUT SOCIAL DATA.

S. Inte-prets cartoons.

S. Sees meaningful differences-between eras: notes relationshipwithin any era between institu-tions and cultural assumptions.

IS CURIOUS ABOUT SOCIAL DATA.

Changes in one aspect of a culturewill have effects upon other as-pects; changes will ramify, whetherthey are technological, in socialorganization, in ideology or what-ever else is part of the culturalsystem.

r'

Tests hypotheses against data.

Generalizes from data.

3. Political machines, which provided serviceto the dispossessed, businessmen, and illegal alike, grew in power and influence --and often corruption.

- 62 -

as it pertains to the farmers' and laborers' concep-tions of one another, and the problems these conceptionsmust have created for politicians seeking votes.

Perhaps play an excerpt from Bryan's Cross of Goldspeech and from one of McKinley's election songs duringthe campaign.

39. Using cartoons from the era, show the conceptions ofpoliticians and political problems which were held inthe press; Then hold a general discussion in whichthe students who did not do additional reading on thepoliticans consider the questions Were the politiciansof the 1865-1900 era a new breed in America? Use thisdiscussion as an introduction to reading in the DAB onpoliticians.

40. Have the students read and discuss Plunkitt's"How toMake Money in Politics." Compare Plunkitt's descriptionwith that of the immigrants in activity #33. Does theimmigrant accept the system as Plunkitt does? Why orwhy not?

41. Have the students give the sumposium or role -play ftepisode prepared in activity #29d: After the report,consider these questions: Were the politicians andproblems of this era different from those of the

FolkwaysRecords.

Dictionar of Ameri

PAX.

Riordan, ed., PlunkTammany Hall, pp. 3

-62-

D the farmers' and laborers' concep-tiler, and the problems these conceptionsd for politicians seeking votes.

excerpt from Bryan's Cross of Goldone of McKinley's election songs during

rom the era, show the conceptions ofpolitical problems which were held inhold a general discussion in whichdid not do additional reading on theer the questions Were the politicians.era a new breed in America? Use thisintroduction to reading in to,- DAB on

read and discuss Plunkitt's"How toitics.!' Compare Plunkitt's descriptionimmigrants in activity #33. Does thethe system as Plunkitt does? Why or

give the sumposium or rolelptayhtt,in activity #29d. After the report,estions: Were the politicians andera different from those of the

FolkwaysRecords.

Dictionary of American Biogra-

ELT-

Riordan, ed., Plunkitt ofTammany Hall, pp. 3-5.

- 63 -

S. Sees meaningful differences betweeneras; notes relationship within apyera between institutions and cultural assumptions.

G. Groups have latent (hidden or un-expressed) functions as well asmanifest (expressed) functions.

S. Considers alternative courses ofaction.

S. Generalizes from data.

A. VALUES CHANGE AS A MEANS OF ACH1EVzING GOALS BUT DOES NOT EQUATECHANGE WITH PROGRESS.

S. Considers probable consegyences151---S erna TIPSIK-131-*Crtan

.

C. The Progressive Movement was another form ofcounter-organization, planning, and politicalaction in response to late 19th century in-dustrialism.

-614-Jacksonian era? Draw on the symposium presentationand the DAB reading in this discussion.

Have students use the biographical information theyfound in the DAB to construct a profile of the poli-.tician of this era, 1865-1900.

42. Give an informal lecture explaining Merton's analysisof tile political machine. Have the students considerhis explanation in light of their knowledge of politicsin this period.

43. Have the students pretend that they were rernrm candi-dates for their state legislature (let them pick anystate) in 1900, representing either a rural or urbandistrict: They should write a political platform,emphasizing those reforms which they will sponsor, ifelected, to help their constituents; meet the problemswhich industrialism has created for them.

44. Discuss: Why did so'many people in )900 fear that in-dustrialism-hack: not brought progress? This discussioncan be many-faceted, bringing together many ideas fromthe workers, farmers, and civil service movements. It

should be pointed out that if Rostow is correct aboutthe stages of American economic growth, the age of massconsumption had not yet arrived and thus many peoplemight not see tangible proofs of an increased level ofliving.

45. Discuss the feasibility of the various reforms proposedby students in activity #h3. Use this discussion as anintroduction to the reading on the Progressive Era.

Merton, Social Theory andSocial Structure, ch. 1.

Ganley, The Progressive movement.

- 65 -

,Reads for main ideas. 1. The movement included many diverse elements,such as Populist demands, urban reforms,and middle class concern for traditionalAmerican values.

2. The demands of the Progressives were for:

a. Regulation of the new economy.

b. Re-establishment of democracy in whatlooked like a corrupt and dying republic.

3. The means used by the Progressives included:

a. Exposure of evils in government, business,and the slums.

b. Piecemeal reforms by voluntary associa-tions.

c. Political action on local, state, andfederal levels.

4. Progressives differed as to what they con-sidered the overall solution to the prob-1 ems

a. Some wanted a return to the old Americaand so wished to destroy monopolies,ruralize the city, and break up politicalmachines.

b. Others wanted to plan and to organizesociety, just as corporations were tryingto do with the economy.

- 66 -

Have students read the Ganley pamphlet and such addi-tional readings as are needed to use activites #46-49,

- 67 -

S. Compares sources of information.

S. Checks on the completeness of data.

S. Checks on the bias and competencyof authors and other sources.

G. A person's frame of referenceaffects his perceptions and in-terpretations.

G. Accomodation may occur between or VI. Accommodation may occur between or among individamong individuals and groups having uals having equal status and power, or it may ocequal status and power, or it may cur when one individual or group is in a dominatoccur when one individual or group ing position and can force other individuals oris in a dominating position and groups to accommodate.can force other individuals orgroups to accommodate. A. In this period neither the farmers nor the

laborers achieved status and power equal toG. The basic distribution of polit- the industrialists, and they were forced to

ical power reflects the basic accommodate themselves to the new economicunequal distribution of resources, social order created by industrialism. Theskills, and motivation in the so- immigrants were also forced to accommodateciety. rnemselves to the economic and social order

of the society.

S. Generalizes from data.

-68-

46. Have each student write an essay in which he comparesthe differences and similarities between his text andthe Ganley pamphlet.

47. Hold a class discussion on the problems historians havehad in interpreti.ig the Progressive era.

48. Have a student report on the status revolution as appliedto the Progressive era. He should describe the thesis andgive those factors which the historiapshave used to provethis thesis.

49. Have the class compare the status thesis with Miller's-,analisis'of,the business leaders (see activity #12).Have them re-examine Miller's figures and then-discussthe question: If Miller's figures are correct, was astatus revolution possible?

Roswenc and Roehm, The StatusRevolution and the Progres-sive Movement, part III.Hofstadter, The AmericanPolitical Tradition.

-69-

G. Struggle will bring together other-wise unrelated persons and groups.Coalitions and temporary associa-tionc dill result from conflictswhere primarily pragmatic inter-ests of the participants are in-volved.

S. Reads for main ideas and to answerguestions.

S. Generalizes from data.

A. RESPECTS EVIDENCE EVEN WHEN ITCONTRADICTS PREJUDICES AND PRE -CONCEPT IONS.

S. Tests hypotheses against data.

G. Struggle will bring together other-wise unrelated persons and groups.Coalitions and temporary associa-tions will result from conflictswhere primarily pragmatic interestsof the participants are involved.

S. Generalizes from data.

B. The Progressive movement was mothan the farmers and laborers bdustrial Leaders, who continueddominating position, chose to cgoals. These new goals coincidof the demands of the Progressiand thus the industrialistsdemands to be fulfilled.

- 69 -

I bring together other -red persons and groups.and temporary associa-result from conflictsrily pragmatic inter-participants are in-

in ideas and to answer

from data.

ENCE EVEN WHEN ITREJUDICES AND PRE-

ses a ainst data.

bring toglther other-d persons and groups.d temporary associa-suit from conflictsly pragmatic interestsipants are involved.

rom data.

B. The Progressive movement was more successfulthan the farmers and laborers because the in-dustrial leaders, who continued to be in adominating position, chose to change theirgoals. These new goals coincided with someor the demands of the Progressive movementand thus the industrialists permitted somedemands to be fulfilled.

- 70-

50. Have students do a DAB assignment on Progressiveleaders. (Some students might use ether ency-

clopedias.) Central questions to look for in the read-ing: Were they middle class? Were they seeking status?What kinds of reforms did they want? What techniquesand methods did they use to achieve their reforms?(Were these new or had they been used in Jackson's era?)

This activity could be a group activity, rather than aclass one. If it is, the group can prepare a chart anddemonstrate their results to the whole class.

51. If activities 49-50 are used, have each student write anessay in which he discusses whether or not his particularreformer did or did not fit the status thesis: (Thisshould be done only if everyone looked up a man. If itwas a group activity only, eliminate this essay.)

52. If activity 5t is used, have the students do a profileanalysis of the Progressives, utilizing these categories:reforms sought, methods and techniques used to achievereforms, social and economic status of reformers. Theprofile analysis should show the hetereogeneous characterof the movement and thut the problems which historianshave had in characterizing the movement. Good conclud-ing questions to the discussion would be: Was the

Dictionary of AmericanBiography,

- 71 -

S. Sees meaningful differences betweeneras notes relationship within anyera between institutions and cul-tural assumptions.

G. Struggle will bring together other-wise unrelated persons and groups.Coalitions and temporary associa-tions will result from conflictswhere primarily pragmatic interestsof the participants are involved.

S. Tests hypotheses against data.

G. In political conflict there is astruggle over scarce values or goals;the conflicting sides attempt to usethe authority of the political systemto win the conflict.

G. In all societies, people have certaineconomic goals; they may use theirgovernments to help achieve thesegoals. Although some goals arc verymuch alike, different societies placediffering emphases upon them.

G. Government policies affect allocationof resources. Government policiesmay tend to reduce or increase pres-sures toward concentration of indus-try or monopolistic tendencies.

A. IS COMMITTED TO THE FREE EXAMINATIONOF SOCIAL ATTITUDES AND DATA.

- 72 -

Progressive movement radical, liberal, or conservative?Were these reformers similar to those of the Jackson era?

53. Give an informal lecture explaining the Kolko thesis of Kolko, The Triumph of Con-the conservative, big-business support of the Progressive servatism.movement. Have the students evaluate this thesis inlight of their own knowledge of the period.

54. If activities 049-51 are not used, have students pre-pare individual written reports on various aspects ofthe Progressive movement, such as: urban reform move-ments (can read Lincoln Steffens); particular pieces oflegislation (Meat Inspection Act, Federal Trade Commi-sion, etc.); labor problems (Anthracite Coal Strike of1902, Danbury Hatter's case); attempts to help thoseliving in slums (Hull House, Rils' book); muckrakers (canread the actual literature); voluntary associations, etc.In reading and writing on these subjects, the emphasisshould be placed on this question: What was the natureof the change sought? Was it liberal, conservative, orradical?

- 73 -

A. VALUES CHANGE AS A MEANS OF ACHIEV-ING GOALS BUT DOES NOT EQUATE CHANGEWITH PROGRESS.

S. Generalizes from data.

S. Compares sources of information.

A. IS COIUIITTED TO THE FREE EXAMINATIONOF SOCIAL ATTITUDES AND DATA,

S. Generalizes from data.

A. IS CURIOUS ABOUT SOCIAL DATA.

S. Compares sources of information.

A. IS COMMITTED TO THE FREE EXAMINA-TION OF SOCIAL ATTITUDES AND DATA.

- 7,

55. Discuss: Did the Progressive believe in progress? Whatdid "progress" mean to him? Was his concept of progressthe same as that of the entrepreneurs discussed in ac-tivity #22?

56. If activities 49-50 and 53 -54 are not used, have students SLe bibliogrcphy.read various interpretations of Theodore Roosevelt, suchas those by Pringle, Mowry, Binkley, Hofstadter, Blum,etc. Have them check these interpretations against theirtext and against Ganley. (If the books are unavailableor above the reading level of the students, create anexercise including several different excerpts.)

57. Show cartoons of Theodore Roosevelt during his Presidency. Shaw, Cartoon History of Ro-Ask the class to decide what the cartoonist's image of osevelt's Career, chs. 17-18Roosevelt's political leanings were (such as conserva-tive, radical, liberal, etc.)

. Discuss: Was Roosevelt really a Progressive? Use the Recordings: "If I!m Electedstudentt' reading and be certain that they understand Heritage Productions Corp.;that there are many interpretations of Theodore Roosevelt. Election Songs of the U.S.,

Folkways Records.Perhaps play a brief section from Roosevelt's statementabout business during his election campaign of 1904. Youmight also play one of his election songs from this cam-patgn.

. Have students read various interpretations of WoodrowWilson, such as those by Mowry, Binkley, Hofstadter,Link, etc. Have them check these interpretations againsttheir text and against Ganley. (If necessary, make upYip:ur own exercise from several sources.)

See bibliography.

S. Generalizes from data.

S. Generalizes from data.

G. Changes in one aspect of a culturewill have effects upon other aspects;changes will ramify, whether they aretechnological, in social organization,in ideology, or whatever else is apart of the cultural system.

S. Generalizes from data.

S. Sees meaningful differences betweeneras; notes relationship within anyera between institutions and culturalassumptions.

S. Generalizes from data.

S. Checks on the bias and competencyof sources.

60, Ask: Did W. Wilson differ from Theodore Roosevelt? in

what ways? What was the "ideal society!! for both men?What were their attitudes toward big business?

Culminating activities

61. Summation discussion: Why did so many people fear thechanges wrought by the industrialization of the UnitedStates? Discuss the dilemma created for people caughtin a rapidly-changing society. Use illustrations fromcountries presently undergoing great industf:ial change.Consider this question: Would the crisis produced bythe change be greater in thesc countries than it wasin the United States at the turn of the century? Whyor why not?

62. Summation discussion: Were the Americans of 1914 morecertain than those of 1900 that industrialism had broughtprogress? This discussion can be manyfaceted, contrast-ing the mood of the 1890's with the mood of the 1900-1914period as well as pulling together the significant ideasof the so-called Progressive age.

63. Ask: How did the reform movements of the 1830's and1840's compare with those of the Populist and Progres-sive era in the following categories: reforms sought?methods and techniques used? quality of change desired?(liberal, conservative, radical)? personnel of reformmovements?

64. Give a unit test and discuss the results in class.

77

BIBLIOGRAPHY

Booklets for High School Students

Ganley, Albert C. The Progressive Move-ment, Traditional Reform. (New Per-spectives in American History book-let). New York: Macmillan, 1964.

Oliver, Donald W. and Fred M. Newmann.The Immigrant's Ex?erience. (HarvardCase Study on Public Issues),Middletown, Conn.: American Educa-tion PreSs, 1967.

Ol iver, Donald W. and Fred M. Newmann.The Railroad Era. (Harvard Case Studyon Public Issues). Middletown, Conn.:American Education Press, 1967.

Oliver, Donald W. and Fred M. Newmann.The Rise of Organized Labor. (Harve-c!Case Study on Public Issues.)Middletown, Conn.: American Educa-tion Press, 1967.

Roswenc, Edwin C, and Roehm, Wesley.The Status Revolution and the Pro-gressive Movement. Boston: Heath.

Traverse, Edmund, ed. Immigration: AStudy in American Values. (New Di-mensions in American History). Boston:Heath, 1964.

II. Books on Entrepreneuers

Fanning, Leonard. Titans of Business,Philadelphia: Lippincott, 1964.

Grodlnsky, Julius. Jay Gould, His Busi-ness Career. Philadelphia: Univer-sity of Pennsylvania Press, 1957.

Harlow, Alvin F. Andrew Carnegie. NewYork: Messner, 1953.

Holbrook, Stewart. Age of thyloglls.Garden City: Doubleday, .

Holbrook, Stewart. James J. Hill. NewYork: Knopf, 1955.

Hoyt, Edwin P. Commodore Vanderbuilt.Chicago: Reilly and Lee, 1962.

Josephson, Matthew. The Robber Barons.New York: Holt, Rinehart and Winsto1962 ed. Paperback ed. available.

Latham, Earl, ed. J.D. Rockefeller:Robber Baron or Industrial Statesmen(Amherst Booklet). Boston: Heat1949.

Kennedy, Gail, ed. Democracy and theGospel of Wealth. (Amherst BooldetBoston: Heath and Co., 1949.

Miller, William ed. Men in Business.(Harper Torchbook paperback). NewYork: Harper, 1962, -

Moody, John. Masters of Capital. NewHaven: Yale University Press, 1920.

Myers, Gustavus. History of the GreatAmerican Fortunes. New York: ModernLibrary, 1937.

Swanberg, W.A. Jim Fiske: The Career ofan inprobable Rascal. New York:Scribner, 1959.

tqinkler, John K. Morgan the Manclificent.Garden City: Doub eday, 1950.

III. Boc-, on Living and Working ConditionsOroanized Labor

Gftsburg, Eli and Hyman Berman, eds. TheLverican Worker in the 20th Century.New York: Free Press, 1963.

Lindsey, Almont. The Pullman Strike.Chicago: University of Chicago Press,1964. (Paperback available.)

Meltzer, Milton. Bread -- and Roses, TheStruggle of American Labor, 1865-1915.New York: Knopf, 1967.

Orth, Samuel Peter.New Haven: Yale University

Riis, Jacob. How the Other HalNew York: Hill and Warz, 19

Warne, Colston E., ed. The PulGott of 1894 -- The ProblemInterventioTI7---(Amherst BookBoston: Heath, 1955.

Yellen, Samuel. American LaborNew York: Harceurt-tratb,

IV. Books on Farmers and Farmer's M

Hoogenbooi, Arthur, Spoilsmen aers. Urbana: University ofPress, 1961.

Mandlebaum, Scymcur J. Boss TwYork. New York: Wiley, 196

Merton, Robert. Social TheoryStructure. New York: FreeSee ch. 1. (For teacher).

Orth, Samuel Peter. _Boss anchine. New Haven: faTe UniPress, 1920.

78

m ed. Men in Business.chbook paperback). Newer, 1962, 7

Masters of Ca tal. Newe University Press, 1920.

s. History of the Greatrtunes. New York: Modern37.

Jim Fiske: The Career ofle Rascal. New York:959.

K. _Morgan the Manclificent.Doub eday, 1950.

q and Workin ConditionsLa or

and Hyman Berman, eds. Therker in the 20th Century,Free Press, 1963.

t. The Pullman Strike.niversity of Chicago Press,erback available.)

n, Bread -- and Roses, TheAmerican Labor, 1865-1915.Knopf, 9.7.

Orth, Samuel Peter. ,Labor.New Haven: Yale University Press, 1919.

Riis, Jacob. How the Other Half Lives.New York: Hill and Warz, 1957.

Warne, Colston E., ed. The Pullman Boy-cott of 1394 -- The Problem of FederalIntervention. Amherst Booklet).Boston: Heath, 1955.

Yellen, Samuel. American Labor Stru les.New York: Harccurt- race,

IV. Books on Farmers and Former's Movements]

HoogenbooM, Arthur, Spoilsmen and Reform-ers. Urbana: University of IllinoisPress, 1961,

Mandlebaum, Seymour J. Boss Tweed's NewYork. New York: Wiley, 1965.

Merton, Robert. Social Theory and SocialStructure. New York: Free Press,--T-557.See ch. 1. (For teacher).

Orth, Samuel Peter. The_Boss and the Ma-chine. New Haven: rife UniversityPress, 1920.

79

V. Books on Political Bosses, Machines,and Civil Service Reform

Buck, Solon J. Asararian Crusade. NewHaven: Yale University Press, 1921.

Hicks, John D. Populist Revolt.Minneapolis: University of Minneso-ta Press, 1931.

VI. Books on Progressive Period

Kfllko, Gabriel. The Triumph of Conserva-tism. New York: Free Press o i= Glen-coe, 1963.

,,,owry, George. The Era of Theodoreiuosevelt. (New American NFtion*cries). New York: Harpers, 1950.,Also available as Harper TorchbackPperback.)

Ro-,tow, W.W. The Stages of EconomicGrowth. (paperback). Cambridge,Engrand: University Press, 1960.

Sh-w, Aibert. Cartoon History ofRoosevelt's Career. New York: TheReview of Review Publishers, 1910.

Whicher, George Frisbie. William Jenn-ings Bryan and the 1896 Election.(Amherst Pamphlet). Coston: Heath,

1953.

VII. General Books

Bruchey, Stuart. Roots of Amnomic Growth. New York:Row, 1965.

Hays, Samuel. The Response tcism. (Chicago History of /

0-Tization Series.) Chicacsity of Chicago Press.

Hofstadter, Richard. The Arne'

cal Tradition, Age ofTRZTolYorkr, (-Also

Vintage paperback.)

Leopold, Richard W. and Arthureds. Problems in American FEnglewood Cliffs: Prenticeed.

North, Poktglas Cecil. Growthin the American PaFt. --(Tap

Englewood CiMs: Prer.tioe

Persons, Stow. American MindsHolt, Rinehart7and Winston,

VIII. Articles and Reprints

Diamond, William. "Urban andin 1896," Bobbs-Merrill ReH-57.

Heilbroner, Robert L. "EpitapiSteel Master," American HeiAug., 1960, pp. '4-9, 107-10Andrew Carnegie.)

79

:cal Bosses, Machines,Ice Reform

Agrarian Crusade. NewUniversity Press, 1921.

Populist Revolt.University of Minneso-

331.

L!ssive Period

The Triumph of Conserve-ork: Free Press of Glen-

The Era of Theodore(New American Nationw York: Harpers, 1958.ble as Harper Torchback

he Stages of Economicperback). Cambridge,iversity Press, 19r)0,

Cartoon History ofCareer. New York: Theview Publishers, 1910,

Frisbie. William Jenn-nd the 1896 Election.phlot). Poston: Heath,

VII. General Books

Bruchey, Stuart. Roots of American Eco-nomic Growth. New York: Harper andRow, 1965.

Hays, Samuel. The Response to Industrial-ism. (Chicago History of American 0i-NITTization Series.) Chicago: Univer-sity of Chicago Press.

Hofstadter, Richard. The American Politi-cal Tradition, Age of Reform. NewYork: Knopf, Piso available inVintage paperback.)

Leopold, Richard W. and Arthur S. Link,eds. Problems in American History.Englewood Cliffs: Prentice Hall, 1957ed.

North, Po.uglas Cecil. Growth end Welfarein the American Pe t. -Paperback).Englewood Criff.S7--Prer,tice-Hall, 1966.

Persons, Stow. American Minds, Ne4 York:Holt, RineharTand 01-nston, 1858.

VIII. Articles and Reprints

Diamond, William. "Urban and Rural Votingin 1896," Bobbs-Merrill Reprint SeriesH-57.

Heilbroner, Robert L. "Epitaph for theSteel Master," American Heritage,Aug., 1960, pp. "4-9, 107 -108, (OnAndrew Carnegie.)

Wiebe, Robert. "Business Disunity andthe Progresive Movement," Bohbs-Merrill Reprint Series, H-224.

IX. Reference Books

Dictionary of American Biography,

General Encyclopedias.