1. I can explain why the buffalo almost became extinct. 2
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3
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Railroad Companies hired hunters to free the Great Plains of
herds for safety of railroad meat used to feed railroad
workers/builders Trappers turn to buffalo as source of income sell
hides, meat Tourists and fur traders shoot buffalo from trains for
sport destroy Native-Americans main source of food, shelter,
clothing, fuel Wherever the Whites are established, the buffalo is
gone, and the red hunters must die of hunger.Sioux Chief In 1800,
15,000,000; in 1870, 1,000; in 1996, 200,000 4
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2. I can summarize the events of the Massacre at Sand Creek.
Sand Creek Massacre 1864 Cheyenne raid trails/settlements for food
and supplies had been forced onto barren land in eastern Colorado
Peaceful Cheyenne urged to federal Ft. Lyon before retaliatory
action most return to Sand Creek for winter, flying American &
white flags November 29, 1864 Colonel John Chivington attacked 500
Cheyenne killed 200 mostly women and children mutilated the bodies
5
Slide 6
2. I can summarize the events of the Massacre at Sand Creek. I
saw the bodies of those lying there cut all to pieces, worse
mutilated than any I ever saw before; the women cut all to
pieces... With knives; scalped; their brains knocked out; children
two or three months old; all ages lying there, from sucking infants
up to warriors... By whom were they mutilated? By the United States
troops... John S. Smith, Congressional Testimony of Mr. John S.
Smith, 1865 Fingers and ears were cut off the bodies for the
jewelry they carried. The body of White Antelope, lying solitarily
in the creek bed, was a prime target. Besides scalping him the
soldiers cut off his nose, ears, and testicles-the last for a
tobacco pouch... Stan Hoig 6
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2. I can summarize the events of the Massacre at Sand Creek.
Jis to think of that dog Chivington and his dirty hounds, up thar
at Sand Creek. His men shot down squaws, and blew the brains out of
little innocent children. You call sich soldiers Christians, do ye?
And Indians savages? What der yer 'spose our Heavenly Father, who
made both them and us, thinks of these things? I tell you what, I
don't like a hostile red skin any more than you do. And when they
are hostile, I've fought 'em, hard as any man. But I never yet drew
a bead on a squaw or papoose, and I despise the man who would. Kit
Carson 7
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3. I can explain how the Dawes Act impacted Native-Americans.
Dawes Act 1887 broke up/distributed reservation land 160 acres for
farming 320 acres for grazing sell remaining reservation land to
settlers profits to buy farm implements for Native-Americans aim to
Americanize Native-Americans to own property to farm some say to
put an end to tribal way of life 8
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3. I can explain how the Dawes Act impacted Native-Americans.
Impact speculators grab best land 2/3s of land set aside for
Natives to sell for profit Native-Americans never receive farm
implements or money from sale of land most remaining land useless
for farming ended communal holding of property followed by the
Curtis Act of 1898, dissolved tribal courts and governments the act
"was the culmination of American attempts to destroy tribes and
their governments and to open Indian lands to settlement by
non-Indians and to development by railroads. land owned by Indians
decreased from 138 million acres in 1887 to 48 million acres in
1934 9
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4. I can identify things that resulted from the Second
Industrial Revolution. Oil drilling - 1859 used steam to extract
oil from the ground Bessemer Process - 1855 used hot air to burn
off impurities in molten steel made steel stronger 10
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4. I can identify things that resulted from the Second
Industrial Revolution. Expansion of Railroads late 1800s steel
rails standardized tracks improved/safer brakes Barbed Wire 1867
steel aided ranching and RR industries 11
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4. I can identify things that resulted from the Second
Industrial Revolution. Electricity - 1876 electric streetcars home
appliances incandescent lightbulb Typewriter - 1867 revolutionized
office work opened new jobs for women 12
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4. I can identify things that resulted from the Second
Industrial Revolution. Tin-plated steel can revolutionized storage
of food changed American diets Steel framed skyscraper Wainwright
Building, St. Louis 1891 13
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4. I can identify things that resulted from the Second
Industrial Revolution. Telephone - 1876 revolutionized world-wide
communication opened up new jobs for women Sewing Machine increase
demand for professional garment workers opened up new jobs for men,
women, and children 14
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5. I can identify key people during the Second Industrial
Revolution. Andrew Carnegie Steel industry John D. Rockefeller Oil
industry 15
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5. I can identify key people during the Second Industrial
Revolution. captains of industry used new methods of business
consolidation to create industrial empires organized capital,
resources, labor, management to create vast sums of wealth donated
millions of dollars to build libraries, museums, hospitals,
research facilities, universities, etc Vs. robber barons undersold
products to drive competitors out of business and create monopolies
exploited workers with long hours, low wages, dangerous and unsafe
working conditions resisted efforts of workers to improve their
conditions through organization of labor unions 16
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5. I can identify key people during the Second Industrial
Revolution. Thomas Edison lightbulb Alexander Graham Bell telephone
17
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5. I can identify key people during the Second Industrial
Revolution. George Pullman Pullman Palace Car Company Pullman
Company Town 18
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5. I can identify key people during the Second Industrial
Revolution. Christopher Sholes typewriter Cornelius Vanderbilt
railroads 19
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5. I can identify key people during the Second Industrial
Revolution. Thomas Edison George Pullman Alexander Graham Bell
Andrew Carnegie Christopher Sholes John D. Rockefeller Henry
Bessemer Edwin Drake Cornelius Vanderbilt oil drilling telephone
U.S. Steel Company Bessemer Process Wizard of Menlo Park
incandescent light bulb railroads typewriter Standard Oil Company
20
Slide 21
6. I can define xenophobia. Xenophobia xenos, meaning
"stranger," "foreigner," and phobos, meaning "fear." is a dislike
or fear of people from other countries or of that which is foreign
or strange dictionary definitions of xenophobia include:
deep-rooted, irrational hatred towards foreigners unreasonable fear
or hatred of the unfamiliar foreign or strange 21
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6. I can define xenophobia. 22
Slide 23
6. I can define xenophobia. 23
Slide 24
7. I can define nativism. Nativism is the political position of
demanding a favored status for certain established inhabitants of a
nation as compared to claims of newcomers or immigrants the
favoring of native-born citizens over immigrants in a particular
country discrimination toward immigrants in a nation common in late
19 th century United States towards New Immigration from southern
and eastern European nations Italy, Yugoslavia, Russia,
Austria-Hungary, Romania, etc 24
Slide 25
8. I can list groups that have come to the United States. New
Immigration Europeans 20 million between 1870-1920 from southern
and eastern Europe Italy, Austria-Hungry, Russia Asians 200,000
Chinese between 1851-1883 limited by act of Congress in 1882 10,000
Japanese each year after 1898 200,000 by 1920 Latin America 260,000
between 1880-1920 Jamaica, Cuba, Puerto Rico Mexico 1,000,000
between 1910-1930 25
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9. I can describe the reaction of Americans to immigration.
Rise of nativism overt favoritism toward native-born Americans
overt discrimination toward immigrants Creation of anti-immigrant
groups/organizations American Protective Association 1887
anti-Catholic attacks refusal to admit Jews to colleges,
businesses, social clubs Immigration Restriction League 1894 keep
out undesirable classes (southern & eastern Europe) urged a
literacy test for immigrants bill in Congress vetoed by President
Cleveland 26
Slide 27
9. I can describe the reaction of Americans to immigration.
Anti-immigrant restrictions Chinese Exclusion Act 1882 banned entry
to all Chinese nationals except students, teachers, merchants,
tourists, government officials Gentlemens Agreement 1907-1908
school authorities in San Francisco agree to end segregation in
their schools if Japanese officials agree to limit emigration to
the U.S. 27
Slide 28
10. I can describe why Americans reacted the way they did.
Melting Pot vs. Salad Bowl melting pot mixture of people of
different cultures and races who blended together by abandoning
their native languages and customs salad bowl various American
cultures are juxtaposed like salad ingredients but do not merge
into a single homogeneous culture each culture keeps its own
distinct qualities also known as the cultural mosaic model refusal
of new immigrant groups to give up their individual cultural
traditions met with resistance by established, assimilated groups
28
Slide 29
11. I can list and describe immigration laws that have been
enacted in our history. Chinese Exclusion Act 1882 banned entry to
the U.S. to all Chinese for 10 years except students, teachers,
merchants, tourists, government officials extended another 10 years
in 1892 in 1892, Chinese immigration suspended indefinitely law
repealed in 1943 Gentlemens Agreement 1907-08 San Francisco
segregates all Chinese, Japanese, and Korean children in separate
Asian schools school authorities agree to end segregation in their
schools if Japanese officials agree to limit emigration to the U.S.
29
Slide 30
11. I can list and describe immigration laws that have been
enacted in our history. Emergency Quota Act 1921 set numerical
limits on immigration from Europe and the use of a quota system for
establishing those limits limited immigration to 3% of total number
of nationals living in U.S in 1910 discriminated against
southern/eastern Europeans mostly Catholics and Jews millions of
Jews who begun fleeing the terrible persecution they were facing in
Western Europe starting in 1890 hadnt immigrated in large numbers
until after 1890 30
Slide 31
11. I can list and describe immigration laws that have been
enacted in our history. Immigration Act 1924 limited immigration to
2% of total number of nationals living in U.S in 1890 and limited
total number admitted in any one year to 150,000 excluded Japanese
altogether result was drastic reduction of immigrants 1920 =
805,228 1921 = 309,556 according to the U.S. Department of State,
the purpose of the act was to preserve the ideal of American
homogeneity 31
Slide 32
11. I can list and describe immigration laws that have been
enacted in our history. Immigration and Nationality Act 1965
abolished the national origins quota system replaced with a
preference system that focused on immigrants' skills and family
relationships with citizens or U.S. residents numerical
restrictions on visas were set at 170,000 per year with a
per-country-of-origin quota, not including immediate relatives of
U.S. citizens prohibited the entry into the country of "sexual
deviants", including homosexuals opened the doors to immigrants
from Latin America (especially Mexico), Asia, Africa, and the
Middle East 32
Slide 33
11. I can list and describe immigration laws that have been
enacted in our history. Immigration and Nationality Act 1965 ethnic
and racial minorities rose from 25 percent of the US population
during 1990 to 30 percent in the year 2000 and to 36.6 percent as
per the results from 2011 census results Non-Hispanic white
population in the United States decreased from 75 percent of the
overall US population in 1990 to 70 percent in 2000 to 63.4 percent
during the year 2011 estimated that by the year 2042 white
Americans will become a minority in the United States while racial
and ethnic minority groups led by the Hispanics (mostly Mexican
Americans), Black Americans, Asian Americans, Native Americans, and
Pacific Islander Americans together would form the majority
population in the United States 33
Slide 34
12. I can describe working conditions at the turn of the
century. long hours 12 or more hours a day, 6 days a week in steel
mills 7 days a week dangerous conditions 1882 675 workers killed in
work-related accidents 1890 1 in 300 railroad workers killed
factories dirty, poorly ventilated, lit repetitive, mind-dulling
tasks, hour after hour dangerous, faulty equipment 34
Slide 35
12. I can describe working conditions at the turn of the
century. 35
Slide 36
12. I can describe working conditions at the turn of the
century. 36
Slide 37
12. I can describe working conditions at the turn of the
century. Wages so low, everyone in family needed to work children:
27 cents for 14 hour day! 1899 women average $269 per year men
average $498 per year Andrew Carnegie: 23 million, no income tax!
Women and children 1890-1910 women working for wages doubled: 4 to
over 8 million percent of children under age 15 with full time
jobs: 20% of boys 10% of girls 37
Slide 38
12. I can describe working conditions at the turn of the
century. Jacob Riis How The Other Half Lives - 1889 The bulk of the
sweaters work is done in the tenements, which the law that
regulates factory labor does not reach.In [them] the child works
unchallenged from the day he is old enough to pull a thread. There
is no such thing as a dinner hour; men and women eat while they
work, and the day is lengthened at both ends.far into the night.
38
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13. I can explain what happened at the Triangle Shirt Factory.
39
Slide 40
13. I can explain what happened at the Triangle Shirt Factory.
Triangle Shirtwaist Factory New York, 1911 fire amongst oil-soaked
machines, piles of cloth women trapped by locked doors collapsed
fire escape no sprinkler system fire ladders cant reach upper
floors 145 dead asphyxiated through smoke inhalation jumped to
death from 7 th, 8 th, 9 th floors some impaled on fence spikes
40
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13. I can explain what happened at the Triangle Shirt Factory.
Reaction factory owners acquitted of manslaughter public outraged
task force to study factory conditions/pass laws to: establish
strict fire codes 54 hour maximum work week for women and minors
prohibit work on Sunday abolish child labor under 14 years of age
41
Slide 42
14. I can describe the cycle of poverty. 42 the cycle of
poverty is the "set of factors or events by which poverty, once
started, is likely to continue unless there is outside intervention
disadvantages that collectively work in a circular process making
it virtually impossible for individuals to break the cycle parental
education, occupational rank, income, marital status, family size,
region of residence, race, and ethnicity In Gilded Age low wages
kept children from education
Slide 43
15. I can explain how unions developed. 43 long hours, low
wages, unsafe working conditions, etc do, in the labor field, what
business leaders had done merge & consolidate forces
craft/trade unions associations of skilled workers unite industrial
unions all workers in related industry unite often unskilled or
semi-skilled workers strike a work stoppage Great Railroad Strike
of 1877 The Homestead Strike 1892 The Pullman Strike - 1894
Slide 44
15. I can explain how unions developed. 44 activists Mary
Harris Mother Jones joined United Mine Workers of America led
marches, strikes Childrens March of mill workers exposed evils of
child labor Pauline Newman International Ladies Garment Workers
Union led Uprising of the 20,000 Eugene Debs American Railway Union
union of skilled & unskilled workers banding together won a
strike for higher wages in 1894
Slide 45
16. I can define socialism. 45 Socialism an economic and
political system in which the public/government owns and operates
the means of production and distribution of wealth for the benefit
of all rose from problems associated with workers and labor issues
favored among labor activists (Eugene Debs) capitalist system made
rich richer and poor poorer obvious appeal for the downtrodden
threatened the wealthy whose wealth would diminish
Slide 46
17. I can explain the main idea of the Progressive Movement. 46
Progressivism a movement to: return control of government to the
people restore economic opportunities correct injustices in
American life goals: protecting social welfare promoting moral
improvement creating economic reform fostering efficiency
Slide 47
17. I can explain the main idea of the Progressive Movement. 47
Progressivism examples return control of government to the people
direct election of Senators (17 th Amendment) initiative,
referendum, recall direct primary commission & city manager
forms of city government reform mayors/governors responsive to
common peoples interests Robert M. LaFollette - Wisconsin limit
interests of big businesses and corporations efforts to end child
labor limit working hours Muller v. Oregon states can limit working
hours for women
Slide 48
17. I can explain the main idea of the Progressive Movement. 48
Progressivism examples restore economic opportunities trustbusting
American Socialist Party - 1900 formed by Eugene Debs an uneven
balance between big business, government, and ordinary common
people Competition was natural enough at one time, but do you think
you are competing today? Many of you think you are competing.
Against whom? Against Rockefeller? About as I would if I had a
wheelbarrow and competed with the Santa Fe [railroad] from here to
Kansas City. muckrakers expose corruption in business and
politics
Slide 49
17. I can explain the main idea of the Progressive Movement. 49
Progressivism examples correct injustices in American life Social
Gospel Movement vs. the Gospel of wealth settlement house movement
YMCA, Salvation Army Illinois Factory Act of 1893 prohibited child
labor & limited womens working hours Womens Christian
Temperance Union prohibition of alcohol
Slide 50
18. I can explain the term trustbusting. 50 Trustbusting the
effort to prohibit the consolidation of business practices
resulting in monopoly By 1900, trusts control 4/5s of United States
industries trust a method of consolidating competing companies, in
which participants turn their stock over to a board of trustees who
run the companies as a single corporation Sherman Antitrust Act
1890 vague language made Act unenforceable and ineffective Teddy
Roosevelt as trustbuster sued Northern Securities Company 1902 also
sued the beef, oil, and tobacco trusts brought total of 44
antitrust suits
Slide 51
18. I can explain the term trustbusting. 51 Trustbusting
Clayton Antitrust Act 1914 declared certain business practices
illegal acquiring stock of other corporations to create a monopoly
prosecution of officers of company if company violated the law
exempted trade unions and farm organizations not considered trusts
allowed: strikes, peaceful picketing, boycotts, collection of
strike benefits prohibited: injunctions (unless strikes threatened
injury to property)
Slide 52
19. I can summarize the purpose of The Jungle. 52 The Jungle -
1907 Upton Sinclair intended to portray the lives of immigrants in
the United States now often interpreted and taught as a
journalist's account of the poor working conditions in the
meatpacking industry
Slide 53
19. I can summarize the purpose of The Jungle. 53 The Jungle -
1907 The novel depicts, in harsh tones: poverty the absence of
social programs unpleasant living and working conditions
hopelessness prevalent among the working class contrasted with the
deeply-rooted corruption on the part of those in power
Slide 54
19. I can summarize the purpose of The Jungle. 54 The Jungle -
1907 Sinclair first intended to expose the inferno of exploitation
[of the typical American factory worker at the turn of the 20th
Century], but the reading public instead fixated on food safety as
the novel's most pressing issue Sinclair bitterly admitted his
celebrity rose, "not because the public cared anything about the
workers, but simply because the public did not want to eat
tubercular beef.
Slide 55
20. I can describe steps taken to protect peoples health. 55
Meat Inspection Act 1906 strict cleanliness requirements for
meatpackers program of federal meat inspection Pure Food and Drug
Act 1906 halted sale of contaminated foods and medicines required
truth in labeling previously: coal-tar dye & borax in sausage
formaldehyde in canned pork & beans opium, cocaine, alcohol in
childrens medicines outlandish claims cure cancer, grow hair,
etc
Slide 56
21. I can discuss what Teddy Roosevelt did to help the
environment. 56 Theodore Roosevelt 1901-1909
Slide 57
21. I can discuss what Teddy Roosevelt did to help the
environment. 57 Theodore Roosevelt 1901-1909 lover of
wilderness/outdoor life Forest Reserve Act - 1891 set aside 150
million acres as national reserve not sold to private interests
Newlands Reclamation Act - 1902 $ from sale of public land for
irrigation projects White House Conference - 1902 established
National Conservation Commission Gifford Pinchot earlier appointed
head of U.S. Forest Service
Slide 58
22. I can explain Woodrow Wilsons views on business. 58 New
Freedom support small businesses entrepreneurship free functioning,
unregulated, unmonopolized markets not regulation but fragmentation
of big industrial combines
Slide 59
22. I can explain Woodrow Wilsons views on business. 59 If the
government is to tell big businessmen how to run their business,
then dont you see that big businessmen have to get closer to the
government even more than they are now? Dont you see that they must
capture the government, in order not to be restrained too much by
it? I dont care how benevolent the master is going to be, I will
not live under a master. That was not what America was created for.
America was created in order that every man should have the same
chance as every other man to exercise mastery over his own
fortunes.
Slide 60
22. I can explain Woodrow Wilsons views on business. 60
attacked triple wall of privilege tariffs, banking, trusts
Underwood Tariff - 1913 substantially lowered tariffs Federal
Reserve Act 1914 Federal Reserve Board issues Federal Reserve Notes
regulates interest rates Clayton Antitrust Act strengthened Sherman
Antitrust Act provision exempting labor unions from prosecution as
trusts Federal Trade Commission investigate/action against unfair
trade practice every industry except banking and
transportation
Slide 61
23. I can explain the role that Wilson played with civil rights
for women and African-Americans. 61 Woodrow Wilson offered lukewarm
support for womens suffrage National Womans Party goal to win
support of Congress/the President for amendment to US Constitution
adopted militant strategy of mass pickets, parades, hunger strikes,
etc women suffragists arrested, force fed for picketing White House
in 1917 Efforts during WWI women headed committees, knitted socks
for soldiers, sold Liberty bonds, etc led to passage of Nineteenth
Amendment - 1920 guaranteeing the right to vote for women
Slide 62
23. I can explain the role that Wilson played with civil rights
for women and African-Americans. 62
Slide 63
23. I can explain the role that Wilson played with civil rights
for women and African-Americans. 63 During 1912 election campaign
won support of NAACP, black intellectuals, white liberals promised
to treat blacks equally speak out against lynching During
Presidency opposed federal anti-lynching legislation believed it a
state matter segregated Capitol and federal offices throughout
Washington D.C. had been integrated during Reconstruction
Slide 64
23. I can explain the role that Wilson played with civil rights
for women and African-Americans. 64 Appointed white Southerners to
Cabinet Navy Secretary Josephus Daniels segregated drinking
fountains and towels in Navy Department Wilson: made no promises in
particular to negroes, except to do them justice. to Wilson,
segregated facilities were just
Slide 65
23. I can explain the role that Wilson played with civil rights
for women and African-Americans. 65 "[Wilson's] administration
imposed full racial segregation in Washington and hounded from
office considerable numbers of black federal employees." Historian
Eric Foner Segregation at the Post Office Department African
American employees were downgraded/fired Department of Treasury and
Post Office Department segregation involved screened-off working
spaces separate lunchrooms and toilets
Slide 66
23. I can explain the role that Wilson played with civil rights
for women and African-Americans. 66 The colored men who voted and
worked for you in the belief that their status as Americans was
safe in your hands are deeply cast down. Oswald Garrison Villard
Only two years ago you were heralded as perhaps the second Lincoln,
and now the Afro-American leaders who supported you are hounded as
false leaders and traitors to their raceAs equal citizens and by
virtue of your public promises we are entitled at your hands to
freedom from discrimination, restriction, imputation, and insult in
government employ. Have you a new freedom for white Americans and a
new slavery for your Afro-American fellow citizens? God forbid!
William Monroe Trotter
