Transcript I Do

Bellwork 3-16-15
1. The Jim Crow laws were designed to do what?
A. Give African-Americans the right to vote
B. Allow women to own property in their own name
C. Maintain African American representation in S.C. politics
D. Make racial segregation an accepted part of life in South
Carolina
Answer: D
2. During the Reconstruction Era, what was one reason for
the formation of the Ku Klux Klan?
A. Prevent former slaves from exercising their rights
B. Encourage immigration form Southern and Eastern Europe
C. Support the South during the Civil War
D. Eliminate share cropping in the Southern States
Answer: A
Reminders
•
•
•
•
•
•
Study notes nightly
Notecards due Friday
Post Reconstruction Test (Mar.18)
End of Third Quarter (Mar.23)
Early Dismissal (Mar. 27th)
Spring Break (Mar. 30-April 3)
Agenda
Notes/Discussion: The policies and actions of South Carolina’s
political leadership in implementing discriminatory laws that
established a system of racial segregation, intimidation, and violence.
Key Focus:
• Leadership of Benjamin Tillman (Populist Democrat) & Wade
Hampton
Student Group Activity: Using informational text to summarize the
role of SC’s political leadership in implementing discriminatory laws
that established a system of racial segregation, intimidation, and
violence using a graphic organizer
Closure: Q & A using whiteboards
IP Short Paragraph
Reflection: Micro Lab
Relevance
THE RULES JUST KEEP
CHANGING!!!!
Policy Defined
Policies- A plan or course of action
intended to influence and determine
decisions, actions and other matters.
(Also known as laws)
Focus Statement
8-5.4
Summarize the policies and actions of South
Carolina’s political leadership after
Reconstruction.
Review-Wade Hampton-Bourbons or
Redeemers
• Ex-Confederate General
• SC Governor – Won election by
coordinating a campaign of
violence and intimidation.
• African Americans left to fend for
themselves
• Objective restore or “redeem”
government to pre-war state- Little
taxes/Rich rule
• Bourbon name of French royal
family restored to throne after
French Revolution
Bourbons or Redeemers
• At the end of the Reconstruction this new group of men took control
(wealthy men or military leaders of the Confederacy)
• Believed they had “redeemed” the state from corruption of the
Radical Reconstructionist
• Gov. Wade Hampton: leader of this group & very out spoken critic of
Reconstruction
Wade Hampton’s Plan
• Although Hampton was a Democrat, he supported Republican judges
and appointed African Americans & Caucasions to statewide offices
• Hampton also encourage his followers to work on rebuilding the state
instead of focusing only on their resentment of the north
• Hampton supported racial harmony, but not racial equality. He
wanted to avoid another confrontation with the North at all costs.
CFU
• Why did Governor Wade Hampton and his
followers refer to themselves as the
“Redeemers”
Answer: This conservative Democratic Party
claimed to have “redeemed” South Carolina
from the Republicans.
Focus Statement
8-5.4
Summarize the policies and actions of South
Carolina’s political leadership after
Reconstruction.
Thinking Critically: Use your talking
chips
• The Northerners lost interest in the
Reconstruction of the South by the 1870s.
• What do you think happened to cause this loss
of interest?
Possible Answers:
Grew tired of the African American /Southerners
problem
Disillusioned with African Americans lack of
political skills
Realize they were often not treated fairly in the
North sometimes either.
Benjamin Tillman
• In South Carolina, poor white farmers accepted the
leadership of Ben Tillman because of his extraordinary
oratorical and political skills.
• Tillman was a Populist because he appealed to the values
and needs of the common people against the
Conservative elite.
• Unlike his Populist counterparts elsewhere in the nation,
Tillman never supported the appeal for the vote of the
African-American farmers, who suffered as much or more
from declining economic conditions as did the white
farmer.
Benjamin Tillman
• This appeal led to an increase of violence and lynching against
African-Americans and opposition to the Populist Party in many
parts of the South.
• In South Carolina, Tillman ran on a platform of white superiority
and later led the movement to further disenfranchise the AfricanAmerican voter.
• Tillman’s bigotry and racist rhetoric led to the reemergence of the
terrorism of the Reconstruction era.
• Soon violence and lynching increased and African Americans who
dared to protest were intimidated into silence.
• Race baiting (the making of verbal attacks against members of a
racial group) increased during economic hard times as poor whites
took out their frustrations on an easy target.
CFU
• Why did Ben Tillman appeal to poor
Farmers?
Thinking Critically: (Talking Chips)
• Tillman also thought some of the poor
conditions in agriculture could be attributed to
the fact that too many farmers did not know
how to farm. Why would this be a possible
theory.
Focus Statement
8-5.4
Summarize the policies and actions of South
Carolina’s political leadership after
Reconstruction.
8-5.4 Summarize the policies and actions of South Carolina’s
political leadership in implementing discriminatory laws that
established a system of racial segregation, intimidation, violence.
• Students will complete chart summarizing the policies and
actions of political leadership in SC after Reconstruction
• I Do: The teacher will model using informational text to find
relevant information about policies and actions of political
leaders in SC after Reconstruction
• We Do: Work together finding relevant information about
policies and actions of political leaders in SC after
Reconstruction using informational text and graphic
organizer
• You Do: The students will complete the graphic organizer
• Students will then share responses
Guided Practice
8-5.4 Summarize the policies and actions of South Carolina’s political leadership in implementing
discriminatory laws that established a system of racial segregation, intimidation, and violence.
Policies/Actions
Government
Plessy v/s Ferguson
Jim Crow Laws
Eight Box Law
Poll Taxing
Treatment of African Americans
Summary of Policies and Actions
Policies/Actions
Summary of Policies and Actions
I Do
Government
In 1895, Senator Benjamin Tillman urged his followers to call for a new state constitution to replace the
Reconstruction constitution of 1868 (8.5.3). Tillman wished to cement his control of the Democratic Party
and to be sure that the black majority did not provide political support to his Conservative opposition. The
new constitution established a literacy test for voting by requiring that voters be able to read and interpret
the United States Constitution. It also required that the poll tax be paid six months before the election. Poor
farmers had little money so far ahead of harvest time. Poor, illiterate white voters were protected by the
“grandfather clause” because they were able to vote if their grandfathers had been able to vote in 1860. This
accelerated the trend in limitations on the right to vote that had begun under the Wade Hampton and the
Bourbons. The new constitution required that there be separate schools for black and white children. South
Carolinians further limited the social opportunities of African Americans by passing a series of laws, called
Jim Crow Laws, which set social segregation into law, not just practice. In 1896, the Supreme Court of the
United States ruled that such laws were constitutional. The Court ruled that separate-but-equal facilities
satisfied the 14th amendment’s requirement for equal protection under the law in the case of Plessy v
Ferguson. As a result, nationally sanctioned Jim Crow impacted, both directly and indirectly, every aspect
of the African-American experience for most of the next six decades. Although African-American South
Carolinians protested their exclusion from public life, violence, intimidation and lynchings by white
terrorists effectively silenced them.
Policies/Actions
We Do
Summary of Policies and Actions
Plessy V Ferguson
In 1895, Senator Benjamin Tillman urged his followers to call for a new state constitution to replace the
Reconstruction constitution of 1868 (8.5.3). Tillman wished to cement his control of the Democratic Party
and to be sure that the black majority did not provide political support to his Conservative opposition. The
new constitution established a literacy test for voting by requiring that voters be able to read and interpret
the United States Constitution. It also required that the poll tax be paid six months before the election. Poor
farmers had little money so far ahead of harvest time. Poor, illiterate white voters were protected by the
“grandfather clause” because they were able to vote if their grandfathers had been able to vote in 1860. This
accelerated the trend in limitations on the right to vote that had begun under the Wade Hampton and the
Bourbons. The new constitution required that there be separate schools for black and white children. South
Carolinians further limited the social opportunities of African Americans by passing a series of laws, called
Jim Crow Laws, which set social segregation into law, not just practice. In 1896, the Supreme Court of the
United States ruled that such laws were constitutional. The Court ruled that separate-but-equal facilities
satisfied the 14th amendment’s requirement for equal protection under the law in the case of Plessy v
Ferguson. As a result, nationally sanctioned Jim Crow impacted, both directly and indirectly, every aspect
of the African-American experience for most of the next six decades. Although African-American South
Carolinians protested their exclusion from public life, violence, intimidation and lynchings by white
terrorists effectively silenced them.
8-5.4 Summarize the policies and actions of South Carolina’s political leadership in implementing
discriminatory laws that established a system of racial segregation, intimidation, and violence.
Policies/Actions
Government
Plessy v/s Ferguson
Summary of Policies and Actions
1895 Constitution replaced the Constitution of 1868
New Constitution established a literacy test for voting
Supreme court ruled separate but equal facilities
satisfied the 14th amendment’s requirement for equal
protection
Jim Crow Laws
Set social segregation into law, not just practice
Eight Box Law
Required voters to place ballots for each
different office into a different box.
Poll Taxing
A tax that had to be paid six months before any
election, according to the constitution of 1895
Treatment of African Americans
They were silenced by intimidation, and lynching
by white terrorists ex. Ku Klux Klan
Focus Statement
8-5.4
Summarize the policies and actions of South
Carolina’s political leadership after
Reconstruction.
Do You Know??
Closure
• Which Supreme Court ruled separate but equal facilities
satisfied the 14th amendment?
Plessey v/s Ferguson
• Required voters to place ballots for each different office
into a different box?
Eight Box Law
• A tax that had to be paid six months before any election,
according to the 1895 Constitution.
Poll Taxing
• These series of laws are responsible for setting social
segregation into law
Jim Crow
• The leader of the Populist Party
Benjamin Tillman
Independent Practice
8-5.4
Complete the graphic summarizing the policies
and actions of South Carolina’s political
leadership after Reconstruction
Reflection
• Pretend you are a news reporter from the North
covering the story on Reconstruction.
• Write a one page report summarizing the policies
and actions of South Carolina’s political leaders
and how they affect the lives of African
Americans after Reconstruction .
• Reminder: Make sure your story has a “eyecatching” headline
• Articles graded using a rubric
Bell Work 3-17-15
1. What was the purpose of the 13th amendment?
A. Give African-Americans the right to vote
B. Allow women to own property in their own name
C. To abolish slavery
D. Make racial segregation an accepted part of life in South
Carolina
Answer: C
2. Southern Republicans who were sympathetic to the
Northern politicians in the South were referred to as?
A. Ku Klux Klan
B. Carpetbaggers
C. Radical Republicans
D. Scalawags
Answer: D
Reminders
•
•
•
•
•
•
Study notes nightly
Notecards due Friday
Post Reconstruction Test (Mar.18)
End of Third Quarter (Mar.23)
Early Dismissal (Mar. 27th)
Spring Break (Mar. 30-April 3)
Agenda
Notes/Discussion:
Key Focus:
• Industrialization in SC & the US
• Textile Industries
• Railroad Expansion
• Development of Phosphate
• Immigration
Model and Guided- Fill in Graphic organizer
Closure:
Independent Practice: Micro Lab
Reflection: Quiz questions
Prior Learning
Government
Plessy v/s Ferguson
Jim Crow Laws
Eight Box Law
Poll Taxing
Treatment of African Americans
Are all policies and actions of South Carolina’s
political leadership in which many discriminatory
laws established a system of racial segregation,
intimidation, and violence.
•
•
•
•
•
•
Lucy
Relevance
How many of you have parents, or know of
someone who works in factories?
Focus Statement
8-5.5
Compare industrial development in South
Carolina to industrialization in the rest of the
United States.
Industrialization Defined
Industrialization- is a process that
happens in countries when they start to use
machines to do work that was once done by
people.
Industrialization
Example and Non-Example
Example
With industrialization, there are
many people involved in making
shoes. An individual shoemaker has
a smaller task, however. There is
one person that cuts the sole of the
shoe. Another person stitches it on.
In short there is division of labor.
The machines to make the shoes
cost a lot of money so the factory
will be owned by a wealthy person
who can afford the machines.
Non-Example
Before industrialization, a
shoemaker produced the
whole shoe. He worked on
one pair of shoes, finished
that, and then did the
next pair of shoes
Industrialization in SC & the US
• In the post Civil War period, spurred by wartime government
spending and the federal government’s support for the
building of the transcontinental railroad, industry throughout
the United States expanded rapidly.
• Discoveries of iron ore and coal in the west and the need for
steel for the railroad as well as the role of entrepreneurs and
new technologies led to a growth in the steel and oil industries.
• Meat packing and grain processing plants were built to make
the bounty of the ranches and farms of the west and Midwest
available to people throughout the country.
• Immigrants anxious to make their fortunes in America
provided the labor for expanding factories.
CFU
Who provided the labor for expanding factories?
Answer: Immigrants
Industrial Growth Slow
•
•
•
•
Textile (ex. cloth or fabric) industry was the most important industry in SC (Galey & Lord in Society Hill)
Mill owners later begin to set up mill villages which attracted a lot labor
South did not enter oil and steel industry
Gov. just wanted to revive the old Agricultural South
Textiles begin
• Upcountry began textile mills located close to
cotton fields and along rivers that supplied
power-Greenville’s Reedy River
• Poor farmers became mill workers
• Mill villages provided homes, schools, churches,
and stores in addition to jobs
• Upstate started but within 15 years the whole
state had them
• 1910 SC was the 2nd largest textile producer in
the nation
• AA were purposely not hired
8-5.5 Compare industrial development in South Carolina to
industrialization in the rest of the United States, including the expansion
of railroads, the development of the phosphate and textile industries, and
immigration.
• Students will complete chart comparing industrialization in
South Carolina and the United States
• I Do: The teacher will model using informational text to find
relevant information to compare SC & the US
• We Do: Work together finding relevant information to
compare industrialization in the SC & the US using
informational text and a graphic organizer
• You Do: The students will complete the graphic organizer
• Students will then share responses
Guided Practice
8-5.5 Compare industrial development in South Carolina to industrialization in the rest of
the United States, including the expansion of railroads, the development of the phosphate
and textile industries.
South Carolina
Expansion of Railroads
Development of Phosphate
Textile Industries
Immigration
United States
Model and Guided
South Carolina
United States
Expansion of
Railroads
In the post Civil War period, spurred by wartime government spending and the federal government’s
support for the building of the transcontinental railroad, industry throughout the United States expanded
rapidly. Discoveries of iron ore and coal in the west and the need for steel for the railroad as well as the role
of entrepreneurs and new technologies led to a growth in the steel and oil industries. Meat packing and
grain processing plants were built to make the bounty of the ranches and farms of the west and Midwest
available to people throughout the country. Immigrants anxious to make their fortunes in America provided
the labor for expanding factories.
South Carolina remained largely unaffected by the economic growth in the rest of the country in the
immediate postwar period and consequently South Carolina did not attract large numbers of immigrants
looking for work. The planter elite looked down on the development of industry as a less noble calling than
their antebellum agricultural society. Conservatives did little to support South Carolina’s struggling
industrial development, being more interested in reviving the old South than in fostering the birth of a New
South. However, the railroad boom that spurred national industrialization in the post war period was also
felt in South Carolina. Major cities grew as a result of their location on track routes that connected them to
suppliers and markets throughout the country. Columbia was a regional railroad hub served by over 100
trains a day. The transcontinental trains promoted the establishment of time zones and standard time, so
time in South Carolina was standardized, too.
8-5.5 Compare industrial development in South Carolina to industrialization in the rest of
the United States, including the expansion of railroads, the development of the phosphate
and textile industries.
South Carolina
Expansion of Railroads
Development of Phosphate
Textile Industries
Immigration
United States
Do You Remember?
1. How did railroad expansion in SC
compare to the expansion in the US?
2. How did the development of the
phosphate industry in SC compare to its
development in the US?
3. How did the textile industry in SC
compare to the textile industries across
the US?
4. How did immigration in SC compare to
immigration across the US?
Focus Statement
8-5.5
Compare industrial development in South
Carolina to industrialization in the rest of the
United States.
Independent Practice
1. Students will complete questions on
Industrialization in SC and the United
States
2. Students will use informational text and
graphic organizer to highlight relevant
information to respond to the questions
3. Review questions will be assessed as a
quiz grade based on completion and
accuracy.
Reflection
1. Students will complete an interview between a South
Carolina industrial worker and an industrial worker
from another part of the US.
2. Students will work in pairs to conduct the interviews.
(Partner A & B)
3. Partner A= South Carolina Industrial Worker
Partner B=Worker from another part of US
4. Students will be given allotted time to create questions
based on information given and extended research on
industrialization.(sample quest. Available SRM . 204)
5. Volunteers will role-play their interview
1.
Bellwork 3/18/15
The use of workers in textile mills under the age of 16 brought
about changes in what?
A. The railroad industry
B. State college entrance ages
C. Child labor laws
D. Equal funding for separate school systems
Answer: C
2. Governor Benjamin Tillman created the South Carolina
Dispensary to establish what?
A. a state bureau to dispense medicines
B. state control over the sale of alcohol
C. prohibition in South Carolina
D. medical help for alcoholism
Answer: B
Reminders
•
•
•
•
•
•
Study notes nightly
Notecards due Friday
Post Reconstrucution Test (Mar.18)
End of Third Quarter (Mar.23)
Early Dismissal (Mar. 27th)
Spring Break (Mar. 30-April 3)
Agenda
Notes/Discussion:
Key Focus:
• Mill Villages
Student Group Activity:
Closure:
Independent Practice:
Prior Learning
• How did industrialization impact
the United States?
• How did it impact SC?
Use Your Talking Chips
• In spite of hard working conditions,
could it be argued that during this
period, mill workers were better off
than agricultural workers? Explain
Relevance
• How many of you have jobs?
• How many of you have chores?
• Explain to your partner the chores
you perform
Focus Statement
8-5.5
Analyze the life and working
conditions in Mill Villages
Mill Villages
• Silently as individuals, read and annotate informational
text on Mill Villages
• Make bulleted notes
• Groups will place bulleted notes on chart paper
• Each group member will use a different color marker to
list information
• Groups will take a brief gallery walk around the room
to view posted info of the various groups
• Group discussion of your findings
• Whole class discussion of your findings
Mill Life
• Not ideal-conditions depended on the owner
• When depression hit workers were laid off
• Although some children went to school many
worked in the mills
• Children’s small fingers made them useful for
dangerous jobs
• Men, women, and children worked long hours
for low pay and were looked down upon as “lint
heads”
Mill Life cont.
• SC workers made less than half what other
workers around the country made
• Women and children paid less than men
• Worked from 6am to 6pm until Gov. Tillman
reduced hours to 66 per week
• Workers suffered from lung diseases including
tuberculosis from breathing cotton fibers and
crowded conditions
• Labor Unions not allowed to organize-crushed
by mill owners- workers trying to establish them
were immediately fired
Critical Thinking/Use Your Talking
Chips
• Its apparent that child labor was legal
during this time period.
• Why is this no longer the case?
• Students can of course work today, what
restrictions, if any should be placed on
child labor today?
Focus Statement
8-5.5
Analyze the life and working
conditions in Mill Villages
Step Inside: Mill Village Life
• Imagine that you are a worker working in
the mill.
• Students will view video of Mill Life
experiences
• Students will answer the questions from the
Step Inside graphic
• Groups will discuss their answers
Step Inside: Mill Village Life
Guided Practice
What do you
already know ?
What can this
What might the
person or thing see, person or thing
observe, or notice? know, understand,
hold true, or
believe?
What might the
What might the
person or thing
person or thing
care deeply about? wonder about or
question?
What do you
already know ?
I Do:
Step Inside: Mill Village Life
What can this
What might the
person or thing see, person or thing
observe, or notice? know, understand,
hold true, or
believe?
I Do:
We Do
What might the
What might the
person or thing care person or thing
deeply about?
wonder about or
question?
We Do
You Do
Mill Video
Closure
• Using your whiteboards, identify 2
things about mill life
• Using your whiteboards, identify 3
things about working conditions in the
mills
Mill Workers & Mill Villages
Independent Practice
Reflection
• Pretend you are a mill worker
• Create a work song about the work conditions
and the life of mill workers
• You may need to do some extended research in
addition to your notes and textbooks to use for
references.
• Be sure to include information about work
hours, daily life, work conditions, living
conditions, etc.
• Rubric will be used to grade assignment
Bell Work 3-19-15
1. Soldiers who served only when needed and were free to go
home when the need was over were called:
a. Loyalists
c. Continentals
b. Militia
d. Regulars
Answer: b
2. King George III and his ministers thought that the American
colonies should:
a. Raise troops to defend themselves
b. Elect members to Parliament
c. Pay all colonial expenses
d. Help pay for the French and Indian War
Answer: d
Reminders
•
•
•
•
•
•
Study notes nightly
Notecards due Friday
Post Reconstruction Test (Mar. 18)
End of Third Quarter
Early Dismissal (Mar. 27th)
Spring Break (Mar. 30-April 3)
Agenda
Notes/Discussion:
Key Focus: The plight of farmers in the late
19th Century including overproduction,
Students will read and annotate informational
text to find information to fill in a graphic
organizer about the plight of farmers
Quick Review
Discuss with your partner facts about
Industrialization in SC
Relevance
.
Plight- Have you ever found yourself in a pickle?
Pickle- A situation you just could not fix.
The more you tried to fix it the worse the situation
became.
This is just the situation that farmers in South
Carolina and in other parts of the US found
themselves in the 19th Century ( late 1800’s)
Focus Statement
8-5.6
Compare the plight of farmers in
South Carolina with that of farmers
throughout the United States.
Key Terms
• Plight- dilemma, difficulty; situation
• Mechanization- to change a process or activity
so that it is done by machines instead of by
people.
• Crop Lien Law- A law passed by conservatives
that allowed creditors to have first claim on a
farmers crop. This was a way for farmers to
get supplies they needed before the planting
season on credit from merchants.
The Plight of Farmers in South Carolina
• The postwar agricultural depression continued after
the end of Reconstruction and the Conservative
government did nothing to help small farmers.
• Small farms, worked by sharecroppers or tenant
farmers, replaced the large plantations of the
Antebellum Period.
• Cotton continued to dominate the South Carolina
economy, but it did not bring prosperity.
• Instead of helping the destitute farmers, the
Conservatives passed a crop lien law that allowed
creditors to have first claim on a farmer’s crop.
• The crop lien system held farmers in continual debt.
Use Your Talking Chips
• Why would the crop lien system be
frustrating for a small farmer living
in the rural areas?
CFU
• How did the Crop Lien Law
affect South Carolina
farmer’s?
Agricultural Depression
 Politicians did little to help
small farmers
 Cotton prices fell –During
Civil War Europe found other
sources for cotton
 Postwar- cotton prices cont.
to fall as more and more
people began to plant it
 SC Government-passed a
crop lien law-creditors got
first $ from crop salesfarmers stayed in constant
debt
Bad times for SC Farmers
• Other regions outside of the South
mechanized farming, which increased
production---the South did not
• Foreign suppliers were competition
• Supply exceeded demand- crop prices fell
• Farmers unable to make loan payments for
land and equipment (crop lien law)
• First Farmers planted more-prices fell further
• Second bank foreclosures, lost land, drought
pests- boll weevil led to crop failures
8-5.6 Compare the plight of farmers in South Carolina with that of
farmers throughout the United States, including the problems of
overproduction, natural disasters, and sharecropping
.
• Students will complete chart comparing the plight of farmers
in South Carolina and the United States
• I Do: The teacher will model using informational text to find
relevant information to compare SC & the US
• We Do: Work together finding relevant information to
compare the plight of farmers in the SC & the US using
informational text and a graphic organizer
• You Do: The students will complete the graphic organizer
• Students will then share responses
8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States,
including the problems of overproduction, natural disasters, and sharecropping.
South Carolina Farmers
Over Production
Natural Disasters
Share Cropping
US farmers
MODEL and Guided
South Carolina – I do
United States- We do
Over Production
In order to understand the economic roots of the Populist movement of farmers in the
United States in general and in South Carolina in particular, students must
understand supply and demand. Although South Carolina farmers did not experience
the mechanization of farming (cotton was picked by hand well into the 20th century)
that raised supply in other regions of the country, they did have fertilizers that
increased the cotton yield. They were also competing with foreign suppliers.
Worldwide supply exceeded demand and the price that farmers were able to get for
their crops fell throughout the period. Farmers throughout the Midwest and the South
were unable to make payments on the loans that they had taken out to purchase land
and equipment. In South Carolina, the problem of debt was exacerbated by the
sharecropping and tenant farming system and the crop lien laws. Farmers first
responded to this problem as individuals by planting more so that they could make
more profit. However, the more farmers planted, the more prices fell. In South
Carolina, farmers also felt the impact of bank foreclosures,
8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States,
including the problems of overproduction, natural disasters, and sharecropping.
YOU DO
South Carolina Farmers
US farmers
Over Production
No Mechanization
Fertilizer increased cotton yield
Competition with foreign suppliers
Worldwide supply exceeded
demand
Mechanization raises yields
Competition with foreign suppliers
Worldwide supply exceeded
demand
Farmers unable to make payments
on land and equipment loans
Farmers unable to make
payments on land and
equipment loans
Natural Disasters
Share Cropping
8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States,
including the problems of overproduction, natural disasters, and sharecropping.
YOU DO
Natural Disasters
Share Cropping
South Carolina Farmers
US farmers
Focus Statement
8-5.6
Compare the plight of farmers in South
Carolina with that of farmers throughout the
United States.
Closure
• Competition with foreign suppliers, debt,
mechanization, and fertilizers; these all led to:
Answer: Overproduction
• Competition with foreign suppliers, debt,
mechanization and fertilizer all led to over
production, which of these was not a cause of
overproduction in South Carolina?
Answer: Mechanization/Mechanized Farming
Reflection
•
•
•
•
•
8-5.6
Pretend you are a visiting farmer from another state visiting SC
You are to keep a daily journal of your stay summarizing the various farm
operations on a day to day basis
You are to visit farms throughout SC
After returning back home, and carefully reviewing your findings, based
on your knowledge and experience from farming in your area, you are to
come up with suggestions on how to help SC farms become more
productive and lucrative
You will then return back to SC and hold a meeting with the farmers
providing them with your valuable suggestions
The
Crop
Lien
System
Independent Practice/Homework
Bellwork 3-20-15
1. One of the major disagreements between the North and the South
had to do with
• a. whether slavery should be allowed to spread to the new western
territories
• b. work opportunities in both areas
• c. how to best handle conflicts between the Native American and
settlers in the west
• d. The increased population of the North
Answer: a
2. The Underground Railroad was important because it
• a. was the route used by slaves escaping from the South
• b. carried many products from the North to the South
• c. carried settlers west
• d. led to the end of slavery
Answer: a
Reminders
•
•
•
•
•
•
Study notes nightly
Notecards due Friday
Post Reconstruction Test (Mar.18)
End of Third Quarter (Mar.23)
Early Dismissal (Mar. 27th)
Spring Break (Mar. 30-April 3)
Agenda
Notes/Discussion:
Key Focus: The Populist Party
• Benjamin Tillman
• The Grange
• Populists
• Land Grant Colleges
Student Group Activity:
Closure:
Independent Practice:
Relevance
Can you think of issues in the news
today or in the past, that demonstrate
the idea that there is strength in
numbers?
Focus Statement
8-5.6
Analyze the encompassing roles of
Ben Tillman and the Populists
Movement
Key Terms
• The Grange- A national farmers association
designed to protect farmers across the nation.
• Populist Party / Peoples Party- A new political
party that arose after Reconstruction. Supported the
same issues promoted by the grange.
• Conservatives – Redeemers and others who
opposed Tillman.
• Tillmanites- Supporters of Ben Tillman
• Clemson College- Land grant college. Opened in
1893 as an agricultural and mechanical college.
Populist Movement- Key Aspects
•
•
•
•
•
Economic and Political Roots
Leadership of Ben Tillman
Conflicts between Tillman and Conservatives
Founding of Land Grant Colleges
Increased Racial Conflicts and Lynching
Populist Movement- Economic Roots
•
•
•
•
•
•
•
•
•
The use of fertilizers increased cotton yield
Farmers were competing with foreign suppliers
Supply exceeded demand
Farmers are unable to pay back loans
Plant more cotton. The more they plant the more
prices fall.
Sharecropping and tenant farming
Crop Lien laws
Foreclosures because of nonpayment of taxes
Drought and Pests ( army worm and boll weevil)
CFU
• List some of the problems farmers
faced at this time.
Focus Statement
8-5.6
Analyze the encompassing roles of
Ben Tillman and the Populists
Movement
Populist Movement- Political Roots
• Established in South Carolina and other parts of the South
and Midwest because of worsening economic conditions.
• Farmers first organized the Grange
Originally a social organization
Midwest – evolved into a political organization
South Carolina- Farmers had no political power
Organized regional alliances
Segregated- White Farmers Alliance
Colored Farmers Alliance
In 1890 Alliances united to form the POPULIST PARTY
CFU
• Why was the Grange founded and
how did it change over time?
Populist Party Supported
• Regulation of railroads and banking
• Free and unlimited coinage of silver /creation of silver
coins to increase the money supply
• Democratic reforms to government – popular election of
senators and the secret ballot
• Progressive income tax
• Loans for farmers
The Populist also tried to gain support of industrial workers
• Eight hour work days
• Restrictions on immigration
CFU
• What were some of the reforms that
the Populist party supported?
The Populist Party
• The Populist party was successful in electing
Senators, governors and state legislators in the
South and the West
• In South Carolina farmers did not form a
separate party
• They worked to control the Democratic party
Focus Statement
8-5.6
Analyze the encompassing roles of
Ben Tillman and the Populists
Movement
Ben Tillman
• Very popular legislator
• Had been a small farmer- promised to look out for the interest of
small farmers
• His opponents supported institutions like SC College and the
Citadel.
• Believed elitist colleges- He blamed upper class for holding back
the poor white farmers in the state.
• Clemson College opened in 1893
• He often blamed the textile industry for ruining agricultural
traditions in the state.
• Promised to fight for the “little man.”
• Outspoken racist
• As he and his supporters grew in power- more segregation and
violence. Lynching became common. JIM CROW
Ben Tillman-Populist?
• Appealed to values & needs of common man
• Against Southern Bourbon elite
• Not a true populist- His goal was to gain control of
the Democratic party
• Platform of white supremacy
• Later led a movement to further disenfranchise
the AA voter
• Bigotry and Racism by Tillman led to violence
• White farmers who were poor took out
frustration on AA with lynching
Tillman’s College
• Established Clemson College
• Agricultural college-help farmers w/ crops
• Land Grant college-sale from Western lands to
support agricultural improvement in the all
states
• Property @ Clemson was from the son-in-law
of John C. Calhoun
Focus Statement
8-5.6
Analyze the Populist Movement and
role of Ben Tillman
8-5.6
Analyze the Populist Movement and the role of Ben Tillman
.
• Students will complete the Skills Sheet activity on Benjamin
Tillman and the Populist Movement
• I Do: The teacher will model using informational text to find
relevant information analyze Tillman and the Populist
• We Do: Work together finding relevant information used to
analyze Tillman and the Populist Movement
• You Do: The students will complete the graphic organizer
• Students will then share responses
Use Textbook pp. 349-352 as a reference
Closure
• What were the roots of the Populist party, how
did it begin?
• What were some of the reforms that the Populist
party supported?
• Why do you think many associated Ben Tillman
with the Populist party?
Independent Practice
D
E
A
B
C
F
Reflection
• Attention: It was just tweeted
that Tillman wasn’t a true Populist!
• Each student is to respond to the tweet and
give your opinion on the issue and explain
your answer citing evidence.
• * Remember you have to include details about
the Populist Movement and the man himself,
“Benjamin Tillman”
Materials Needed
SC Standards
Text book
Informational Text
Document Camera/Promethean Board
PowerPoint
Teacher Created Notes
Teacher Created Graphic Organizers
Construction Paper/Markers/Chart Paper
Talking Chips
Rubrics
Study Guides/Test