Transcript Populism, Cross of Gold, Black Leaders

THE POPULIST PARTY
• SS.291.A.3.1- Analyze the economic challenges to American farmers and
farmers' responses to these challenges in the mid to late 1800s.
• Essential Question: How did farmers organize their efforts in response to
economic troubles and unfair business practices?
Bell Ringer (3 minutes)
1.
A.
B.
C.
D.
What was the purpose of the Grange movement?
2.
A.
B.
C.
D.
The Populist movement was most interested in improving conditions for
to fight corruption of political machines in cities
to break the rural isolation of farmers and represent their interests
to halt the influx of immigrants from Southern and eastern Europe
to agitate for government ownership of railroads, telegraphs and telephones
farmers
business leaders
African Americans
Native American Indians
THE POPULIST PARTY
The People’s Party – Populist
Look for the information that answers the following questions:
What were some of the demands of the Populist Platform?
How did the Populists attempt to strengthen their influence?
http://www.bing.com/videos/search?q=the+populist+party&view=deta
il&&mid=41CE6A55360A9F59DC0841CE6A55360A9F59DC08&rvsmid=41
CE6A55360A9F59DC0841CE6A55360A9F59DC08&fsscr=0
THE POPULIST PARTY (I DO)
Problems of Farmers:
•
•
•
•
•
•
•
•
•
agricultural overproduction
international competition
scarcity of money
profits of middlemen
high shipping costs
high cost of manufactured products
farm debt and the cost of money
natural disasters
rural isolation
THE POPULIST PARTY (I DO)
Farmers Organize to Overcome their problems:
 Grange Movement – end the isolation of farmers by providing them
with the same educational and social opportunities that existed in the
cities
Farmers’ Cooperatives – attempted to replace middlemen by setting
up their own businesses for buying and selling products
Populist Party – political party to represent the interests of farmers
1896 - William Jennings Bryan won Populist Party nomination after his
“Cross of Gold” speech, focused on bimetallism (base money on silver
& gold) in order to raise prices
THE POPULIST PARTY (I DO)
What caused the Populist Party to
develop?
THE POPULIST PARTY (WE DO)
Teacher and students
• Read Bryan’s “Cross of Gold” speech and the Populist Party Platform.
• What conflict between urban and rural communities did Bryan address in his speech?
• What did Bryan mean by the last line ― “You shall not crucify mankind upon a cross of gold”?
• What demands do you believe were the most important to farmers? Why?
BRYAN’S “CROSS OF GOLD” SPEECH
There are two ideas of government. There are those who believe that if you
just legislate to make the well-to-do prosperous, that their prosperity will leak
through on those below. The Democratic idea has been that if you legislate to
make the masses prosperous their prosperity will find its way up and through
every class that rests upon it.
You come to us and tell us that the great cities are in favor of the gold
standard, we reply that the great cities rest upon these broad and fertile
prairies. Burn down your cities and leave our farms, and your cities will spring
up again as if by magic. But destroy our farms and the grass will grow in the
streets of every city in the country.
Having behind us the producing masses of the nation and the world. Having
behind us the commercial interests and the laboring interests and all the
toiling masses, we shall answer their demands for a gold standard by saying to
them, you shall not press down upon the brow of labor this crown of thorns.
You shall not crucify mankind upon a cross of gold.
THE POPULIST PARTY (WE DO)
Group Work
• You are members of the Populist Party and it is your job to write a campaign speech for your
candidate.
• The speech is designed to gain the support of farmers, so it is important for the speech to
include details about the grievances and goals of the American farmers and explain how the
Populist Party will address those grievances and help farmers achieve their goals.
Bell Ringer Question
1. What was the purpose of the Grange movement?
A. to fight corruption of political machines in cities
B. to break the rural isolation of farmers and represent their interests
C. to halt the influx of immigrants from Southern and eastern Europe
D. to agitate for government ownership of railroads, telegraphs and telephones
Bell Ringer Question
1. What was the purpose of the Grange movement?
A. to fight corruption of political machines in cities
B. to break the rural isolation of farmers and represent their interests
C. to halt the influx of immigrants from Southern and eastern Europe
D. to agitate for government ownership of railroads, telegraphs and telephones
Bell Ringer Question
2. The Populist movement was most interested in improving conditions for
A. farmers
B. business leaders
C. African Americans
D. Native American Indians
Bell Ringer Question
2. The Populist movement was most interested in improving conditions for
A. farmers
B. business leaders
C. African Americans
D. Native American Indians
THE POPULIST PARTY (YOU DO)
1. A goal of the Granger and Populist movements was to
A. expand rights for African Americans
B. help western farmers fight unjust economic practices
C. provide support for the banking industry
D. enable big business to expand without government interference
THE POPULIST PARTY (YOU DO)
2. What demand was made in the Populist Party platform of 1892?
A. higher tariffs
B. a graduated income tax
C. unrestricted immigration
D. selection of U.S. Senators by state legislators
THE POPULIST PARTY (YOU DO)
3. The significance of the "cross of gold" speech was that
A. it ended the "battle of the standards.”
B. it inspired the Populists to oppose free silver.
C. it led to William Jennings Bryan's Democratic presidential nomination.
D. it led to the discontinuance of silver coinage.
THE POPULIST PARTY(YOU DO)
• Essential Question: How did farmers organize
their efforts in response to economic troubles
and unfair business practices?
• Cite specific evidence to support your answer.
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM
• SS.912.A.2.6 – Compare the effects of the Black Codes and the
Nadir on freed people, and analyze the sharecropping system
and debt peonage as practiced in the United States.
• Essential Question: How did the use of Black Codes in the South
govern the lives of African Americans directly after the Civil
War?
Bell Ringer (3 minutes)
1. In the ten years following the Civil War, a large numbers of former slaves
earned a living by becoming?
A.
B.
C.
D.
conductors on the Underground Railroad
2.
During Reconstruction, the Black Codes passed by Southern states were
attempts to
A.
B.
C.
D.
provide land to former slaves
workers in Northern factories
sharecroppers on Southern farms
gold miners in California
punish former Confederate leaders
repeal the Jim Crow laws
deny equal rights to African Americans
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM
Black Codes
Look for the information that answers the following questions:
What was the purpose of the Black Codes?
Why were African American “alpha males” targeted by white supremacists?
http://www.bing.com/videos/search?q=video++black+codes&view=detail&qpvt=video++black+codes&mid=8E7AA2239724E7980C278E7AA2239724E7980C27
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM(I DO)
 Southern state legislators had to accept the end of slavery, but quickly passed “Black Codes,” based
on older slave codes. These limited the civil rights and freedom of movement of the freedmen.
 Southerners developed a new economy during Reconstruction. Former slave owners often did not
have money to pay laborers. The emancipated slaves did not have land. Many former slaves became
sharecroppers, giving a share of their crops to the landowner in exchange for use of their land.
 Other freedmen became tenants, and soon owed debts to their landlords (usually their former master
under slavery).
 After the end of Reconstruction, Southern state governments passed “Jim Crow” laws requiring racial
segregation (separation of “white” and “colored”) in public places. African Americans were deprived
of their basic political and civil rights. This period is known as the “Nadir,” (low point in American race
relations.
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM
How did the Southern states respond to the societal
changes brought about by the 13th Amendment?
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM (WE DO)
Read each of the scenarios and use the
information from today’s notes and class
discussion to answer the questions.
Bell Ringer Question
1. In the ten years following the Civil War, a large numbers of former slaves
earned a living by becoming?
A. conductors on the Underground Railroad
B. workers in Northern factories
C. sharecroppers on Southern farms
D. gold miners in California
Bell Ringer Question
1. In the ten years following the Civil War, a large numbers of former slaves
earned a living by becoming?
A. conductors on the Underground Railroad
B. workers in Northern factories
C. sharecroppers on Southern farms
D. gold miners in California
Bell Ringer Question
2. During Reconstruction, the Black Codes passed by Southern states were
attempts to
A. provide land to former slaves
B. punish former Confederate leaders
C. repeal the Jim Crow laws
D. deny equal rights to African Americans
Bell Ringer Question
2. During Reconstruction, the Black Codes passed by Southern states were
attempts to
A. provide land to former slaves
B. punish former Confederate leaders
C. repeal the Jim Crow laws
D. deny equal rights to African Americans
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM(YOU DO)
1.
What was an important effect of the sharecropping system and
debt peonage?
A. Freedmen achieved social and political equality in the South.
B. Freedmen played an important role in local and state governments.
C. Freedmen achieved economic independence from their former
masters.
D. Freedmen often remained in a state of economic dependence on
their former masters.
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM (YOU DO)
2.
Which phrase completes the diagram?
A.
B.
C.
D.
Discriminated against African Americans
Required racial segregation in schools
Provided Americans of all races with equal rights under the law
Denied African Americans freedom of movement and basic civil
rights
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM(YOU DO)
3.
How did the “Black Codes” of 1865-1866 differ from the “Jim Crow”
laws of the 1880s and 1890s?
A.
Black Codes created segregated public schools; Jim Crow laws
prohibited African Americans from learning to read.
B.
Black Codes prohibited use of the same public facilities by different
races; Jim Crow prohibited voting by African Americans.
C.
Black Codes prohibited freedmen from traveling freely, serving on
juries or exercising civil rights; Jim Crow laws required racial
segregation.
D.
Black Codes required “separate but equal” facilities for different
races; Jim Crow laws stated some races were “not entitled to social
and political equality.”
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM(YOU DO)
4.
Which practices were introduced in Southern states after Reconstruction to circumvent this
amendment?
A.
African-American freedmen increased their participation in government in the nation’s first
experiment in biracial democracy.
B.
Poll taxes, literacy tests, and residency requirements were passed, which affected AfricanAmericans more than other citizens.
C. White and black children in Southern states were required to attend separate, racially
segregated public schools, and to use separate playgrounds.
D.
“Jim Crow” laws imposed racial segregation in public places, including trains, restaurants, and
hotels.
THE BLACK CODES, THE NADIR & THE
SHARECROPPING SYSTEM (YOU DO)
Essential Question: How did the use of Black
Codes in the South govern the lives of African
Americans directly after the Civil War?
Cite specific evidence to support your answer.
REMEDIATION LESSON TOPIC: DU BOIS, WASHINGTON,
GARVEY
BENCHMARK: SS.912.A.5.8
ESSENTIAL QUESTION: WHAT WERE THE ESSENTIAL
DIFFERENCES IN THE PHILOSOPHIES OF DU BOIS,
WASHINGTON,
&
GARVEY?
US HISTORY
BELLRINGER QUESTIONS (5 MINUTES)
2. MARCUS GARVEY’S PHILOSOPHY CAN
BEST SUMMARIZED AS:
1. WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES
THE REASON W. E. B. DUBOIS’ CRITICISM OF BOOKER T.
WASHINGTON?
A.
Dubois believed Washington should cooperate more with
government officials.
B.
Dubois felt Washington was too aggressive in seeking
equal rights for African Americans.
C.
Dubois thought Washington should focus more on making
sure African Americans were receiving quality education.
D.
Dubois did not feel Washington was aggressive enough in
seeking equal rights for African Americans.
A.
African Americans will achieve equality and respect
when they prove themselves to be an economic
asset to the United States.
B.
Education in integrated schools will offer African
Americans the opportunity to fully assimilate into
American society.
C.
African Americans should adopt Black Nationalism,
racial separation, and ultimately return to Africa.
D.
African-Americans should use any and all legal
recourses to achieve equalityContinue
within theto
United
Question 3 →
States.
Booker T Washington
• founded the Tuskegee Institute
• Wanted to achieve vocational skills
rather than agitate for social equality
• limited ambitions to obtaining a
vocation and raising standards of living
• Atlanta Compromise
W.E.B Du Bois
• first African American to receive a Ph.D.
from Harvard
• agitated for full social equality and
refused to settle for an inferior social and
economic status
• African Americans should receive a liberal
and professional education
• launched the Niagra Movement
• Condemned the Atlanta Compromise
• Launched the NAACP
Marcus Garvey
• Established the Universal Negro Improvement
Association
• Believed “Black is Beautiful”
• Opposed cooperation with white in
organizations like the NAACP
• Founded African-American businesses such as
the Black Star Line
• Started a “Back to Africa” movement
• Urged African Americans to separate from
whites and rely upon themselves
3. What do the philosophies of these three African American leaders suggest?
do the philosophies of these
A.
B.
C.
D.
African Americans believed that racial equality could not be achieved in the United States
Only Booker T Washington felt that whites would accept African Americans as equals
Conditions were generally acceptable to the African-American community as they were.
Frustrations with continuing inequality led African Americans to fight discrimination in different
ways
CONTENT APPLICATION IMAGE
ANALYSIS “I DO”
Labeling
•
Image title (bottom)
•
Table
Symbolism
•
Table
•
Lincoln
•
Curtain
Analogy
•
Equality
Irony
•
Table
Exaggeration
•
What do you think?
“Dinner given at the White House to Booker T. Washington on October 17, 1901.”
“I DO”-DU BOIS, WASHINGTON, GARVEY
• In the 1920s African Americans continued to face Jim Crow laws,
lynching, and economic inequality in the South.
• Washington urged Blacks to seek vocational training
• DuBois favored a struggle for full civil rights – because even in the
North, they faced racism, discrimination, and violence. Blacks did
not share the prosperity.
• Garvey encouraged African Americans to rely more one
themselves and to separate from whites.
“WE DO”
• In groups, you will be assigned either W.E.B Du Bois,
Booker T. Washington, or Marcus Garvey.
• As a group, create an advertisement of their philosophies, using
the information sheet. You must also advertise what makes your
ideas different from one of the other African American
philosophers. We will share out as a whole group in 10 minutes.
“WE DO”- SPEAK OUT/SHARE OUT
BOOKER T. WASHINGTON
W.EB. DU BOIS
Marcus Garvey
LETS REVIEW THE BELLRINGER:
2. MARCUS GARVEY’S PHILOSOPHY CAN
BEST SUMMARIZED AS:
1. WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES
THE REASON W. E. B. DUBOIS’ CRITICISM OF BOOKER T.
WASHINGTON?
A.
Dubois believed Washington should cooperate more with
government officials.
B.
Dubois felt Washington was too aggressive in seeking
equal rights for African Americans.
C.
Dubois thought Washington should focus more on making
sure African Americans were receiving quality education.
D.
Dubois did not feel Washington was aggressive enough in
seeking equal rights for African Americans.
A.
African Americans will achieve equality and respect
when they prove themselves to be an economic
asset to the United States.
B.
Education in integrated schools will offer African
Americans the opportunity to fully assimilate into
American society.
C.
African Americans should adopt Black Nationalism,
racial separation, and ultimately return to Africa.
D.
African-Americans should use any and all legal
recourses to achieve equalityContinue
within theto
United
Question 3 →
States.
Booker T Washington
• founded the Tuskegee Institute
• Wanted to achieve vocational skills
rather than agitate for social equality
• limited ambitions to obtaining a
vocation and raising standards of living
• Atlanta Compromise
W.E.B Du Bois
• first African American to receive a Ph.D.
from Harvard
• agitated for full social equality and
refused to settle for an inferior social and
economic status
• African Americans should receive a liberal
and professional education
• launched the Niagra Movement
• Condemned the Atlanta Compromise
• Launched the NAACP
Marcus Garvey
• Established the Universal Negro Improvement
Association
• Believed “Black is Beautiful”
• Opposed cooperation with white in
organizations like the NAACP
• Founded African-American businesses such as
the Black Star Line
• Started a “Back to Africa” movement
• Urged African Americans to separate from
whites and rely upon themselves
do the
philosophies of these three African American leaders suggest?
3. What do the philosophies of these three African American leaders suggest?
A.
B.
C.
D.
African Americans believed that racial equality could not be achieved in the United States
Only Booker T Washington felt that whites would accept African Americans as equals
Conditions were generally acceptable to the African-American community as they were.
Frustrations with continuing inequality led African Americans to fight discrimination in different
ways
“YOU DO” - ESSENTIAL QUESTION-EXIT SLIP
• What were the essential differences in the
philosophies of Du Bois, Washington, &
Garvey?
Essential Question(s): What are the political, social, and economic
concerns regarding immigration?
How has the United States dealt with the issue of immigration in the
late 20th and 21st centuries?
IMMIGRATION
SS.912.A.7.12 ANALYZE POLITICAL, ECONOMIC, AND SOCIAL CONCERNS THAT
EMERGED AT THE END OF THE 20TH CENTURY AND INTO THE 21ST CENTURY.
SS.912.A.7.17 EXAMINE KEY EVENTS AND KEY PEOPLE IN FLORIDA.
BELL-RINGER
1. WHICH LAW ENDED THE SYSTEM OF
QUOTAS BASED ON NATIONAL ORIGINS
AND ALLOWED EVERY COUNTRY AN
EQUAL NUMBER OF IMMIGRANTS INTO
THE UNITED STATES?
A. McCarren Walter Act
B. Immigration Act of 1965
C. Immigration and Reform Act of
2. WHICH APPLICANTS WERE GIVEN
PRIORITY FOR ADMISSION TO THE UNITED
STATES UNDER THE REFUGEE ACT OF 1980?
A.
Those with close relatives already living in
the United States.
B.
Those needing immediate medical treatment
only offered in the United States.
C.
Those looking for better economic
opportunities than exist in their own country.
D.
Those who fear political, social, or religious
persecution in their own country.
1965
D.
Illegal Immigration Reform and
Responsibility Act of 1996
What is the message of this political cartoon?
What does it reveal about the issue of immigration over the
course of American History?
1. What do you see in the political cartoon?
2. What problem is being shown in this cartoon?
3. What is the message of the political cartoon?
I DO… IMMIGRATION SINCE WORLD WAR II
•
Florida migration due to tourism, retirees, and immigration – from Cuba & other Caribbean nations.
Impact large Hispanic population, 17% of population is over age 65, tourism has brought in 90 million
visitors ($67 billion in 2011).
•
Immigration Act of 1965: abandoned the system based on national origins and permitted every country
to have the same number of lawful immigrants.
•
•
•
Refugee Act of 1980: gave amnesty to illegal immigrants already living in the United States.
Immigration Act of 1990: expanded the number of legal immigrants admitted each year.
Modern Concerns/Challenges:
•
•
Millions of illegal immigrants living in the United States and how to deal with them and how to make the borders more
secure.(Are they entitled to services from the government like public education/healthcare/etc.? Are they a possible
threat to American Security?)
How can we turn illegal immigrants into permanent residents without being unfair to those who have waited to be
admitted lawfully?
WE DO…
Discuss with your partner(s):
How should the United States try to defend the borders?
Should illegal immigrants be allowed to go to public schools?
Should the United States set limits on the number of immigrants from different
countries?
BELL-RINGER
1. WHICH LAW ENDED THE SYSTEM OF
QUOTAS BASED ON NATIONAL ORIGINS
AND ALLOWED EVERY COUNTRY AN
EQUAL NUMBER OF IMMIGRANTS INTO
THE UNITED STATES?
A. McCarren Walter Act
B. Immigration Act of 1965
C. Immigration and Reform Act of
2. WHICH APPLICANTS WERE GIVEN
PRIORITY FOR ADMISSION TO THE UNITED
STATES UNDER THE REFUGEE ACT OF 1980?
A.
Those with close relatives already living in
the United States.
B.
Those needing immediate medical treatment
only offered in the United States.
C.
Those looking for better economic
opportunities than exist in their own country.
D.
Those who fear political, social, or religious
persecution in their own country.
1965
D.
Illegal Immigration Reform and
Responsibility Act of 1996
YOU DO/EXIT SLIP
Directions: Answer the following the essential question(s) in either the Interactive Notebook or My
Evidence Journal.
• What are the political, social, and economic concerns regarding immigration?
• How has the United States dealt with the issue of immigration in the late 20th and 21st centuries?