Transcript Closing Task 8-3-15 Students will be assigned a vocabulary word

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?
West & Gilded Age
Technology
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 faster
and 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.
8-5-15
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 and Economic Issues of the
Gilded Age
8-6-15
• 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.
• 1873, large producers like Carnegie and Rockefeller began driving smaller
companies out of business or purchasing them.
• Monopoly: eliminate competition
• Pros:
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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:
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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.
• 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:
• Captains of industry
• Robber Barron
• Monopoly
Students will complete the graphic
organizer using pages 67-68.
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
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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 police
during 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 Task 8-7-15
• (Individually you will create a 3 flap foldable on the “Three
Great Strikes”
• You have to answer the following for each strike:
•
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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
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.
• Nativism was 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.
Chinese
Exclusion
Act
Women
• Many young women worked in
factories that made textiles.
• They tended to be young and
single.
• Often wages were lower than
men’s wages
Closing Task 8-10-15
• You will (individually create a foldable on the social issues
affecting immigrants in the U.S. during the Gilded Age.
1. Nativist (Describe) Pg 88
2. Life of Immigrant (Describe the struggles the immigrants face) Pg
86
3. Push and pull factors of immigration to the U.S. (list the push
and pull factors) Pg 85
4. Chinese Exclusion Act of 1882 (What is it? Why did the
government enforce it?) Pg 88
5. Americanization (What is it? How did Americans try to
Americanize the immigrants?) Pg 87
Bell Ringer
8-11-15
• Explain what you think
immigration is doing to the cities
in the U.S. during the Gilded Age.
Answer
Overcrowding and congestion
Urbanization
8-11-15
Academic Task 8-11-15
• Create a brochure on urbanization during the
Gilded Age (1800’s). Use page 82.
• Your brochure must include the following
• What is urbanization?
• Causes of Urbanization
• Effects of Urbanization
• Illustrate a picture describing urbanization
You have 15 minutes!!
Urbanization
• Urbanization: The movement of people from
the countryside to towns and cities.
Reasons (Causes) for Urbanization
• New machinery in farms caused a reduction of workers.
• Rise of industry in the cities caused the need of workers.
• Factories, mines and workshops
• Cultural opportunities
• Entertainment
• Immigration
Effects of Urbanization
• Over crowding and Congestion
• Inadequate public services
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Cities lacked hospitals
Police force
Schools
Fire Department
Street Cleaning Garbage Collection
• Transportation:
• Horse drawn carriage
• Trolleys
• 1900 New York built the subway system
• Overcrowding:
• Families were forced to live in tenements (small apartment buildings).
• Lacked plumbing, heat, fresh air, day light
• Social Tensions:
• Rich lived next to the poor
• Increase tension and crime
Closing Task 8-11-15
• Complete brochure on urbanization during the
Gilded Age (1800’s). Use page 82.
• Your brochure must include the following
• What is urbanization?
• Causes of Urbanization
• Effects of Urbanization
• Illustrate a picture describing urbanization
Remember your illustration must be in color!!
Bell Ringer 8-12-15
•Analyze the
picture. Now
answer the
following
question: What is
Americanization?
Native American
Social Issues
Dawes Act 1887
• The new policy focused specifically on breaking up
reservations by granting land allotments to individual
Native Americans.
• individuals believed that if a person adopted white clothing
and ways, and was responsible for his own farm, he would
gradually drop his Indian-ness and be assimilated into the
population.
Americanization
•Americanization- was a movement to
assimilate (convert/ change) immigrants
and American Indians into American
culture.
Americanization cont.
• American Indian children were taken away
from their homes (and traditional culture) and
raised in boarding schools to become
“Americanized.”
• Immigrants – schools were “Americanization”
centers for new immigrants to learn English and
patriotism.
Closing Task 8-12-15
• Students will create a newspaper article on the
on the Dawes Act 1887.
• Newspapers must include an illustration and a
summary of the information on pages 95 & 96
of the Jarrett book.
• Government Policy
• The Reservation
• Dawes Act 1887