Unit 5: Late 1800s – Early 1900s

LABOR UNIONS (page 453)

1. Based on your notes on factory work, why were factory workers often unhappy with their jobs?

2. Define: collective bargaining –

3. Define: socialism –

4. Why would socialism appeal to some workers?

5. Who founded the Knights of Labor and When?

6. What type of workers could join the Knights of Labor?

7. What was the union devoted to?

8. Who founded the American Federation of Labor (AFL) and when?

9. What type of workers could join the AFL?

10.What did the AFL focus on?

11.Why was it called a “bread and butter” union?

12.Who was excluded from the AFL?

On the bottom of this page, create a Venn Diagram – One circle is the Knights of Labor and the other is the AFL. List 4 characteristics in each part of the Venn diagram.

Unit 5: Late 1800s – Early 1900s

STRIKES(page 454)

1. Why did Railroad workers strike in 1877?

2. What were workers protesting for on May 1, 1886?

3. What happened at Haymarket Square in Chicago on May 4th?

4. List 2 legacies (effects) of the Haymarket Riot.

5. Why did workers strike at Carnegie Steel in Homestead, Pennsylvania?

6. Who were the Pinkertons and what did they do at Homestead?

7. Why was there an epidemic of steelworkers’ and miners’ strikes?

8. When and where did the Pullman strike occur?

9. Why did workers go on strike?

10.What happened to the workers who tried to negotiate with George Pullman?

11.What stopped as a result of the Pullman strike?

12.Who led the Pullman strike?

13.How did President Grover Cleveland respond to the strike?

14.What trend did the Pullman strike set?

On the bottom, create a timeline with the years of the following events: Pullman Strike, Haymarket Riot, Railroad Strike and Homestead Strike

Unit 5: Late 1800s – Early 1900s

BIOGRAPHY: TYCOONSThe late 1800s saw the rise of big business and big business leaders, often called tycoons. A tycoon is defined as a businessman of exceptional wealth and power. ♦As you read the following biographies, compare and contrast the experiences of the businessmen described. Then answer the questions that follow.

Andrew Carnegie (1835-1919)Andrew Carnegie was born into a poor family in Scotland. He came to the United States with his parents as a child and soon went to work in a cotton factory at the age of 12. During that time, he educated himself and attended night school. Later, he joined the Pennsylvania Railroad, where he was promoted several times and began investing in the steel and oil industries. In 1865, he left the railroad to run his own business. By 1900, Carnegie Steel Corporation controlled most of the U.S. steel industry. Carnegie sold the company in 1901 and spent the rest of his life setting up charitable foundations.

J. P. Morgan (1837-1913)J. P. Morgan was born into a wealthy American banking family. Morgan attended esteemed schools in Boston and Switzerland and then followed in his father’s footsteps, first joining his father’s bank in London and later starting the private bank J. P. Morgan & Co. in New York. After the Civil War, Morgan helped reorganize the railroad industry. He also helped finance U.S. Steel, the company created from Carnegie Steel Corporation after Carnegie sold it. Morgan devoted much of his money and time to patronage of the arts. Upon his death, Morgan donated his art collection and his book collection.

John D. Rockefeller (1839-1937)John D. Rockefeller started his career as a clerk and bookkeeper in Cleveland, Ohio, but later became interested in oil refining. In 1865, he and his brother William started Standard Oil Works. The Rockefellers quickly bought up most other oil refining companies and formed the Standard Oil Trust. The corporation so dominated the industry that both the Supreme Court of Ohio and the U.S. Supreme Court ordered the breakup of the trust. Rockefeller balanced his vast accrual of wealth with philanthropic donations.

QUESTIONS TO THINK ABOUT1. In what industries did the tycoons make their fortunes?

2. Compare Which tycoons started with little and worked their way up the economic ladder?

3. Link Past and Present Identify two modern tycoons in industries such as computer technology and entertainment. In what ways are they similar to Carnegie, Morgan, and Rockefeller?

Unit 5: Late 1800s – Early 1900s

©Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.

BIOGRAPHY: LABOR LEADERS

Industrialization in the United States brought a wave of new wealth, innovation, and improved standards of living. Still many people struggled to get by. Workers-in factories and mines, on railroads and ships-faced long hours, low wages, unsafe working conditions, and poor and crowded housing. These circumstances drove many workers to demand change. ♦AS you read the following biographies, think about what each labor leader hoped to accomplish. Then answer the questions that follow.

Eugene V. Debs (1855-1926)At age 14, Eugene V. Debs went to work in the railroad shops of Terre Haute and Indianapolis, Indiana. From there, he went on to help organize a branch of the Brotherhood of Locomotive Firemen. Debs was committed to organizing industrial workers according to industry rather than according to craft. To this end, he helped start the American Railway Union, which represented railroad workers who held many different jobs, and became its

president. The American Railway Union experienced many successes and failures. Debs’ imprisonment in connection with the 1895 Pullman strike made him more determined to fight for workers’ rights. Debs, convinced that politics and labor rights were connected, ran for president on the Socialist ticket five times. In 1920, Debs received more than 900,000 votes for president, despite the fact that he was in prison for criticizing government enforcement of the Espionage Act.

Samuel Gompers (1850-1924)

In 1863, at the age of 13, Samuel Gompers left his home in England to come to the United States. Like his father, he went to work as a cigar maker in New York City and joined the Cigar makers’ Union. Nearly 10 years later, Gompers went on to lead the American Federation of Labor. Gompers encouraged workers to organize by craft. He avoided party politics, convinced that labor unions should focus on increasing wages, gaining benefits, and improving working conditions through written

contracts and collective bargaining. However, he did support presidential hopeful William Jennings Bryan in 1918 in order to protect unions from greater restrictions. He also delved into politics during World War I, when he formed the War Committee on Labor to encourage national unity. Gompers led the AFL from 1886 through 1894 and again from 1896 through his death in 1924.

QUESTIONS TO THINK ABOUT1. Which labor leader was the first president of the American Federation of Labor?

2. Which labor leader started out in the railroad industry?

3. Contrast How did Gompers’ approach to labor unions differ from that of Debs?

Unit 5: Late 1800s – Early 1900s©Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.

Unit 5: Late 1800s – Early 1900sELLIS ISLAND(page 470)

Most immigrants to the US in the late 19th and early 20th century arrived by boat and had to go to a processing station (Ellis Island) before they were allowed to enter the US. Read the infographic and study the pictures then answer the following:

1. Why did the US inspect immigrants before allowing them to enter the country?

2. What were the main steps in the inspection process for immigrants?

3. Why did medical personnel check immigrants for illnesses?

4. Why was it important to determine whether immigrants could support themselves?

5. Look at the photos. In what ways might Ellis Island have been an intimidating place?

6. Why were single women not allowed to leave Ellis Island without an escort?

More than 12 million immigrants passed through Ellis Island at this time – and immigrants entered the US through other ports as well.

7. Why did the US welcome so many immigrants to its shores when many other nations did not?

8. Overall, do you think passing through Ellis Island was a positive or traumatic experience for most immigrants?

Unit 5: Late 1800s – Early 1900sURBAN LIVING CREATES PROBLEMS(page 476)

HOUSING CONDITIONS DETERIORATE

1. What is a tenement?

2. What is the purpose of a tenement?

3. Why were tenements unhealthy and dangerous?

WATER AND SANITATION POSE RISKS

4. Why did cities need to hire street cleaners?

5. An epidemic is the rapid spread of a disease from person to person. Why were epidemics a concern?

6. How did governments begin improving water quality and public health?

FIRE, CRIME AND CONFLICT

7. Why did cities develop professional firefighting teams?

8. Why did cities hire police officers?

9. What developed because of the tension between the various ethnic and racial groups?

Unit 5: Late 1800s – Early 1900sWESTWARD EXPANSION AND THE AMERICAN INDIANS(Page 496)

1. What did the buffalo provide for the Plains Indians?

2. How did the Indian view of nature differ from the white person’s view?

3. By the late 1860’s, where were Indians being forced to? What did this cause?

4. What two other factors threatened Native American Civilization?

5. What happened in the fall of 1864 at the Sand Creek Massacre?

6. Why did the Sioux led by Chiefs Crazy Horse and Sitting Bull assemble to drive out settlers in 1875?

7. What happened at the Battle of Little Big Horn in 1876?

8. What did practitioners of the Ghost Dance hope would happen?

9. What happened at Wounded Knee, South Dakota in 1890?

10.What did Helen Hunt Jackson write about in her book A Century of Dishonor?

11.Define: assimilation

12. What law attempted to speed up the assimilation of Native Americans?

VIDEO: THE PROGRESSIVE MOVEMENT1. What word do you see inside the word Progressive?

2. Based on what we have learned so far in this unit, what are some areas in society that needed improving?

From the Video3. What was the role of women in the Progressive Movement?

4. What settlement house did Jane Addams found? What happened there?

5. What areas did they focus on reforming?

6. Why did many immigrants resist reforms made by Progressives?

7. What was a muckraker?

8. What was the “Treason of the Senate”?

9. Who unveiled the “Treason of the Senate” to the public?

10. How did Progressives react to city “bosses”?

11. How did voting and elections change during the Progressive Era?

12. What is “trust-busting”?

13. Who helped unveil the actions of Standard Oil to the public?

14. Who wrote “The Jungle”? What was the book about?

15. What actions did President Theodore Roosevelt take towards trusts and powerful industries? (Name some of the laws and agencies he helped to create)

Law Agency

16. How did Roosevelt react to President Taft’s method of “trust-busting”?

17. What approach did Presidential nominee Woodrow Wilson advocate?

18. What was the Supreme Court decision in Plessy v. Ferguson?

19. What group was the target of lynching (hanging) in the Progressive Era?

20. According to Booker T. Washington, what type of skills should blacks develop?

21. What did W.E.B Dubois demand for African Americans?

22. According to the Socialists, who should own American businesses?

23. What political change occurred for women during the Progressive Movement?

24. What ended the Progressive Movement?

25. List the “Progressive” Amendments and a short explanation

16th –

17th –

18th-

19th -

THEY’VE BEEN WORKING ON THE RAILROAD1. The railroad was the putting together of the two existing ideas of _________________ and

__________________.

2. Who were the first people to put together “railroads”?

3. What did John Stevens propose?

4. What did Congress pass as a result of John Stevens’ ideas?

5. What was the first successful railroad in America?

6. What did Peter Cooper call his new engine?

7. Why were they called trains?

8. What were some of the problems with the early railroads?

9. What was the purpose of a “sandbox”?

10.What was the purpose of a “cowcatcher”?

11.What event in American History made the country realize there was a need for a transcontinental railroad?

12.What did the railroad companies get to help finance the building of the railroads?

13.Who provided cheap labor?

14.How did one Indian, Palutes, convince the Chinese to quit the railroad work?

15.How many rails could they lay in a minute?

16.Railroads made a profit by….

17.How much did it cost to build one line?

18.How much did the Durant charge the company?

19.How was the US to learn that the rails were connected?

20.Where is the Golden Spike now?

THE JUNGLE, UPTON SINCLAIR[T]he meat would be shoveled into carts, and the man who did the shoveling would not trouble to lift out a rat even when he saw one—there were things that went into the sausage in comparison with which a poisoned rat was a tidbit. There was no place for the men to wash their hands before they ate their dinner, and so they made a practice of washing them in the water that was to be ladled into the sausage. There were the butt-ends of smoked meat, and the scraps of corned beef, and all the odds and ends of the waste of the plants, that would be dumped into old barrels in the cellar and left there. Under the system of rigid economy which the packers enforced, there were some jobs that it only paid to do once in a long time, and among these was the cleaning out of the waste barrels. Every spring they did it; and in the barrels would be dirt and rust and old nails and stale water—and cartload after cartload of it would be taken up and dumped into the hoppers with fresh meat, and sent out to the public’s breakfast.

Explanation for Quotation 2 >>

This long description from Chapter 14 is among the most famous and influential passages in the novel and helps to explain why the book caused so much public furor upon its publication. Sinclair intended the book to raise public consciousness about the plight of the working poor, but he relied on a pseudo-naturalistic technique that emphasized the physically revolting filth and gore of the stockyards. As a result, the novel caused outrage about the unsanitary quality of the meat that was sold in stores rather than the oppression of the poor. The public pressed less for the socialist reforms that Sinclair backed than the public reform to food laws. The image of all kinds of waste being dumped in with the consumer’s product is surely revolting; that it is dumped in without any regard for the consumer by greedy capitalists is infuriating. Sinclair himself stated: “I aimed at the public’s heart, and by accident I hit it in the stomach.”

1. Based on reading this passage, if you were sitting at your dining room table eating steak, reading this article in the newspaper in the early 1900’s, describe what you would be feeling.

2. Because of this book, how do you think many Americans forced the government to respond? What changes do you think need to be made?

BIOGRAPHY: IDA TARBELLAmong the muckrakers of the Progressive Era, none surpassed the careful reporting, clever pen, and moral outrage of Ida Tarbell. She took on the nation’s most powerful trust-Standard Oil-and its creator-the nation’s wealthiest man, John D. Rockefeller-in 18 installments of McClure’s magazine.

As you read, think about how Ida Tarbell’s writing influenced her country’s history.

Ida Tarbell developed her moral outrage at the Standard Oil trust through personal family experience. Soon after her birth in 1857 on a farm in Pennsylvania, oil was discovered in nearby Titusville. Her father, Franklin, saw an opportunity to make money in this promising new field. He became the first manufacturer of wooden tanks for the oil industry and established a prosperous business.

In time, however, the Standard Oil Company began to force other oil suppliers out of business. Standard Oil became Franklin’s only client, and refused to pay his prices. The business failed and Franklin’s partner committed suicide. Ida Tarbell would never forget her father’s pain or its cause.

After graduating from Allegheny College in 1880, Ida pursued a career in magazine editing and writing, which eventually took her to France. Impressed by her writing, a young magazine publisher, S. S. McClure, tracked her down in Paris and persuaded her to return to New York to write for him. McClure would later boast that the founding of McClure’s and the discovery of Ida Tarbell were his proudest achievements.

Tarbell’s writing began boosting the magazine’s circulation immediately. McClure, wishing to capitalize on reader interest in muckraking articles, decided to publish an exposé of the Standard Oil Company. Because of Tarbell’s

skill as a reporter and her experience with Standard Oil, McClure assigned her to the story. Her father, recalling the trust’s ruthless tactics, pleaded, “Don’t do it, Ida.” Others also tried to warn her away from the trust’s “all-seeing eye and the all-powerful reach,” predicting, “they’ll get you in the end,” but Tarbell would not be stopped. For the next two years, she researched the business practices of Standard Oil and then began writing her series. In the first installment, she described the hope, confidence, and energy of pioneer oil men. “But suddenly, at the very heyday of this confidence, a big hand reached out from nobody knew where, to steal their conquest and throttle their future.”

The big hand, she revealed, belonged to John D. Rockefeller. In subsequent articles she documented his practices of demanding rebates from railroads that shipped his oil, of forcing competitors out of business through coercion, and even of robbing widows of the true worth of what they owned. Rockefeller was incensed, but the public outcry against him and Standard Oil could not be stilled. Congress launched an investigation and later the Supreme Court ruled that the trust must be broken up. Tarbell became famous as the reporter who had successfully taken on John D. Rockefeller. She remained active into her seventies, and died at the age of 86.

Questions to think about1. How was Ida Tarbell first introduced to the oil industry?

2. Recognizing Bias (a) Why was she warned against writing about the Standard Oil Company? (b) Why might Ida Tarbell have been accused of bias against Standard Oil?

©Prentice-Hall, Inc.

VIDEO: IMMIGRATION & CULTURAL CHANGE1. How many million immigrants came to the U.S in the late 1800s-early 1900s?

2. What does the Statue of Liberty lift her lamp beside?

Immigration: Cultural Change3. Why did the new immigrants come to the U.S.?

4. How many Italians?Jews?Polish?

Bosses, Unions, & Industrialization5. How did employers divide workers? BY

6. Who was Samuel Gompers & what was he the president of?

7. As an immigrant himself, did his organization help immigrants?

8. What is an Italian Padrone?

The Squalor of the Cities9. Give several descriptions of the squalor & horrid conditions of the city.

10. In NYC, what % of Italian babies died before their first birthday?

Family & Community11.Who did immigrants depend upon first?

12.What is the next level of support for immigrants?

A Melting Pot13.What did public schools do to help Americanize immigrants?

14.Why did immigrant children’s parents send their children to parochial/private schools?

Clash of Generations15.What were “green horn” ways?

Closing the Golden Door16.Who were “yellow peril” according to California workers?

17.What was “scientific racism”?

VIDEO: INDUSTRIALIZATION AND URBANIZATIONRailroads

1. How did railroads effect America’s development?

2. Where was the final spike of the transcontinental railroad driven?

3. Describe the importance of the completion of the transcontinental railroad:

Rise of Heavy Industry4. What was the purpose of the 1876 centennial exposition?

5. What were some of the inventions displayed at the exposition?

6. What did Alexander Graham Bell exhibit?

7. What Thomas Edison inventions transformed the way people lived?

Modern Corporations8. How did corporations help business expand in the 19th century?

9. What industry did Andrew Carnegie control 60% of?

10. What was the name of John Rockefeller’s corporation?

11. Why were corporate leaders called “captains of industry”?

12. Explain the term “robber barons” to describe corporate leaders:

The West13. How did the invention of barbed wire support cattle ranching?

14. What effects did industrialization have on the environment?

PROBLEMS ARISE AS CITIES GROWDirections: Read the summary below. Then use the information to answer the questions that follow. You will then understand some of the problems urban America faced in the late nineteenth and early twentieth centuries.

Urbanization, the movement of people from the country to the city, occurred mainly in the northeastern United States. Workers came to cities to work in factories, mills, transportation systems, and trade and service occupations. Many people came from farms, while others came from abroad.

This rapid growth caused problems for the cities. City workers often lived in boardinghouses or apartment houses. The first apartment house was built in New York City in 1870. Middle-class people, however, preferred row houses. Row houses had indoor toilets, constant and regular heat, gas or electric lights, and sometimes, refrigerators.

Poor people lived in multifamily dwellings called tenements, which were overcrowded and dirty. New York City had the nation’s worst tenements. In 1879 a law calling for the construction of dumbbell tenements-long, narrow buildings in which each room had an outside window-was passed. These new tenements were supposed to be an improvement in that light and air were available in each apartment. However, because of overcrowding and poor sanitation, dumbbell tenements sometimes became worse than other tenements.

Transportation in the cities was also a problem. Horse-drawn cars were small and slow. New York was the first city to build an elevated railway to improve transportation. In 1873 San Francisco installed a cable-car system pulled by a moving underground chain.

Cities also had sanitation problems. Sewers emptied directly into nearby rivers, creating a health hazard.

As the cities grew, so did crime. Pickpockets, shoplifters, and counterfeiters were active. Violent crime increased as well. The small police forces found it difficult to prevent crime in the streets.

Fire was an ever-present hazard. The 1871 fire in Chicago left one-third of that city’s people homeless. Many other American cities also suffered major fires during the 1870s and 1880s. In 1853, the city of Cleveland, Ohio, established the nation’s first salaried fire department. Other cities followed Cleveland’s example. The automatic fire sprinkler, invented in 1877, was an aid to firefighters. Over time, wooden buildings were replaced by ones made of brick, stone and concrete, which posed less danger of fire.

African Americans were forced to live in ghettos, the worst sections of the cities, as a result of de facto segregation-segregation supported by custom rather than by law. De facto segregation developed because of the prejudice and competition for jobs. In the ghettos, some African Americans started businesses that served their own people-for example, hairdressing, undertaking, and life insurance sales. As a result, a black middle class developed in the nation’s cities.

1. What is urbanization?

2. What are three occupations that brought workers to the cities?

3. What three types of housing were available in cities?

4. What was a dumbbell tenement?

5. How did New York City improve transportation?

6. What sanitation problem did people in the cities have?

7. What were three improvements cities made in fighting fires?

8. What city first paid its firefighters?

9. What is de facto segregation?

10. What developed as African Americans started businesses that served other African Americans?

©McDougal, Littell & Company

DEMANDS GROW FOR RESTRICTIONS ON IMMIGRATIONDirections: Read the information in the boxes carefully. Then use it to complete the sentences that follow. You will then understand the movement toward restricting immigration

People feared the growing Catholic political influence.

Anti-Asian Acts Anti-Chinese feeling in California grew as a result of the depression of 1873, which caused intense competition

for jobs. Congress passed the Chinese Exclusion Acts of 1882 and 1892, which prohibited Chinese people from entering

the United States. In 1902 Chinese immigration was suspended indefinitely. In 1906, to distract attention from a municipal scandal, officials in San Francisco chose to stir up anti-Japanese

feelings. Chinese, Japanese, and Korean children were removed from neighborhood schools and put in segregated

schools. When anti-American protests occurred in Japan, Roosevelt instructed San Francisco officials to withdraw the

segregation order. Roosevelt convinced Japan to exert its own control of emigration with the Gentlemen’s Agreement of 1907-

1908. The Alien Land Law, passed in 1913 by the California legislature, prohibited Asians from owning agricultural

land.

People feared radical influences from foreign extremists.

Racial prejudice arose. Anglo-Saxonism, the belief in the superiority of the Anglo-Saxon race, was strong in New England.

Anti-European Acts The Immigration Restriction League was a group that

wanted to keep out ‘undesirable classes’ from southern and eastern Europe.

It proposed using a literacy test as a way to exclude immigrants; President Cleveland vetoed the bill.

Immigration Growth

Brings Nativism

1. The large number of immigrants resulted in renewed feelings of ______________________________________.

2. People feared immigrants would spread __________________________ influences.

3. People feared the growing political influence of _____________________________________.

4. _______________________ vetoed the proposal for a literacy test to exclude immigrants.

5. The depression of 1873 increased anti-_____________________ feeling in California.

6. The _____________________ of 1882 and 1892 prohibited Chinese from entering the United States.

7. In 1902 Congress stopped the immigration of all _________________________.

8. In San Francisco, officials stirred up feelings against _______________________ immigrants to cover up a city scandal.

9. In the _________________________________ of 1907-1908, Japan agreed to limit emigration.

10. The _________________________________ prohibited Asians from owning agricultural land in California.

©McDougal, Littell & Company