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Students create a vocabulary foldable with word, definition, and picture. They trade with classmates to complete the vocabulary sheet.
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Closing Task 8-3-15 • Students will be assigned a vocabulary word they will then create a foldable with the following: (15 Minutes) • First section: word • Second section: the definition • Larger section: a picture of the word • Once complete the students will trade with one another to complete the vocabulary sheet.
Bell Ringer 8-4-15 • After analyzing the picture what do you believe the time period the WEST is about?
The Light Bulb • Thomas A. Edison invented the light bulb in 1879
Electric Light • The light bulb provided in a longer work day for workers. • It also improved quality of life by bringing light into dark homes and apartment buildings.
Manufacturing • Electric power facilitated increased production in factories by lengthening the work day (light bulb) and powering faster machines.
Petroleum-based products • Edwin L. Drake struck oil in 1859, enabling kerosene production and paving the way for future products such as gasoline that improved transportation because it allowed for lower transportation costs.
Steel Production • Steel production was necessary to help build the transcontinental railroads that would be a major social and economic drivers in the United States. • This greatly impacted the industrialization efforts in the early 20th century.
Transportation • Mass transportation such the transcontinental railroad and the automobile increased the ability to travel distances and created new jobs. • This helped raise the standard of living because it allowed people to have more housing and employment choices.
Telephone • Alexander Graham Bell invented the telephone in 1876. • This raised the standard of living because it allowed people to communicate fasterand made it possible to expand the national market.
Closing Task 8-4-15 • Students will complete the graphic organizer on Technology. • On one side describe the effects of the technologies • On the other side you will tell me how the invention impacted people (domestic) and how the invention effected businesses (industrial) • You may use pages 63-64 of the Jarrett book.
Bell Ringer 8-5-15 • How do you think technology assisted the population growth of the West?
Technology helped settle the Great Plains because it (Transcontinental Railroad) allowed people to travel west a lot easier and faster.
Settlement of the Great Plains • The Plains Indians were the earliest settlers in the Great Plains; located between the South and Midwest regions to the east and the Rocky Mountains to the west. • This land was ideal for farming due to its location.
Homestead Act 1862 • The Homestead Act was passed in 1862 which provided that any adult citizen, or intended citizen, to claim 160 acres of surveyed government land at no cost. • The Homestead Act encouraged settlement.
Farming Issues • Many white settlers took advantage of the Homestead Act which helped the Westward expansion. • There was new technology such as the steel plow which made it easier to break the dense soil and farm the land (increased settlement). • In the late 1800s famers began to rely on mechanization to improve and increase agricultural production. As a result, overproduction occurred and farmers went into debt.
Cattle Industry Boom • Cattle industry boomed in the late 1800s as the culture and influence of the Plains American Indians declined. • There was a growing demand for beef in cities after the Civil War. • Railroads provided method of transportation of beef to urbanized areas.
The First Transcontinental Railroad • The First Transcontinental Railroad in the United States was built in the 1860s, linking the well developed railway network of the Eastern coast with rapidly growing California.
Transcontinental Railroad cont. • Industry relied on railroads for shipping. • Railroads grew in response to increased demands of industrialization and Western Expansion. • Railroads expanded westward to meet demands of settlement and economic development of the West. Railroads carried people and products to new markets in the West and across the United States. • Railroad shipping facilitated the growth of ranching, farming, and mining industries in the West.
Klondike Gold Rush • Klondike Gold Rush – was during the late 1800s, in Northern Washington and Alaska • Thousands of people were hoping to ease the pains of economic depression, so they sold their farms, dropped businesses, and boarded ships to follow their dreams north because Alaska was seen as a large and distant source of raw materials.
CHANGING DEMOGRAPHIC PATTERNS • Economic conditions and political persecution led many immigrants to enter the United States legally and illegally. • Large influxes of immigrants caused rapid growth in ports of entry and cities with heavy industry. • Western states have experienced greater cultural diffusion and a higher density of Asian populations due to proximity.
Closing Task 8-5-15 • Individually you will work on the “Westward Movement” handout. You may use your notes or the Jarrett book page 90 to complete your work.
Political Machines • Political machines Corruption in politics (e.g., Tammany Hall, Boss Tweed, Thomas Nast’s illustrations) • Leaders of the political machines known as political bosses gained support of the People by: • Making improvement to urban infrastructures • Providing jobs to immigrants and the poor • Giving favors to local businessmen. • The expectation was to then have support from these groups at the ballot box.
Boss Tweed of Tammany Hill • Controlled thousands of city workers and influenced the operation of schools hospitals and other city-run services. • Tweed controlled and bribed lawmakers to pass laws favorable to his interests. • Overpaid himself on construction projects and land sales stealing millions from the city.
Rise of Entrepreneurship • An entrepreneur is someone who organizes, manages, and assumes the risks of a business; an agent of change; discovers new ways to combine resources. • In the 1800s, many were considered entrepreneurs because they created value by moving resources out of less productive areas and into more productive ones. • Example: skilled immigrants used their trade skills to establish businesses of their own.
Big Business • 1873, large producers like Carnegie and Rockefeller began driving smaller companies out of business or purchasing them. • Monopoly: eliminate competition • Pros: • Large business are more efficient, leading to lower prices • They can hire large number of workers • They can produce goods in large quantities • They have the resources to support expensive research and invent new items. • Cons: • They have unfair competitive advantage against smaller businesses. • They sometimes exploit their workers • They are less concerned with where they do business and pollute the area • They have an unfair influence over government policies affecting them.
Andrew Carnegie • Worked from a penniless Scottish immigrant to one of Americas richest and most powerful men. • Invested in ironworks and built a steel mill in Pittsburgh, selling iron and steel to railroad companies for track. • Spent his later life doing philanthropic (giving money to the needy) activities (e.g., founding of Carnegie Hall). • “The Gospel of Wealth” (1889) set forth Carnegie’s idea that rich men are “trustees” of their wealth and should administer it for the good of the public.
Free Enterprise • As industry grew rapidly, the U.S. government promoted free enterprise (business that can operate competitively for profit with little government involvement/regulation).
Closing Task 8-6-15 Define the following terms: Students will complete the graphic organizer using pages 67-68. • Captains of industry • Robber Barron • Monopoly
Bell Ringer 8-7-15 Analyze the picture and explain what you believe the political cartoon is about.
Conditions of Labor 8-7-15
Conditions of Labor • Long Hours and Low wages • 10-14 hour days • 6 days a week • Pay average: 3-12 dollars a week • Immigrants, women and children paid less. • Poor condition, boring and repetitive tasks • Working conditions were extremely hazardous. • Thousands of workers were killed in industrial accidents each year. • Lack of Security • Fired at anytime for any reason. • In bad economic times, manufacturers simply fired workers. • Workers lacked benefits: (unemployment insurance, workers compensation, paid sick days.)
Children at Work • Many children worked in factories, performing dangerous jobs. • Children were sometimes paid lower than adult workers.
Unions • Unions: Organized strikes and other forms of protest to obtain better working conditions. • National Unions: • Knights of Labor: formed in 1869 hoped to create a single national union by joining together skilled and unskilled workers. • Demanded: • 8hr work day • Higher wages • Safety codes • American Federation of Labor: Was founded in 1881 by Samuel Gompers, hoped to create a powerful union by uniting workers. • Unlike Knights of Labor it consisted of separate unions of skilled workers creating a federation.
Haymarket Riot • The May 4, 1886, rally at Haymarket Square was organized by labor radicals to protest the killing and wounding of several workers by the Chicago policeduring a strike the day before at the McCormick Reaper Works. • Toward the end of the Haymarket Square rally, a group of policemen arrived to disperse the crowd. As the police advanced, an individual who was never identified threw a bomb at the police. The police and possibly some members of the crowd opened fire and chaos ensued. Seven police officers and at least one civilian died as a result of the violence that day, and an untold number of other people were injured.
Homestead Riot • July 6, 1892 Andrew Carnegie’s Steel Plant decided to cut wages, due to an economic down turn. • Displaced workers opened fire on a barge loaded with 300 Pinkerton agents who were being brought in as strikebreakers.A battle raged for several hours. Three Pinkerton agents and seven strikers (or their supporters) were killed; later, several other men died from their wounds. • The governor of Pennsylvania called out the state militia to enable management to regain control of the area. The Homestead plant was reopened to non-union workers, but wages were cut beyond the earlier proposal and the work day was lengthened. The union continued the strike until November, when they capitulated. Many strikers were blacklisted, which prevented them from regaining employment as steelworkers elsewhere.
Pullman Riot • Pullman's cars became popular with the railroads, and in 1867 he formed the Pullman Palace Car Company. • Pullman cut the wages of workers by one-third, but he refused to lower the rents in the company housing. • In response, the American Railway Union, called for a strike at the Pullman Palace Car Company complex. • Outraged by the strike at his factory, Pullman closed the plant. The union's national convention voted to refuse to work on any train in the country that had a Pullman car, which brought the nation's passenger rail service to a standstill. • On July 2, 1894 the federal government got an injunction in federal court which ordered an end to the strike. • President Grover Cleveland sent federal troops to Chicago to enforce the court ruling. When they arrived on July 4, 1894, riots broke out in Chicago and 26 civilians were killed. A railroad yard was burned.
Closing Task8-7-15 • (Individually you will create a 3 flap foldable on the “Three Great Strikes” • You have to answer the following for each strike: • Where did it happen? • When did it happen? • Who were involved? • Why did it happen? • What happened?
Bell Ringer 8-10-15 • What does this picture portray?
Answer • People migrating to the USA
Immigration 8-10-15
Migrating to the US- Ellis Island • Many immigrants entered the United States via ports of entry such as Ellis Island in New York, Angel Island in San Francisco, and Galveston Island in Texas. • The immigrant experience at these ports of entry included physical examinations, interrogation, language, and intelligence testing, etc.
Pursuit of the American Dream • Immigrants believed the in the American Dream, the belief that they will have a better life and that their kids will have a better life then they did. • Immigrants were encouraged to assimilate into American culture. • Public schools played a large role in the assimilation of immigrants.
Push- Pull Factors • Immigrants faced language and cultural barriers, and sometimes were separated from family members, detained for health or legal reasons, or deported before entering the United States. • Immigrants faced the threat of poverty and often struggled to survive due to competition for jobs and living space. • Sweatshops were home factory-like operations where skilled and unskilled laborers worked in unsavory conditions.
Push- Pull Factors • Immigrants often crowded into city tenements or moved westward in search of opportunities. • Skilled immigrants used their trade skills to establish businesses of their own. • Large influxes of immigrants caused rapid growth in ports of entry and cities with heavy industry
Problems for Immigrants • Nativists were individuals opposed to the new waves of immigrants. • Nativismwas based on competition for resources. Competition for resources (jobs, living space, etc.) created tension and division between racial and ethnic groups; fueled nativist sentiment. • Some minority groups faced exclusion from employment or housing.
Chinese Exclusion Act of 1882 • Chinese Exclusion Act of 1882 the first major law restricting immigration to the United States. • It was enacted in response to economic fears, especially on the West Coast, where native-born Americans attributed unemployment and declining wages to Chinese workers, whom they also viewed as racially inferior.
