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Unit 1: Industrialization, Immigration & The Progressive Movement
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Learning Goal 1: I will be able to:
-Define Second Industrial Revolution
-Define Bessemer Process and list 5 reasons why the Bessemer Process was so important.
-List six new inventions or innovations that came about during the Second Industrial Revolution
-Identify and explain the importance of Henry Bessemer, Edwin Drake, Thomas Edison, George Westinghouse, Alexander Graham
Bell, Henry Ford and the Wright Brothers
-List some modern day inventions that changed the world similar to those during the 2nd Industrial Revolution
I.
Industrialism, Immigration, Progressive Movement
a. The Second Industrial Revolution – rapid growth in US manufacturing in the late 1800s
i. Breakthroughs in Steel
1. Bessemer Process
a. 1850, Henry Bessemer invented way to make steel quicker/cheaper
b. Blast hot air through melted iron to remove impurities
c. What used to take 2 days now took 20 minutes
d. 1870, US mills produced 77,000 tons
e. 1879, 1,000,000 (one million) tons
f. Why so important? – More steel, buildings, cities, railroads, and jobs
ii. Railroads – Cheap steel = more RR
1. Transport goods and elegant passenger cars, refrigerated shipping cars to send food, cities grew
(skyscrapers), increased western growth b/c easier to travel west, and created jobs
iii. Oil – used as source of power in late 1800s.
1. 1850s, discovered how oil could make kerosene, demand for oil up
2. 1859, Edwin Drake found how to pump oil from the ground, Oil City, PA
iv. Electricity
1. Thomas Edison
a. 1,000 patents (exclusive right to new invention), 1879, electric light bulb, power plants
b. Edison vs. Tesla – Alternating current vs. Direct current
i. Electric chair built w/Alternating Current to scare people, elephant
2. George Westinghouse
a. 1880s, developed power plant that could send electricity over several miles; competed
with Edison, advanced use of electricity
v. Communication
1. 1861, telegraph wires connected east & west coasts
2. 1866, cable from US to Europe
3. 1876, Alexander Graham Bell patented the telephone
4. 1880, 55,000 telephones and by 1900, almost 1.5 million
vi. Cars
1. 1876, internal combustion engine
2. 1893, gas powered motorcar
3. Henry Ford – moving assembly line, quicker production & lower price
vii. Planes – Orville & Wilbur Wright – Airplane used small gas powered engine, 1st flight 1903
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Learning Goal 1: I will be able to:
-Define Second Industrial Revolution
-Define Bessemer Process and list 5 reasons why the Bessemer Process was so important.
-List six new inventions or innovations that came about during the Second Industrial Revolution
-Identify and explain the importance of Henry Bessemer, Edwin Drake, Thomas Edison, George Westinghouse, Alexander Graham
Bell, Henry Ford and the Wright Brothers
-List some modern day inventions that changed the world similar to those during the 2nd Industrial Revolution
The 2nd IR was __________________________________________________________________________________
Steel
Railroads
Year of
Invention or
Major
Change
(explain)
1870-79
1870-1879
Bessemer
process
made easier
and cheaper
way to make
steel
Cheaper to
build RR
Inventor or
Business
Pioneer
-Henry
Bessemer
-Henry
Bessemer
Changes to
American
Culture or
Economy
-77,000 tons
in 1870,
over 1
million tons
by 1879
-increased
western
growth, RR
industries
employed
more people
Elegant
passenger cars
and
refrigerated
shipping cars
-Steel
cheaper to
make, so
prices down -created
MANY new
-More
jobs
bridges and
tall
buildings
Oil
Electric
Communication
Cars
Airplanes
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Match the man with the invention/innovation
1.
2.
3.
4.
5.
6.
7.
8.
Henry Bessemer
A. Moving assembly line
Alexander Graham Bell
B. Power plant
Edwin Drake
C. Oil extracted from ground
Thomas Edison
D. Airplane
George Westinghouse
E. Telephone
Wright Brothers
F. Faster steel production
Henry Ford
G. Incandescent light bulb
Which best defines “Second Industrial Revolution.”
a. Shift to manufacturing in America in the late 1800s
b. Shift away from manufacturing in America in the late 1800s
c. Shift towards factories and machine use in England
d. Shift towards new technology and electronics
9. How did the Bessemer Process link Pittsburgh and New York City?
a. Immigrants from Pittsburgh moved to NYC
c. The great Pittsburgh railroad
b. Pittsburgh steel built the NYC skyline
d. It didn’t.
10. A modern day invention/innovation that has revolutionized life is _______________________________
Look at the picture below, especially the changes from 1876-1932. From our notes today, what caused such a
quick and dramatic change to the New York City skyline? ___________________ ___________________
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This is a picture progression of the skyline of New York City. In 5-8 sentences (5 for those who write more
complex sentences, closer to 8 for those whose writing consists of shorter and more compact sentences) explain
the role Pittsburgh played in this. In your paragraph, include the important information, facts, terms, people,
etc.
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Learning Goal 2 – I will be able to:
-Define corporation, stock, bond, mutual fund, dividend, investment, and 401k
-Summarize and explain how the above terms work and how they are relevant today and to me personally.
b. Big Business
i. Dominance of Big Business
1. Big Business = refers to the large number of corporations that dominated the
Second Industrial Revolution
2. Corporation = business that sell stock to the public
a. Stock = small piece of ownership of a company
i. People technically own the business but decisions made by a board
ii. Get a percentage of the profit – called a dividend
iii. 3 Advantages to owning stock
1. People not responsible for debts, Dividends, Free to sell
stock whenever and to whomever they want
iv. People began to use stocks as investments
1. Investment = something you purchase in hopes that
increases in value
2. Examples: stocks, houses, land, tickets
3. Non-examples: cars, TVs, video game systems
3. Today
a. 401k (employer sponsored retirement plan) – money you earn goes into
your 401k retirement account and you don’t pay taxes on it until you retire
b. The money in that account buys stocks (small pieces of ownership in a
corporation), bonds (loans to companies), and mutual funds (“basket of
stocks” that people buy)
c. Most employers “match” your contribution up to a certain amount
d. ExxonMobil matches employees’ contributions up to 6% of their income
i. So if you make $50,000/yr and you put $3,000 into your 401k,
ExxonMobil will put an additional $3,000 into your retirement
account. It’s like free money! (Remarkably, 50% of people under
34 don’t contribute ANYTHING to their 401k, losing the free $$)
e. Since most of you will at some point have a 401k, you need to understand
stocks, bonds, and mutual funds!
If it’s true, write TRUE. If it’s false, make it true!
-1. A corporation is a basket of stocks sold together.________________________________________________
-2. Owning stock is owning a small part of a company. _____________________________________________
-3. A bond is a loan. _________________________________________________________________________
-4. A mutual fund is a group of stocks that are safer for investors. _____________________________________
-5. A dividend is a share of the losses that you have to help pay. ______________________________________
-6. You can wait until you’re close to 40 to start investing in a 401k and be able to catch up within 10 years.
__________________________________________________________________________________________
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Learning Goal 2 – I will be able to:
-Define corporation, stock, bond, mutual fund, dividend, investment, and 401k
-Summarize and explain how the above terms work and how they are relevant today and to me personally.
Learning Activity – Directions on next page.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________
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1. Go to www.tinyurl.com/LammSavingsCalculator
2. On the top line, write “43 years =”
a. In the calculator, start with $1, monthly contribution = $500, interest rate = 6.5,
and 43 for # of years. (Many of you will graduate college at age 22, and work 43
years to the age of 65.)
b. Write down the amount you’d have in your account on the top line of page 23
3. On the second line, write “Wait 10 years =”
a. Keep everything the same except change the 43 to a 33, then calculate and write
the amount on page 23. That’s how much you’d have if you waited until you were
32 to start saving for your retirement.
4. On the next line, write “22-35 =”
a. In the calculator, start with $1, monthly contribution = $500, interest rate = 6.5,
and 13 for # of years.
b. Calculate your amount
c. Copy that number and paste it into the starting balance
d. Type 0 for monthly contribution, and change the number of years to 30
e. Write that number on the line.
i. This is the amount you’d have if you decided to save $500/month for your
retirement starting on your first day on the job at 22, then stop contributing
when you’re 35, leaving your account alone and just letting interest add to it.
5. On the next line, write “35-65 =”
a. In the calculator, start with $1, monthly contribution = $500, interest rate = 6.5,
and 30 for # of years.
b. Calculate your amount
c. Write that amount on the line
d. If you wait until you’re 35 to start saving for your retirement, will you ever catch
up? Write yes or no on the line.
6. On the next line, write, “$1 million =”
a. Play with the calculator and see how much you have to save every month to work
43 years and retire with $1 million. Round to the nearest $10 and write that
amount on the line
7. On the next line, write $2 million =” and see how much you’d have to save per month to
have $2 million.
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Learning Goal 3 – I will be able to:
-Identify Andrew Carnegie, his big business, and explain why he was important to the Second IR
-Identify John Rockefeller, his big business, and explain why he was important to the Second IR.
-Define vertical and horizontal integration and explain why each was used
-Define trust and explain the impact of decreased competition
ii. Andrew Carnegie
1. United States Steel
2. Bought out competitors to get more control over steel industry
3. 1901, his mills produced more than all British mills combined
4. Vertical integration – bought businesses in each step of steel making process
5. Video: 5 Facts http://www.tinyurl.com/LammACar (The Men Who Built
America: Andrew Carnegie)
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
d. ____________________________________________________________
e. ____________________________________________________________
iii. John D. Rockefeller
1. Standard Oil – nation’s largest oil refiner
2. Horizontal integration – owning all businesses in a certain field
a. Formed a trust – legal arrangement grouping together a number of
companies with the same board of directors; made $$$ by getting rid of
competition
3. Video: 5 Facts http://www.tinyurl.com/LammJRoc (Rockefeller’s Standard Oil)
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
d. ____________________________________________________________
e. ____________________________________________________________
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Learning Goal 3 – I will be able to:
-Identify Andrew Carnegie, his big business, and explain why he was important to the Second IR
-Identify John Rockefeller, his big business, and explain why he was important to the Second IR.
-Define vertical and horizontal integration and explain why each was used
-Define trust and explain the impact of decreased competition
Andrew Carnegie
His Big Business
Importance
John Rockefeller
His Big Business
Importance
Vertical Integration
Horizontal Integration
Why Used
Trust
Monopoly
Impact of Decreased Competition
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HOW TRADER JOE’S DOES IT
It’s smaller than Whole Foods but earns twice as much revenue per square foot. It offers less than 10% the
number of different products, instead booking on its customers actually wanting fewer choices to save
money. A bag of quinoa is $9.99 at Whole Foods, but $4.99 here. Gluten-free cheese pizza is $7.49 at
Whole Foods versus $4.99 here. It harkens back to simpler times while simultaneously staying on the
cutting edge of development and social trends. It’s Trader Joe’s and it’s likely coming to your
neighborhood sometime soon. (opened in McCandless Crossing on 3/13/15)
When asked for their “secret” they give a curious look. There is no secret to offering customers high quality
items at low prices while being served by employees well compensated and cared for by their employer.
On its shelves, 80% of its items bear its name. Trader Joe’s has eliminated the profits of the middle man by
controlling its own production and distribution. Instead of another company making the product, then
selling it to a distributor who sells to a larger distributor who brokers a deal with a grocer for the highest
amount possible, Trader Joe’s produces much of its own inventory and ships directly to its stores. Gone are
the middle men and their profits, meaning lower prices for consumers for the high quality goods they want.
Here’s how.
A chip company produces a bag of chips for $1.49. That includes the costs for the chips, bags, employee
salaries, taxes, health care, rent payments, electric bills, water bills, advertising costs, etc. They sell the
chips to a distributor at a margin of 17%, meaning the distributor pays $1.74 per bag. That distributor sells
it to a larger distributor with contracts with Wal Mart, Giant Eagle, etc. at a 19% margin, or $2.07 per bag.
Wal Mart and Giant Eagle sell that bag of chips at a profit of 20%, or $2.48. The customer pays 40% more
than the cost for the bag of chips. At Trader Joe’s, a 20% profit without the middle men means a
comparable bag of chips will cost $1.79, saving the customer $0.69 per bag. Trader Joe’s doesn’t have to
pay for the profits of the companies beneath them the way Giant Eagle and Wal Mart do. That allows them
to sell high quality items for a cheaper price than does its competitors. Simply stated…it’s working!
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1. In the last paragraph, how is the word “margin” used and what is its meaning?
a. It refers to the space outside the main area of something
b. It means to push someone or something aside
c. It refers to an area to which someone would want to go
d. It refers to profits gained after a sale
2. What does this fact contribute to what you read? “At Trader Joe’s, a 20% profit without the middle men
means a comparable bag of chips will cost $1.79, saving the customer $0.69 per bag.”
a. It shows both Trader Joe’s business model and its attraction to potential customers
b. It shows how Trader Joe’s determines their prices.
c. It identifies Trader Joe’s as a grocery store.
d. It shows why people wanted a Trader Joe’s in our community.
3. Which sentence best supports the author’s intention of educating the public in how Trader Joe’s business
model works?
a. Trader Joe’s has eliminated the profits of the middle man by controlling its own production and distribution.
b. There is no secret to offering customers high quality items at low prices while being served by employees
well compensated and cared for by their employer.
c. On its shelves, 80% of its items bear its name.
d. When asked for their “secret” they give a curious look.
In the Venn Diagram below, identify the primary difference between these two companies, and
in the overlap, identify the ONE, BEST SIMILARITY!
United States Steel
Trader Joe’s
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Learning Goal 4 – I will be able to
-Define Social Darwinism, Philanthropy, Monopoly, and Sherman Antitrust Act
-List and explain the two reasons some supported Big Business and their practices
-List and explain two reasons some opposed Big Business and their practices
c. Questioning the Methods of Big Business
i. Why supported by some
1. Social Darwinism – based on Charles’ Darwin’s theory of natural selection; the
rich are rich because they are more fit to survive
2. Philanthropy – donating large sums of money b/c some like Carnegie viewed it as
their duty to help the poor (Bill Gates today)
ii. Why Big Business was criticized by the Antitrust movement
1. Business leaders criticized for making fortunes through unfair practices
a. Drove smaller businesses out by selling below market price
b. Got favorable business deals
2. Monopoly – total ownership of a product or service, which is the goal of most
trusts
iii. New Laws: Sherman Antitrust Act & Clayton Antitrust Act of 1914
1. Made it illegal to create monopolies or trusts that restrained trade
2. Did not clearly define trust and was difficult to enforce
-1. Social Darwinism
A. complete ownership of or control over a company or industry
-2. Philanthropy
B. natural selection in society and b/c the rich donate a lot of money
-3. Monopoly
C. drive smaller companies out of business and get favorable deals
-4. Sherman Anti-Trust Act
D. donating large sums of money
-5. Why some supported BB
E. application of survival of the fittest to society
-6. Why others opposed BB
F. made monopolies illegal
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Learning Goal 4 – I will be able to
-Define Social Darwinism, Philanthropy, Monopoly, and Sherman Antitrust Act
-List and explain the two reasons some supported Big Business and their practices
-List and explain two reasons some opposed Big Business and their practices
Why Some Supported Big Business (EXPLAIN!!!)
Why Others Opposed (EXPLAIN!!!)
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Andrew Carnegie, "The Gospel of Wealth" (1889)
Andrew Carnegie was a poor Scottish immigrant turned millionaire who came to symbolize the
opportunity for social mobility that some call the American Dream. He formed the Carnegie Steel
Corporation and his profits from the steel industry made him one of the wealthiest men in the United
States. Also a noted philanthropist, Carnegie gave away some $350 million mostly to build public
libraries and endow universities. In "Wealth" how does Carnegie depict the wealthy and the
responsibilities of being wealthy? How does he depict the poor, and charity for the poor? Why?
This, then, is held to be the duty of the man of wealth: first, to set an example of modest,
unostentatious living, shunning display or extravagance;... and after doing so to consider all surplus
revenues which come to him simply as trust funds, which he is... strictly bound as a matter of duty to
administer in the manner which, in his judgment, is best calculated to produce the most beneficial
results for the community the man of wealth thus becoming the mere agent and trustee for his poorer
brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for
them better than they would or could do for themselves....
Those who would administer wisely, must, indeed, be wise, for one of the serious obstacles to the
improvement of our race is indiscriminate charity. It were better for mankind that the millions of the
rich were thrown into the sea than so spent as to encourage the slothful, the drunken, the unworthy.
Of every thousand dollars spent in so-called charity today, it is probable that $950 is unwisely spent;
so spent, indeed, as to produce the very evils which it proposes to mitigate or cure....
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A well-known writer... admitted the other day that he had given a quarter of a dollar to a man who
approached him.... He knew nothing of the habits of this beggar; knew not the use that would be
made of this money, although he had every reason to suspect that it would be spent improperly....
The quarter-dollar given that night will probably [injure more than it will help].... [The donor] only
gratified his own feelings, saved himself from annoyance and this was probably one of the most
selfish and very worst actions of his life....
In bestowing charity, the main consideration should be to help those who will help themselves; to
provide part of the means by which those who desire to improve may do so; to give those who desire
to rise the aids by which they may rise; to assist.... Neither the individual nor the race is improved by
almsgiving. Those worthy of assistance... seldom require assistance. The really valuable men of the
race never do.... He is the only true reformer who is as careful and as anxious not to aid the unworthy
as he is to aid the worthy... in almsgiving more injury is probably done by rewarding vice than by
relieving virtue....
The best means of benefiting the community is to place within its reach the ladders upon which the
aspiring can rise parks... by which men are helped in body and mind; works of art, certain to give
pleasure and improve the public taste... in this manner returning their surplus wealth to the mass of
their fellows in the form best calculated to do them lasting good....
The man who dies leaving behind him millions of available wealth, which was his to administer during
life, will pass away "unwept, unhonored and unsung".... Of such of these the public verdict will then
be: "The man who dies thus rich dies disgraced."
Such in my opinion is the true Gospel concerning Wealth, obedience to which is destined someday to
solve the problem of the Rich and the Poor, and to bring "Peace on earth, among men good will."
For each of these three answers which are to be written or typed on a separate piece of paper…
-First 1-2 sentences is YOUR answer in YOUR OWN words. The next part of the answer is
you directly quoting a section from the reading. The final part is your summary of how that quotation
supports your answer. ALWAYS “one sentence before, one sentence after” when quoting something.
-Please underline the direct quotations from the reading.
1. According to Andrew Carnegie, what are the duties of the man of wealth?
Carnegie believed it was the duty of the wealthy to help care for the poor. He wrote, “the man of
wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his
superior wisdom, experience, and ability to administer, doing for them better than they would or could
do for themselves.” In this line, Carnegie points out that the wealthy have experiences that they
should use for good use like helping the poor.
2. How does Carnegie view charity? In what instances does Carnegie believe that charity is most
beneficial?
3. Why, according to Carnegie, are some people "worthy" of charity and others "unworthy"?
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Learning Goal 5 – I will be able to:
-Identify Frederick Taylor and explain the impact his book had on working conditions
-Define union and explain how they came about
-Identify Knights of Labor, American Federation of Labor, and their importance
-Identify Terence Powderly and Samuel Gompers and explain their importance
d. Working Conditions & Unions
i. Frederick W. Taylor – The Principles of Scientific Management encouraged factory
owners to use workers as interchangeable parts
1. Working conditions got worse
2. Workers formed unions, or groups of people who join together to fight for better
pay and working conditions from their bosses.
ii. Knights of Labor
1. First national union, founded in the 1870s, led by Terence Powderly
2. Pushed for 8 hour workday, equal pay for equal work, end to child labor
iii. American Federation of Labor
1. Led by Samuel Gompers
2. Collective Bargaining – workers acting together to negotiate with management
3. More successful b/c better organized, focused on skilled workers, negotiated
Frederick
Taylor
Union
Knights of
Labor
American
Federation
of Labor
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What Does the Working Man Want? (1890)
SAMUEL GOMPERS
My friends, we have met here today to celebrate the idea that has prompted thousands of working-people of
Louisville and New Albany to parade the streets...; that prompts the toilers of Chicago to turn out by their
fifty or hundred thousand of men; that prompts the vast army of wage-workers in New York to demonstrate
their enthusiasm and appreciation of the importance of this idea; that prompts the toilers of England,
Ireland, Germany, France, Italy, Spain, and Austria to defy the manifestos of the autocrats of the world and
say that on May the first, 1890, the wage-workers of the world will lay down their tools in sympathy with
the wage-workers of America, to establish a principle of limitations of hours of labor to eight hours for
sleep, eight hours for work, and eight hours for what we will.
It has been charged time and again that were we to have more hours of leisure we would merely devote it to
debaucher to the cultivation of vicious habits—in other words, that we would get drunk. I desire to say this
in answer to that charge: As a rule, there are two classes in society who get drunk. One is the class who has
no work to do in consequence of too much money; the other class, who also has no work to do, because it
can’t get any, and gets drunk on its face. I maintain that that class in our social life that exhibits the greatest
degree of sobriety is that class who are able, by a fair number of hours of day’s work to earn fair wages—
not overworked….
They tell us that the eight-hour movement cannot be enforced, for the reason that it must check industrial
and commercial progress. I say that the history of this country in its industrial and
commercial relations, shows the reverse. I say that is the plane on which this question ought to be
discussed—that is the social question. As long as they make this question economic one, I am willing to
discuss it with them. I would retrace every step I have taken to advance this movement did it mean
industrial and commercial stagnation. But it does not mean that. It means greater prosperity it means a
greater degree of progress for the whole people; it means more advancement and intelligence, and a nobler
race of people....
They say they can’t afford it. Is that true? Let us see for one moment. If a reduction in the hours of labor
causes industrial and commercial ruination, it would naturally follow increased hours of labor would
increase the prosperity, commercial and industrial. If that were true, England and America ought to be at
the tail end, and China at the head of civilization.
Is it not a fact that we find laborers in England and the United States, where the hours are eight, nine and
ten hours a day—do we not find that the employers and laborers are more successful? Don’t we find them
selling articles cheaper? We do not need to trust the modern moralist to tell us those things. In all industries
where the hours of labor are long, there you will find the least development of the power of invention.
Where the hours of labor are long, men are cheap, and where men are cheap there is no necessity for
invention. How can you expect a man to work ten or twelve or fourteen hours at his calling and then devote
any time to the invention of a machine or discovery of a new principle or force? If he be so fortunate as to
be able to read a paper he will fall asleep before he has read through the second or third line.
Why, when you reduce the hours of labor, say an hour a day, just think what it means. Suppose men who
work ten hours a day had the time lessened to nine, or men who work nine hours a day have it reduced to
eight hours; what does it mean? It means millions of golden hours and opportunities for thought. Some men
might say you will go to sleep. Well, some men might sleep sixteen hours a day; the ordinary man might
try that, but he would soon find he could not do it long. He would have to do something. He would
probably go to the theater one night, to a concert another night, but he could not do that every night. He
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would probably become interested in some study and the hours that have been taken from manual labor are
devoted to mental labor, and the mental labor of one hour produce for him more wealth than the physical
labor of a dozen hours.
I maintain that this is a true proposition—that men under the short-hour system not only have opportunity
to improve themselves, but to make a greater degree of prosperity for their employers. Why, my friends,
how is it in China, how is it in Spain, how is it in India and Russia, how is it in Italy? Cast your eye
throughout the universe and observe the industry that forces nature to yield up its fruits to man’s
necessities, and you will find that where the hours of labor are the shortest the progress of invention in
machinery and the prosperity of the people are the greatest. It is the greatest impediment to progress to hire
men cheaply. Wherever men are cheap, there you find the least degree of progress. It has only been under
the great influence of our great republic, were our people have exhibited their great senses, that we can
move forward, upward and onward, and are watched with interest in our movements of progress and
reform.
The man who works the long hours has no necessities except the barest to keep body and soul together, so
he can work. He goes to sleep and dreams of work; he rises in the morning to go to work; he takes his
frugal lunch to work; he comes home again to throw himself down on a miserable apology for a bed so that
he can get that little rest that he may be able to go to work again. He is nothing but a veritable machine. He
lives to work instead of working to live….
My friends, you will find that it has been ascertained that there is more than a million of our brothers and
sisters—able-bodied men and women—on the streets, and on the highways and byways of our country
willing to work but who cannot find it. You know that it is the theory of our government that we can work
or cease to work at will. It is only a theory. You know that it is only a theory and not a fact. It is true that
we can cease to work when we want to, but I deny that we can work when we will, so long as there are a
million idle men and women tramping the streets of our cities, searching for work. The theory that we can
work or cease to work when we will is a delusion and a snare. It is a lie.
What we want to consider is, first, to make our employment more secure, and, secondly, to make wages
more permanent, and, thirdly, to give these poor people a chance to work. The laborer has been regarded
as a mere producing machine ... but back of labor is the soul of man and honesty of purpose and
aspiration. Now you cannot, as the political economists and college professors, say that labor is a
commodity to be bought and sold. I say we are American citizens with the heritage of all the great men who
have stood before us; men who have sacrificed all in the cause except honor. . . . I say the labor movement
is a fixed fact. It has grown out of the necessities of the people, and, although some may desire to see it fail,
still the labor movement will be found to have a strong lodgment in the hearts of the people, and we will go
on until success has been achieved!
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1. What is the significance of this quotation to the passage?
“Why, my friends, how is it in China, how is it in Spain, how is it in India and Russia, how is it in Italy? Cast
your eye throughout the universe and observe the industry that forces nature to yield up its fruits to man’s
necessities, and you will find that where the hours of labor are the shortest the progress of invention in
machinery and the prosperity of the people are the greatest.”
a. In this quotation, Gompers is citing these other countries as having better conditions for its
workers who in turn are more productive.
b. In this quotation, Gompers is stating his belief that American companies need to have a presence
in other countries to make more money.
c. In this quotation, Gompers is stating why America is better than all of the other countries he
listed.
d. In this quotation, Gompers is stating his desire to move out of the United States.
2. In this sentence, what would be a synonym for “charged?”
“It has been charged time and again that were we to have more hours of leisure we would merely devote it to
debaucher to the cultivation of vicious habits.”
a. Claimed
b. Proven
c. Disproven
d. Allowed
3. Which sentence best supports Gompers’ claim that American workers’ lives are worse because of the
number of hours they are required to work?
a. “You know that it is the theory of our government that we can work or cease to work at will.”
b. “He lives to work instead of working to live.”
c. “It has grown out of the necessities of the people, and, although some may desire to see it fail,
still the labor movement will be found to have a strong lodgment in the hearts of the people, and
we will go on until success has been achieved!”
d. “In all industries where the hours of labor are long, there you will find the least development of
the power of invention.”
4. What is the purpose of Gompers’ speech?
a. To allow workers to work overtime
b. To encourage American workers to work harder
c. To encourage America to change how it views work
d. To force the US government to change laws
Read the following selection from the passage again and answer the question. (I chose this because later in our
unit we’ll be discussing how alcohol was viewed in America at the time and how it led to Prohibition which
outlawed alcohol in America for a time.)
“As a rule, there are two classes in society who get drunk. One is the class who has no work to do in
consequence of too much money; the other class, who also has no work to do, because it can’t get any, and gets
drunk on its face. I maintain that that class in our social life that exhibits the greatest degree of sobriety is that
class who are able, by a fair number of hours of day’s work to earn fair wages—not overworked….”
5. According to Gompers, who gets drunk?
a. The alcoholics and the homeless
b. The rich and the unemployed
c. The Working Man and the politicians
d. Everyone
40
LABOR DAY: WHAT IT MEANS
Labor Day, the first Monday in September, is a creation of the labor movement and is dedicated to
the social and economic achievements of American workers. It constitutes a yearly national tribute to
the contributions workers have made to the strength, prosperity, and well-being of our country.
LABOR DAY LEGISLATION
Through the years the nation gave increasing emphasis to Labor Day. The first governmental
recognition came through municipal ordinances passed during 1885 and 1886. From these, a
movement developed to secure state legislation. The first state bill was introduced into the New York
legislature, but the first to become law was passed by Oregon on February 21, 1887. During the year
four more states — Colorado, Massachusetts, New Jersey, and New York — created the Labor Day
holiday by legislative enactment. By the end of the decade Connecticut, Nebraska, and Pennsylvania
had followed suit. By 1894, 23 other states had adopted the holiday in honor of workers, and on June
28 of that year, Congress passed an act making the first Monday in September of each year a legal
holiday in the District of Columbia and the territories.
FOUNDER OF LABOR DAY
More than 100 years after the first Labor Day observance, there is still some
doubt as to who first proposed the holiday for workers.
Some records show that Peter J. McGuire, general secretary of the
Brotherhood of Carpenters and Joiners and a cofounder of the American
Federation of Labor, was first in suggesting a day to honor those "who from
rude nature have delved and carved all the grandeur we behold."
But Peter McGuire's place in Labor Day history has not gone unchallenged.
Many believe that Matthew Maguire, a machinist, not Peter McGuire, founded the holiday. Recent
research seems to support the contention that Matthew Maguire, later the secretary of Local 344 of
the International Association of Machinists in Paterson, N.J., proposed the holiday in 1882 while
serving as secretary of the Central Labor Union in New York. What is clear is that the Central Labor
Union adopted a Labor Day proposal and appointed a committee to plan a demonstration and picnic.
THE FIRST LABOR DAY
The first Labor Day holiday was celebrated on Tuesday, September 5, 1882, in New York City, in
accordance with the plans of the Central Labor Union. The Central Labor Union held its second Labor
Day holiday just a year later, on September 5, 1883.
In 1884 the first Monday in September was selected as the holiday, as originally proposed, and the
Central Labor Union urged similar organizations in other cities to follow the example of New York and
celebrate a "workingmen's holiday" on that date. The idea spread with the growth of labor
organizations, and in 1885 Labor Day was celebrated in many industrial centers of the country.
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A NATIONWIDE HOLIDAY
The form that the observance and celebration of Labor Day should
take was outlined in the first proposal of the holiday — a street
parade to exhibit to the public "the strength and esprit de corps of
the trade and labor organizations" of the community, followed by a
festival for the recreation and amusement of the workers and their
families. This became the pattern for the celebrations of Labor Day.
Speeches by prominent men and women were introduced later, as
more emphasis was placed upon the economic and civic
significance of the holiday. Still later, by a resolution of the American
Federation of Labor convention of 1909, the Sunday preceding
Labor Day was adopted as Labor Sunday and dedicated to the
spiritual and educational aspects of the labor movement.
The character of the Labor Day celebration has undergone a change in recent years, especially in
large industrial centers where mass displays and huge parades have proved a problem. This change,
however, is more a shift in emphasis and medium of expression. Labor Day addresses by leading
union officials, industrialists, educators, clerics and government officials are given wide coverage in
newspapers, radio, and television.
The vital force of labor added materially to the highest standard of living and the greatest production
the world has ever known and has brought us closer to the realization of our traditional ideals of
economic and political democracy. It is appropriate, therefore, that the nation pay tribute on Labor
Day to the creator of so much of the nation's strength, freedom, and leadership — the American
worker.
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Learning Goal 6 – I will be able to
-Define strike
-Identify 3 major strikes of the late 1800s, compare each, and explain their impact
iv.
v.
vi.
Strike – strategy sometimes
1. Strategy unions sometimes try – workers refuse to work until demands met
3 Major Strikes
1. Haymarket Riot – Chicago, 1886
a. 7 police and 4 civilians killed
b. Started as a peaceful demonstration, then police arrived
c. Someone threw a bomb that wounded many police officers and killed 7.
Police fired into the crowd, killing several and wounding 100 more
d. Reported differently by various newspapers
e. Blamed on unions & anarchists, membership in Knights of Labor declined
i. Fear/distrust of immigrants
2. Homestead Strike – Pittsburgh
a. 1892, Andrew Carnegie’s Homestead steel factory
b. Union members protested plan to buy new machinery
c. Management locked out workers, (Carnegie can survive if his factory
doesn’t produce anything for a couple days, but the workers can’t go long
without working because they’ll run out of money) and hired Pinkertons
(“detectives” to come in and break up the strike) to keep workers out
d. Workers seized control of the plant, shots fired when Pinkertons tried to
get in – 16 dead & National Guard called in, union defeated
e. Union membership hurt
3. Pullman Strike – Chicago
a. May 11, 1894 stopped traffic on many railroad lines
b. Federal government ordered workers to return to their jobs
c. Federal troops sent to Chicago to stop the strike, threatened the delivery of
US Mail, leading to Federal Troops being called.
d. Union defeated
All these defeats damaged the labor movement for years and union membership
declined
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Learning Goal 6 – I will be able to
-Define strike
-Identify 3 major strikes of the late 1800s, compare each, and explain their impact
Strike
Haymarket
Homestead
Pullman
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FOR EIGHT HOURS!
THE GREAT DAY FOR LABOR
MOB VIOLENCE FEARED!
BLOOD AND THE BOMB!
ANALYZE THESE NEWSPAPER HEADLINES. WHAT CONCLUSIONS CAN YOU DRAW?
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Directions:
Haymarket Riot
1. Write down 3
facts specific to
each event in the
oval.
2. Find one thing
each has in
common with the
other two.
3. Write down the
one similarity all
three share.
Homestead Strike
Pullman Strike
46
Learning Goal 7 – I will be able to:
-Define Old Immigrants and New Immigrants
-Describe the typical trip across the Atlantic and Pacific for most immigrants
-Identify and explain the importance of Ellis Island and Angel Island
e. A New Wave of Immigration
i. Changing Patterns of Immigration
1. Old Immigrants – before 1880, mostly Protestants primarily from northern Europe
2. New Immigrants – 1880-1920s, varied religious backgrounds escaping political or
religious persecution, came from southern and eastern Europe
3. Immigrants poor, came in steerage (below deck)
4. Processed (mostly at Ellis Island in NY) through gov’t run immigration centers
5. Immigrants searched for diseases or legal problems
a. Less than 2% sent back
6. Angel Island – San Francisco
a. Immigration from China restricted, so only people whose fathers were
U.S. citizens were allowed into the country
b. Immigrants held for weeks or months
Old Immigrants
New Immigrants
Coming to
America,
European
immigrant
perspective
Coming to
America, Asian
immigrant
perspective
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48
Immigration Enriches You and Me
November 21, 2014
Nicholas Kristof
A BOOK, “The Christian Examiner,” warns that “ill-clad and destitute” immigrants are “repulsive to our habits
and our tastes.”
A former mayor of New York City cautions that they bring disease, “wretchedness and want” to America. And
Harper’s Weekly despairs that these immigrants are “steeped in ignorance” and account for a disproportionate
share of criminals. Boy, those foreigners were threatening — back in the mid-1800s when those statements
were made about Irish immigrants. Once again, the United States is split by vitriolic debates about how to
handle immigrants, following President Obama’s executive action to shield millions of undocumented
immigrants from deportation. To me, the outrage seems driven by three myths:
Immigrants threaten our way of life.
Many Americans see foreigners moving into their towns, see signs in Spanish, and fret about changes to the
traditional fabric of society. That’s an echo of the anxiety Theodore Roosevelt felt in 1918 when, referring to
German and other non-Anglo European immigrants, he declared, “Every immigrant who comes here should be
required within five years to learn English or leave the country.” That’s an echo of the “yellow peril” scares
about Chinese and Japanese immigrants.
It’s true that undocumented immigrants may lower wages in some sectors, harming low-skilled native-born
Americans who compete with them. One study suggests that a 10 percent increase in the size of a skill group
lowers the wages of blacks in that group by 2.5 percent. Yet just look around. Immigration has hugely enriched
our country. For starters, unless you are a full-blooded American Indian, we have you. Nations, like carpets,
benefit from multiple kinds of threads, and Tony Blair, the former British prime minister, was right: “It is a good
rule of thumb to ask of a country: Are people trying to get into it or out of it?”
Immigrants today are different because they’re illegals. They’re parasites.
Look, people aren’t legal or illegal, behaviors are. If an investment banker is convicted of insider trading, he
doesn’t become an illegal. So let’s refer not to “illegal immigrants” but to “undocumented immigrants.” They
have contributed $100 billion to Social Security over a decade without any intention of collecting benefits, thus
shoring up the system, according to Stephen C. Goss, the chief actuary for the Social Security Administration.
At the state and local level, households headed by unauthorized immigrants paid another $11 billion in taxes in
2010 alone. If these migrants are given work permits and brought into the system, they will contribute $45
billion over five years in payroll taxes to the United States economy, according to the Center for American
Progress.
Parasites? No, they’re assets.
Immigration reform is an unconstitutional power grab by a dictator.
Senator Ted Cruz compared Obama’s executive action to the Catiline conspirators seeking to overthrow the
Roman Republic. House Speaker John Boehner suggested that it was the action of an “emperor.” Look, I’ve
reported in many dictatorships (and been detained in some of them). And Obama is no dictator. It’s difficult for
me to judge the legality of Obama’s executive action, because I’m not an expert on legal issues like
prosecutorial discretion. But neither are critics furious at Obama. We have a broken, byzantine immigration
system — anybody who deals with it is staggered by the chaos — because politicians are too craven to reform
it. At least Obama is attempting to modernize it.
49
Yes, it’s troubling that Obama previously argued he didn’t have this authority. Yes, his executive action is on a
huge scale — but it is not entirely new. Obama’s action affects 45 percent of undocumented immigrants,
compared to the 40 percent affected by President George H.W. Bush’s in 1990. Let’s leave the legal dispute
for the experts to resolve.
I see a different hypocrisy in Obama’s action. He spoke eloquently Thursday evening about the need to treat
migrants humanely — and yet this is the “deporter in chief” who has deported more immigrants than any of his
predecessors. We as taxpayers have spent vast sums breaking up families and incarcerating honest men and
women who just want to work. By a 2011 estimate, more than 5,000 children who are United States citizens
are with foster families because their parents have been detained or deported.
We need empathy, and humility. My father, a refugee from Eastern Europe, was preparing a fraudulent
marriage to an American citizen as a route to this country when he was sponsored, making fraud unnecessary.
My wife’s grandfather bought papers from another Chinese villager to be able to come to the United States.
So remember: What most defines the 11 million undocumented immigrants in America is not illegality but
undaunted courage and ambition for a better life. What separates their families from most of ours is simply the
passage of time — and the lottery of birth.
1. Which theme is MOST reflected in this reading?
a. Immigration is a problem that needs to be addressed as soon as possible.
b. Americans have a misunderstanding of the effects of immigration.
c. President Obama lacks the constitutional authority to make the necessary changes to immigration
policy.
d. Irish immigrants have long been a problem in America
2. Which statement best describes how the author’s use of the statements made about Irish immigrants in the
mid-1800s influences the reader?
a. It causes the reader to feel animosity and anger towards the Irish.
b. It causes the reader to feel sympathy for the Irish immigrants.
c. It causes the reader to rethink some negative feelings towards modern day immigrants
d. It causes the reader to embrace all immigration
3. What is meant by the word vitriolic as used in the passage? (first full paragraph)
a. Loud and noisy
b. Passionate
c. Infrequent
d. Unnecessary
4. Based on what you read, how would Teddy Roosevelt respond to the points made by the author of this passage?
a. He would dismiss them because of his stern views on immigrants
b. He would like them because they coincide with his own opinions
c. He would agree with the author on everything except presidential power
d. He would disagree with immigrants coming to America
50
5. Which is NOT a problem posed by immigrants and mentioned in the passage?
a. Burden on taxpayers
b. Lower wages
c. Harm low skilled, native born Americans
d. Negatively affect wages of blacks
6. Which statement best explains the author’s stance on the use of the term “illegal immigrant?”
a. Use the term when appropriate because immigrants who came to the US illegally should be termed
illegal immigrants.
b. Stop using the term because people are not illegal, only their actions are
c. Continue using the term because most Americans identify with it
d. Use the term less because it lowers self-esteems
7. Which of these is a synonym for “byzantine” as used in the passage? (last paragraph on first page)
a. Roman, because the Byzantines lived when the Romans did
b. Outdated, because the Byzantine Empire disappeared years ago
c. Broken, because that term was also used
d. Working, because sometimes opposite terms are used to make a point
8. Why did the author refer to President Obama as the “deporter in chief?” (second paragraph on second page)
a. President Obama has deported the most illegal immigrants
b. President Obama wishes to deport all illegal immigrants
c. President Obama himself avoided being deported
d. President Obama coined the phrase himself
9. Which statement best summarizes how the author constructs their argument?
a. He uses only facts and statistics to support his premise
b. He uses personal narratives and stories to appeal to the reader’s feelings
c. He uses a combination of statistics and personal testimony to make his argument
d. He uses chronological order of events to construct his argument
10. Which statement best completes the incomplete summary of the article?
 Fear and anger has been misdirected at immigrants for over a century.
 Immigrants are not a threat to the American way of life.
 Immigrants should be viewed more as assets to the country than freeloaders.
 _____________________________________________________________
a.
b.
c.
d.
Immigration reform should be avoided because it is unconstitutional.
Immigration reform is not needed because immigrants bring no problems.
Immigration reform is needed to lessen the negative impact of immigrants.
Immigration reform can be done humanely and constitutionally.
---------------------------------------------------------------------------------------------------------------------------------------------------
51
To give you both sides of the issue, (the previous article was clearly sympathetic and supportive of
undocumented/illegal immigrants) here are some statistics, facts, and figures that the other side of the
argument frequently cite to make their case. (I report. YOU decide! )
2014: 11.4 undocumented immigrants
2013: over 662,000 undocumented immigrants arrested, over 64% of them from Mexico
2013: 438,421 unauthorized immigrants removed from the US, 45% of them with prior criminal records
Unaccompanied Alien Children (UAC – refers to undocumented children who came to US without parents) and
how much money the government spent on programs to help them.
Source: http://www.cnn.com/2013/11/06/us/immigration-statistics-fast-facts/
2012: 14,721 - $278 million
2013: 24,668 - $376 million
2014: 60,000 (estimated) - $911 million
52
Learning Goal 8 – I will be able to:
-List and explain three groups who typically supported immigration, two groups who opposed, and explain why.
-Identify and explain the significance of the Chinese Exclusion Act of 1882
-Define ethnic neighborhood, benevolent society, and tenement, and explain their importance
-List and explain three major problems immigrants faced
ii. Support & Opposition
1. Some supported immigration like Business leaders who wanted cheap labor,
Churches, political bosses/machines because it would give them power.
2. Many more opposed like labor unions (would take jobs from Americans) and
Nativists who feared too many immigrants were being allowed in and who would
refuse to learn American customs and the English language and would take away
from American culture
a. Chinese Exclusion Act of 1882 – banned C. immigration for 10 yrs
iii. Overall, immigrants came in large numbers
1. Took days or weeks to get to a European port
2. Rode in steerage – below ship’s deck – hot, cramped, many got seasick
iv. Adjusting to a New Life
1. Ethnic Neighborhoods –neighborhoods with others from same country
a. Common language, food, religion, culture, etc.
b. Started businesses – opened shops, banks, etc.
2. Benevolent Societies – Organizations that helped immigrants
3. Problems immigrants faced
a. Tenements – overcrowded apartment style buildings
b. Many new immigrants were farmers back home but lacked $$ to buy land
i. Worked in mines and factories in cities – low wages, long hours
ii. Others worked in sweatshops working long hours in hot, unhealthy
conditions making clothing
iii. Some worked as bakers, carpenters, or as skilled workers
c. Helped in industrial growth of Pittsburgh and the nation
If it’s true, write TRUE. If it’s false, make it true.
-1. Church leaders supported immigration b/c many immigrants were persecuted.
_____________________________________________________________________________
-2. Unions supported immigration because they needed workers. _________________________
_____________________________________________________________________________
-3. The Chinese Exclusion Act was the 1st time the US Congress forbade a group from coming.
_____________________________________________________________________________
-4. The tenements in ethnic neighborhoods caused benevolent societies to help.
_____________________________________________________________________________
-5. Nativists encouraged more immigrants to come to America. __________________________
_____________________________________________________________________________
53
Learning Goal 8 – I will be able to:
-List and explain three groups who typically supported immigration, two groups who opposed, and explain why.
-Identify and explain the significance of the Chinese Exclusion Act of 1882
-Define ethnic neighborhood, benevolent society, and tenement, and explain their importance
-List and explain three major problems immigrants faced
Groups that Supported Immigrants AND Why
Groups that Opposed Immigrants AND Why
How Immigrants Adjusted & Explain
Problems Immigrants Faced & Explain
If you were a second generation “Pittsburgher” in 1900, you would have (circle one:
supported
opposed)
immigrants during that time because ___________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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55
56
57
58
Odysseys: Immigrant offers help to recent newcomers
October 6, 2014 12:00 AM
Mila Kogos (middle) at a Penguins game with her granddaughter Anna (left) and daughter, Alona (right).
By Madeline Conway
When Lyudmila Kogos arrived in Pittsburgh on July 4, 1993, a set table was waiting for her in Squirrel
Hill. She had traveled for hours with her husband, mother, father-in-law and 14-year-old daughter, as the
family moved to Pittsburgh from Chisinau, Moldova’s capital city. Independence Day was her first day in
the United States, and “Mila,” as she’s known to friends, spent it with the neighborhood that welcomed her
and would become her home.
Victor Pelakh of Squirrel Hill, a former colleague of Mila’s late husband, Simon, had a refrigerator stocked
with the multiple-course meal that he planned to serve them upon their arrival. He greeted the family at
Pittsburgh International Airport. He arrived late, and they were exhausted after about 20 hours of travel,
Mr. Pelakh remembers. Mila’s daughter, Alona, fell asleep on his couch.
Mila, now 55, has extended a similar hand to Moldovan immigrants in the years since she moved to
Pittsburgh, a city she loves and unequivocally calls home. Born in Ukraine and having attended college in
Moscow after moving to Moldova at age 4, she has helped seven families immigrate here, going so far as to
play host to friends in her home upon their arrival.
“It was just a constant flow of people,” Alona recalled. “Quite a few families from Moldova or the former
Soviet Union lived at our house at some point.”
Mila is part of a community of Russian-speaking immigrants living in the city, many in Squirrel Hill, that
she credits for her success here.
“I had a very good experience with people all around,” Mila said. “They’re from different countries, but
[in] this country, helping each other — that ‘what it’ all about.”
Problems facing the Moldovan economy in the years after the Soviet Union’1991 collapse prompted Mila,
a trained engineer and teacher, to move to the U.S. with her family. They could have moved to New York
City, where she has relatives, but Mila wanted to raise her daughter in a smaller city, she said. Mr. Pelakh,
a U.S. resident since 1986, invited them to Pittsburgh, and although she had “no clue” what the city had to
offer, Mila did some research and ended up bringing her family here.
She’s lived in Squirrel Hill since her arrival.
59
The neighborhood is central to the story behind Mila’s identity as a Pittsburgher. When they arrived, Mila
and her extended family lived under one roof, an arrangement she said was in some ways challenging but
provided them with support as they learned English. Friends throughout the neighborhood, too, were key in
transitioning. Mila made friends in her English classes, and Mr. Pelakh introduced her family to others.
Squirrel Hill has a sizable Russian-speaking population, and Alona said her mother and family have
developed “such a great circle of friends.”
“We had so many friends, right away,” said Mila, who taught gymnastics in Moldova and had a gymnastics
school in Pittsburgh.
When she talks about her love for Pittsburgh, from its skyline and bridges to its sports teams, Mila quickly
returns to its people. She has seen Pittsburgh change physically over the past two decades, but its people
“are not changing a lot,” she said. Mr. Pelakh, a retired engineer, years ago introduced Mila’s family to the
lifestyle in Pittsburgh and taught them “basic things” such as how to pay their bills, but Mila ended up
helping him make friends later on, he said.
“She introduced me to a lot of people, after a while,” Mr. Pelakh said. “I knew through them many more
people than I knew before that.”
1 Comment
Jake Surtes23 hours ago
Why allow more people into the United States to compete for the too few jobs there are here? Doesn't
sound like they are political refugees.
1. According to the article, what was the first welcoming act Mila experienced in America?
a. A home-cooked meal
b. A warm embrace
c. A party
d. None of these
2. Based on this sentence in the reading, “Squirrel Hill has a sizable Russian-speaking population, and
Alona said her mother and family have developed ‘such a great circle of friends’” you know that
Squirrel Hill is similar to what?
a. Benevolent society b. ethnic neighborhood
c. tenement
d. business
3. Based on information from the reading, why does Mila do what she does for immigrants?
a. She believes it is the right thing to do
c. She wants a better life for her family
b. Others did the same for her
d. She is proud to live in Pittsburgh
“Mila, now 55, has extended a similar hand to Moldovan immigrants in the years since she moved to Pittsburgh,
a city she loves and unequivocally calls home. Born in Ukraine and having attended college in Moscow after
moving to Moldova at age 4, she has helped seven families immigrate here, going so far as to play host to
friends in her home upon their arrival.”
4. What would be a synonym for unequivocally?
a. Hesitantly
b. Regretfully
c. Proudly
d. Rightfully
5. The comment typed by Jake Surtes would be similar to that typed by a what?
a. Nativist
b. Social Darwinist c. Benevolent Society member
d. Politician
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Learning Goal 9 – I will be able to:
-List and explain the importance of new technological advancements that changed cities and new ways life was
more modern
f. City Life
i. By 1900, 40% of Americans lived in urban areas (dramatic shift)
1. Immigrants responsible for much of the growth
2. Chicago, Il: 30,000 residents in 1850, up to 1.7 million by 1900
a. Location along RR + job opportunities for blacks and immigrants
ii. Changing Cities
1. Cities not prepared for rapid growth; New technologies developed b/c of this
a. Skyscrapers – build buildings up and not out
i. Steel industry grew b/c of Bessemer Process, steel used to build
skyscrapers, and modern elevator invented/modified in 1850
b. Mass transit
i. Elevated trains (1860s), subways (1897), cable cars, trolleys
ii. Many moved to suburbs if wealthy enough & took transit to cities
c. New ideas – Mass culture = new entertainment options
i. Newspapers – 1896, Joseph Pulitzer added comics to his New York
World newspaper; caught on nationwide
ii. Department stores late 1800s
1. Marshall Field – First large scale department store;
restaurant inside, newspaper ads & window displays
iii. World Fairs – first ice cream cone in 1904
iv. Central Park in NY – Frederick Law Olmsted
v. Amusement Parks – Kennywood Park in 1898
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Learning Goal 9 – I will be able to:
-List and explain the importance of new technological advancements that changed cities and new ways life was
more modern
Technological
Advancements
Examples of
Modernizing
Life
62
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Kennywood History
Founded in 1898 as a small trolley park near Pittsburgh, Kennywood was begun by the Monongahela
Street Railway Company, which was controlled by Andrew Mellon. Today's Kennywood still contains
two major buildings dating from 1898 -- a carousel pavilion and a restaurant (originally the Casino).
At the turn of the century, Kennywood was engaged in a fierce battle for survival with about a dozen
other trolley parks and amusement resorts in Western Pennsylvania. The Pittsburgh Street Railway
Company wanted to get out of the amusement park business in 1902 so it subleased the park to first
a Boston Company and later to a group from Aspinwall. In 1906, Pittsburgh Railway Company
assigned its lease to A.S. McSwigan and Frederick W. Henninger.
Many changes occurred between 1900 and 1930. In the early 1910's, Kennywood built two large
roller coasters: The Racer and the Speed-O-Plane. Important rides added in the 1920's were three
coasters: Jack Rabbit (Designed by Miller and Baker in 1920), Pippin (designed by John Miller in
1924 and today known as the Thunderbolt), and Racer in 1927 replacing the old Racer built in 1910.
The park added a huge swimming pool in 1925.
The Great Depression from 1930 to 1935 was especially hard on the park. Dancing helped keep the
park in business during this period as great dance bands played in the park from 1930 to 1950.
Kennywood prospered in the second half of the 1930's as new rides including Noah's Ark (1936) were
added. During the Second World War period, the park couldn't add new rides, but it did buy a used
ferris wheel and a miniature train. It still operates the latter.
In the 1950's school picnics grew by leaps and bounds. The park added many new rides to
Kiddieland. Some popular rides in this period included the Hurricane, the Looper, the Rotor (the first
ride imported from Europe), the Wild Mouse and the Octopus. With the 1960's and 1970's came
competition from "Disneyland" and other theme parks. Kennywood decided to spend the money
necessary to remain competitive. The Turnpike was built in 1966 followed in 1968 by the Thunderbolt,
which was redesigned from the Pippin by resident coaster whiz, Andy Vettel. With the Thunderbolt
came the designation "The Roller Coaster Capital of the World." The Dance Pavilion, a dark ride
since the 1950's, burned in 1975.
In the 1980'sand 1990's Kennywood had to keep up with changes in the amusement industry. They
added the Raging Rapids in 1985. The park was designated a national historic landmark in 1987.
One of the most popular additions to the park was a new steel-looping coaster the Steel Phantom in
1991. The Steel Phantom's top speed was 80 MPH, its longest drop was 225 feet and it featured 4
loops. The park continued to grow with its largest expansion ever in 1995 Lost Kennywood. This
replica of the Luna Parks from the turn of the century houses some of the parks most popular rides
today. Some rides you can find in this section include the Exterminator, the Pittfall, the Pittsburgh
Plunge and the Whip.
As Kennywood moves through the 21st century it continues to keep a balance of change and
preservation of tradition which has always been important to its success. Kennywood remains one of
"America's Finest Traditional Amusement Parks.
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Learning Goal 10 – I will be able to:
-Define Progressives & muckrakers and explain why they were important
-Identify Jacob Riis and Upton Sinclair and explain the contributions of each
-Compare and contrast “How the Other Half Lives” and “The Jungle.”
i.
ii.
iii.
Progressives = reformers who tried to fix problems in American society, primarily
cities
Muckrakers – Progressive journalists who wrote about problems in society
1. “Dug up dirt” – “raked muck” – exposed problems in society
d. Jacob Riis – How the Other Half Lives – photoessay of conditions in NYC
e. Upton Sinclair – The Jungle – led to passage of the Pure Food & Drug Act
of 1906 under president Teddy Roosevelt
2. Major goal to help urban poor – codes, parks, sanitation, death rates down
3. Problems exposed
f. Shortages of affordable housing, people living in cramped tenements
g. Sanitation problems b/c no trash collection, no laws governing food safety
h. No laws requiring landlords to fix buildings or maintain safety standards
i. Few/no windows, scarce running water, indoor plumbing, clean water
j. Diseases & bacteria – 1870, Chicago babies=50/50 chance of living to 2.
k. Air pollution – Pittsburgh: turned on lights during the day
4. Eventually, new sewage and water systems improved sanitation
Improving City Life
1. 1901 New York State Tenement House Act became model for all states
2. Settlement houses – Neighborhood centers offered education, recreation, etc.
l. 1889, Jane Addams & Ellen Gates Starr opened Hull House, most famous
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Progressives
Muckrakers
Jacob Riis
Upton Sinclair
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67
The Jungle – Upton Sinclair
Cut up by the two-thousand-revolutions- a-minute flyers, and mixed with half a ton of other
meat, no odor that ever was in a ham could make any difference. There was never the least
attention paid to what was cut up for sausage; there would come all the way back from Europe
old sausage that had been rejected, and that was moldy and white--it would be dosed with borax
and glycerine, and dumped into the hoppers, and made over again for home consumption. There
would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had
tramped and spit uncounted billions of consumption germs. There would be meat stored in great
piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would
race about on it. It was too dark in these storage places to see well, but a man could run his hand
over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were
nuisances, and the packers would put poisoned bread out for them; they would die, and then
rats, bread, and meat would go into the hoppers together. This is no fairy story and no joke; the
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. Some of it they
would make into "smoked" sausage--but as the smoking took time, and was therefore
expensive, they would call upon their chemistry department, and preserve it with borax and
color it with gelatine to make it brown. All of their sausage came out of the same bowl, but
when they came to wrap it they would stamp some of it "special," and for this they would
charge two cents more a pound.
So what problems do you see? What foreign “substances” went into the sausage?
______________________________________________________
______________________________________________________
______________________________________________________
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Learning Goal 11 – I will be able to:
-Cite and explain the importance of examples of political corruption during the Gilded Age (Spoils System,
political machines, political bosses, Tammany Hall)
-Identify seven voting problems during the Progressive Era and six solutions proposed to fix them (16th
Amendment, 17th Amendment, Direct Primary, Initiative, Referendum, Recall, Wisconsin Plan)
-Summarize why these reforms were put in place
g. Problems and Solutions
i. Political
1. Late 1800s, politics dominated by political machines – organizations that used
different strategies to get candidates in office
a. Stuffed ballot boxes, paid voters, bribes, etc.
b. Political bosses = leaders of political machines
c. Spoils System – giving government jobs based on loyalty, get unqualified
people filling jobs
i. Begun by Thomas Jefferson, made famous by Andrew Jackson
who fired federal employees after he was elected in replaced them
with men loyal to him, but who lacked experience or qualification
ii. Pendleton Civil Service Act of 1883 tried to award jobs based on
merit; candidates for government jobs had to pass a test
2. Tammany Hall – New York City political machine, 12,000 gov’t jobs to
supporters
ii. Voting Problems and solutions
1. Government is providing more to the citizens and has to find ways to raise
revenue to pay for it
a. Solution – 16th Amendment
2. State governments chose US Senators – led to bribery and favoritism
a. Solution – 17th Amendment
i. Gives people the power to vote for their own Senators
3. State governments and political machines selected candidates for office – led to
more bribery, corruption, and unqualified candidates
a. Solution – Direct Primary
i. Voters choose their candidates for public office
4. State governments not listening to wishes and needs of their constituents
a. Solution – Initiative
i. Voters can propose new laws by getting signatures on petitions
5. State governments passing unfair/unpopular new laws or taxes
a. Solution – Referendum
i. Voters can approve or reject some laws/taxes passed by gov’t
6. Some politicians proving to be unpopular and/or incompetent
a. Solution – Recall
i. Special election before the end of a politician’s term in office
7. Some politicians making promises and the voters not able to tell if they were
being kept/broken
a. Solution – Wisconsin Plan
i. Proposed by Robert LaFollette, makes a politician’s voting record
public info so people can see how their representatives are voting
iii. Big Idea – When people have more information and more say in the political process,
they have more power.
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Problem
Solution
Spoils
System
Pendleton
Civil
Service Act
Gov’t
providing
more and
needs $$
16th
Amendment
State gov’ts
choosing
Senators,
bribery!
17th
Amendment
State gov’ts
and pol
machines
choosing
candidates,
more bribery
Direct
Primary
State gov’ts
not listening
to
needs/wishes
of the people
Initiative
State gov’ts
passing
unfair new
laws
Referendum
State
politicians
unpopular,
corrupt, or
inept
Recall
Politicians
making
promises.
Keeping
them?
Wisconsin
Plan
Definition/Description
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1.
2.
3.
4.
5.
6.
7.
8.
Initiative
Referendum
Recall
16th Amendment
Spoils System
17th Amendment
Direct Primary
Wisconsin Plan
A. People elect senators instead of state governments doing it
B. giving government jobs based on loyalty; fixed with Pendleton
C. Established income tax; government has a right to a portion of your money
D. People can initiate new laws or taxes
E. People can vote on a proposed new law or tax
F. People choose their candidates instead of state governments choosing them
G. People can vote out of office a poor or corrupt official before their term is up
H. Makes a politicians’ voting record public information
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These are screenshots from the website http://www.ontheissues.org and show how Keith Rothfus (your rep in
the House of Representatives), Bob Casey (one of your senators in the US Senate) and Pat Toomey (your other
Senator) voted on the issue of abortion.
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From what you learned today, summarize in 4-5 sentences how this website is possible by explaining the history
of this reform. What problems existed, what was done about them, and how does that relate to life today?
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Learning Goal 12 – I will be able to:
-Cite examples of problems workers faced during the Progressive Era (children’s employment, long hours, low
wages, injuries on the job, company towns, scrip)
-Explain the solutions that were attempted
-Summarize the response of the US Supreme Court to worker’s rights laws and how it affected union
membership
h. Reforming the Workplace
i. Improving Conditions for Children
1. 1.75 million kids under 15 worked in factories, mines, mills, etc. in 1900
a. Boys – sold newspapers, shined shoes, Girls – cooked or cleaned, worked
at home w/ mothers
2. 1916-1919, Congress worked to pass child labor laws
a. Ruled unconstitutional b/c Supreme Court said it’s not the government’s
job to regulate wages
b. If the wage at the factory is too low, you have the right to go to a different
factory and try to work there – Problem = ALL factories paid low wages!
ii. Improving the workplace
1. Workers paid low wages to work in dangerous factories and mines for long hours
a. Some parents needed kids to work and lied about the ages of their children
2. 1912, Massachusetts passed first minimum wage law
3. Company towns
a. Some employers made their workers live in houses owned by the
employer, and made them shop in stores the employer owned as well
b. Paid in scrip
i. Fake money only good in the company town
ii. Not completely outlawed until the 1950s, though unpopular and
began disappear before
iii. Safety and Working Conditions
1. 1900 – 35,000 people died in workplace accidents
2. 1911, Triangle Shirtwaist Company – New York City
3. 146 people died b/c factory owners locked exits
4. Worker’s Compensation – guaranteed portion of lost wages to workers
5. Laws passed limiting workday to 10 hours
a. Supreme Court ruled against laws limiting workdays to 10 hours
i. Ruled government does not have the right to limit the working
contract into which people and employers enter
6. Unions and membership increased – if laws wouldn’t help, unions would!
7. Not perfect and didn’t solve all problems, but first time government passed laws
to help workers
-1. Which was NOT a problem workers faced?
a. Long hours
b. dangerous conditions
c. paid in “fake” money
-2. Why was the 1902 Coal Miner’s strike so important?
a. Ended cooperation between unions and managers
c. First strike in US history
-3. True
membership.
False
d. all of these were problems
b. 1st time gov’t intervened to help workers
d. Last time Pinkertons were used
The Supreme Court’s ruling against laws to help workers increased union
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Learning Goal 12 – I will be able to:
-Cite examples of problems workers faced during the Progressive Era (children’s employment, long hours, low
wages, injuries on the job, company towns, scrip)
-Explain the solutions that were attempted
-Summarize the response of the US Supreme Court to worker’s rights laws and how it affected union
membership
Problems
Solutions
US Supreme Court __________________________________________________________________________
__________________________________________________________________________________________
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Learning Goal 13 – I will be able to:
-Summarize why women and minorities were working so hard to bring changes
-Define temperance and explain why women fought so hard for it
-Summarize the 18th Amendment and explain why it was important
-Define suffrage and summarize how women finally won the right to vote
-Identify and explain the importance of Booker T. Washington, Ida B. Wells, and W.E.B. DuBois
-Explain the importance of the NAACP
i. Women & Minorities
i. During the Progressive movement, women and minorities saw ways to get involved in
bringing about changes to help make life more fair. They were taking advantage of new
educational opportunities and working hard to prove that they should be treated equally
ii. Women Fight for Temperance and Voting Rights
1. More educational opportunities for women
a. Temperance movement – sought to make alcohol illegal b/c they blamed it
for many problems in society
i. Woman’s Christian Temperance Union – closed 1,000 saloons
ii. 1919 18th Amendment – banned the production, sale, and
transportation of alcohol
2. Suffrage = right to vote
a. Many fought against women voting
b. 1848, Seneca Convention – First Women’s Rights Convention
i. Declaration of Sentiments
c. 1855, National Women’s Rights Convention
d. 1890, National American Woman Suffrage Association
i. Founded by Elizabeth Cady Stanton and Susan B. Anthony to
promote women’s suffrage, or voting rights
e. Alice Paul and other reformers jailed for demonstrations and protests
f. 1919, 19th Amendment protected American women’s right to vote
iii. African Americans Challenge Discrimination
1. Booker T. Washington
a. Born into slavery, encouraged African Americans to improve educational
and economic well-being to end discrimination
2. Ida B. Wells
a. Wrote articles about unequal education available to African American
children and the lynching of blacks in the south
i. Over 3,000 lynchings between 1885-1915
3. W.E.B. DuBois
a. Believed African Americans should protest unjust treatment and demand
equal rights; one founder of the NAACP
i. National Association for the Advancement of Colored People
1. Largest Civil Rights organization today
iv. The Progressive Movement’s Legacy
1. Made many long lasting changes to American society
2. Raised constitutional questions about just how much power the government has or
should have. How much power should they have over American businesses? If
the government is too involved, businesses will suffer, and if businesses suffer,
people lose their jobs. But if government is not involved at all, businesses can
take advantage of workers.
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Learning Goal 13 – I will be able to:
-Summarize why women and minorities were working so hard to bring changes
-Define temperance and explain why women fought so hard for it
-Summarize the 18th Amendment and explain why it was important
-Define suffrage and summarize how women finally won the right to vote
-Identify and explain the importance of Booker T. Washington, Ida B. Wells, and W.E.B. DuBois
-Explain the importance of the NAACP
PROBLEMS WOMEN FACED
PROBLEMS MINORITIES FACED
FEMALE LEADERS & SOLUTIONS
MINORITY LEADERS & SOLUTIONS
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W.E.B. Du Bois
W.E.B. DuBois was a spokesman for the Negro's rights at a time when few were listening: he
was highly intelligent, but toward the end of his career, he became embittered, a Communist,
and finally left the United States and took refuge in Ghana. There shortly before his death,
Ralph McGill sought him out for this talk.
by Ralph McGill, 1965 (DuBois interview conducted in 1963)
"I never thought Washington was a bad man," DuBois said. "I believed him to be sincere,
though wrong. He and I came from different backgrounds. I was born free. Washington was
born slave. He felt the lash of an overseer across his back. I was born in Massachusetts, he on a
slave plantation in the South. My great-grandfather fought with the Colonial Army in New
England in the American Revolution." (This earned the grandfather his freedom.) "I had a
happy childhood and acceptance in the community. Washington's childhood was hard. I had
many more advantages: Fisk University, Harvard, graduate years in Europe. Washington had
little formal schooling. I admired much about him. Washington," he said, a smile softening the
severe, gaunt lines of his face, "died in 1915. A lot of people think I died at the same time."
"Could you pinpoint the beginning of the controversy and break between him and you?"
"The controversy," he said, "developed more between our followers than between us. It is my
opinion that Washington died a sad and disillusioned man who felt he had been betrayed by
white America. I don't know that, but I believe it. In the early years I did not dissent entirely
from Washington's program. I was sure that out of his own background he saw the Negro's
problem from its lowest economic level. He never really repudiated the higher ends of justice
which were then denied.
"As Washington began to attain stature as leader of his new, small, and struggling school at
Tuskegee," DuBois continued, "he gave total emphasis to economic progress through industrial
and vocational education. He believed that if the Negro could be taught skills and find jobs, and
if others could become small landowners, a yeoman class would develop that would, in time, be
recognized as worthy of what already was their civil rights, and that they would then be fully
accepted as citizens. So he appealed to moderation, and he publicly postponed attainment of
political rights and accepted the system of segregation.
"I know Washington believed in what Frederick Douglass had crusaded for from emancipation
until his death in 1895. But he made a compromise.
"We talked about it. I went with him to see some of the Eastern philanthropists who were
helping him with his school. Washington would promise them happy and contented labor for
their new enterprises. He reminded them there would be no strikers. I remember once I went
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with him to call on Andrew Carnegie -- with whom he had a warm and financially rewarding
relationship. On the way there Washington said to me:
"'Have you read Mr. Carnegie's book?'"
"'No,' I replied, 'I haven't.'
"'You ought to,' he said; 'Mr. Carnegie likes it.'"
DuBois chuckled softly. "When we got to Mr. Carnegie's office," he said, "he left me to wait
downstairs. I never knew whether Mr. Carnegie had expressed an opinion about me or whether
Washington didn't trust me to be meek. It probably was the latter. I never read the book."
Washington came to national prominence by way of the Atlanta Exposition speech in 1895. It is
possible that his decision toward acceptance of the political status quo was influenced by the
frustrations and failures of Frederick Douglass. Douglass had been a crusading abolitionist, and
he carried his fervor into the years from 1865 until his death, demanding full and equal
citizenship. Washington had watched the party of Lincoln cast off the Negro in the historic
compromise with Southern leaders that enabled Rutherford B. Hayes to be elected in 1876. The
price of this steal of a national election was a removal of occupying federal troops and an end to
the radical reconstruction that had been imposed after Lincoln's assassination. This deal had left
the future of the newly freed, largely uneducated Negro to "states rights" decisions. By 1895 the
several Southern states had about completed total disfranchisement of the Negro by way of
constitutional amendments and legislative statutes. Washington's decision may have lacked a
certain idealism, but it was born out of present reality. He may have died feeling a certain
betrayal; he nonetheless had made a substantial contribution to preparing many thousands of
Negroes for participation in the drive for long-denied rights that began after his death. It came
to fruition in the late 1940s and culminated in the 1954 school decision and others that quickly
grew out of it. There was a greatness about Washington.
1. In the reading is one, best sentence that summarizes/explains the difference of
opinion between Booker T. Washington and W.E.B. DuBois. Find it and
underline in pencil. Once confirmed with me, each of you will highlight it in
your study guide.
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Source: Official Website of the State of Tennessee
http://www.tn.gov/tsla/exhibits/blackhistory/pdfs/Voter%20Test%20LA.pdf
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Learning Goal 14 – I will be able to:
-Analyze how Teddy Roosevelt “bridged the gap” between business and labor.
-List the actions Roosevelt took against business.
-Analyze how Wilson regulated Big Business.
-Compare the administrations of Roosevelt, Taft, & Wilson in regards to their reforms
j. The Progressive Presidents
i. Teddy Roosevelt (Republican) “Bridges the Gap”
1. Theodore Roosevelt’s Square Deal – very hands on!
a. Interests of businesspeople, workers, consumers need to be balanced
ii. Actions against business
1. 1902 Coal Miner’s Strike
a. Strike might leave country without heating fuel for the winter
b. Threatened to take over mines unless managers and strikers agreed to
arbitration – both sides present argument, 3rd party helps decide
c. First time the federal government intervened to help workers
i. Didn’t just side with company, took interests of business (need to
make a profit), labor (need to make a livable wage), and the public
(need heating fuel for winter) into consideration
st
2. 1 president to use 1890 Sherman Anti-Trust Act to break a monopoly
3. Conservation – national parks; factories should be able to make money, but needs
of people and environment should be balanced as well
a. Business can’t pollute the environment in name of profit
4. 1906 Pure Food & Drug Act – after Sinclair’s The Jungle
a. Business must take public health into account
iii. William Howard Taft
1. Republican, TR’s Secretary of War, handpicked by Roosevelt to run
2. Preferred more “hands off government”
a. Thought Roosevelt went too far
b. Angered many Progressives who thought ground was being lost in
Progressive movement
c. Supported Payne-Aldrich Tariff which raised prices for consumers
d. Filed twice as many anti-trust lawsuits as TR’s administration did, but
Progressives thought more should have been done
e. Angered TR so much he formed a new political party and ran for president
in 1912
iv. Woodrow Wilson
1. Democrat, winner of 1912 election, hands on!
a. Wilson (D) 41.8%, Roosevelt (Bull Moose or Progressive Party) 27.4%,
Taft (R) 23.2%
i. Best showing by 3rd party in election history
ii. If Roosevelt’s votes go to Taft, Taft wins reelection
2. Underwood Tariff of 1913 lowered tariffs and helped lower prices
3. 16th Amendment – 1st national income tax
4. Federal Reserve Act of 1913 – regulate national banking industry
5. Clayton Anti-Trust Act of 1914 – strengthened the Sherman Anti-Trust Act and
made it easier to recognize and break up monopolies
6. Federal Trade Commission, formed in 1914, made it easier to regulate business
and go after those who engaged in unfair business practices
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Learning Goal 14 – I will be able to:
-Analyze how Teddy Roosevelt “bridged the gap” between business and labor.
-List the actions Roosevelt took against business.
-Analyze how Wilson regulated Big Business.
-Compare the administrations of Roosevelt, Taft, & Wilson in regards to their reforms
Teddy Roosevelt
William Howard Taft
Woodrow Wilson
Learning Activity – Compare them!
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The Coal Strike of 1902 – Turning Point in U.S. Policy
By Jonathan Grossman
On Friday, October 3, 1902, President Theodore Roosevelt called a precedent-shattering meeting at
the temporary White House at 22 Lafayette Place, Washington, D.C. A great strike in the anthracite
coal fields of Pennsylvania threatened a coal famine. The President feared "untold misery . . . with
the certainty of riots which might develop into social war." Although he had no legal right to
intervene, he sent telegrams to both sides summoning them to Washington to discuss the problem.
Roosevelt, who had been injured a month earlier when his carriage was hit by a trolley car, sat in his
wheelchair pleading with representatives of management and labor. "With all the earnestness there is
in me . ..," the President urged, "I ask that there be an immediate resumption of operations in the
coal mines in some such way as will . . . meet the crying needs of the people." He appealed to the
patriotism of the contestants to make "individual sacrifices for the general good."
This meeting marked the turn of the U.S. Government from strikebreaker to peacemaker in industrial
disputes. In the 19th century, presidents, if they acted at all, tended to side with employers. Andrew
Jackson became a strikebreaker in 1834 when he sent troops to the construction sites of the
Chesapeake and Ohio Canal. War Department employees operated the Philadelphia and Reading
Railroad during the Civil War. In the violent rail strikes of 1877, Rutherford B. Hayes sent troops to
prevent obstruction of the mails. Grover Cleveland used soldiers to break the Pullman strike of 1894.
The groundwork for the 1900 anthracite coal strike was laid by the unexpected results of strikes in
the bituminous or soft coalfields in 1897. A depression in 1893 forced down wages and, according to
a Pennsylvania legislative committee, many miners lived "like sheep in shambles." A spontaneous
uprising had forced many mine owners to sign a contract with the United Mine Workers. Both sides
struck a bonanza as operators raised both wages and prices. Coal companies prospered, and union
membership soared from 10,000 to 115,000.
John Mitchell, who at the age of 28 became president of the United Mine Workers in 1898, hoped to
achieve the same kind of success in the anthracite or hard coalfields of Pennsylvania. Anthracite coal
at the turn of the century was an unusual business. Unlike soft coal, anthracite was a natural
monopoly heavily concentrated in a few hundred square miles in five counties in Pennsylvania.
Anthracite coal, because it burned cleaner than soft coal, had become the main heating fuel in many
Eastern cities. Rivalry for control of the industry led to over expansion, violent business fluctuations,
and eventually control by a few large independent mine owners, coal railroads, and bankers.
For miners the work was hard, intermittent, and hazardous. To keep wages low, operators flooded
the coalfields with immigrants from Eastern and Southern Europe. The men were of 14 different
nationalities, spoke different languages, and had different customs. Of 150,000 workers, only 8,000
belonged to the United Mine Workers. But Mitchell hoped that the anthracite industry would
negotiate with the union in order to reduce competition.
Mitchell underestimated the opposition of the mine operators, and the operators underestimated the
militancy of their workers. In August 1900, the union drew up demands and asked for a conference.
The operators refused to deal with the union. Mitchell offered to have the dispute arbitrated. The
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operators rejected the offer. Mitchell reluctantly called a strike on September 17, 1900. He was
apprehensive about the miners' response. But "poetic justice has been meted out," he exultantly
recalled. The non-English speaking miners, introduced to break labor organizations, had become
staunch supporters of the United Mine Workers.
The White House was caught off guard by this major strike on the eve of a Presidential campaign.
President William McKinley was running for reelection against William Jennings Bryan under the
slogan of "Four Years More of the Full Dinner Pail." Some newspapers charged that the strike was
fostered by "conspirators working in the interests of Bryan." Mitchell repeatedly denied that politics
motivated the strike, but he admitted that the forthcoming election "proved of incalculable assistance
to the mineworkers."
Under political pressure, coal operators posted a pay increase and agreed to a grievance procedure
but refused to recognize the union. John Mitchell, though boasting that the workers were victorious,
accepted half a loaf as better than none and dropped the fight for union recognition. He called off the
6-week strike on October 29, a week before the Presidential election of 1900. McKinley won by a
wide margin. Although its motives may have been partisan, the Administration was setting the stage
for a new role for the Federal Government as a peacemaker rather than a strikebreaker in industrial
conflicts.
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1. What is meant by “precedent-shattering?” (first paragraph)
a. An event that sets an example for the future
b. An event whose outcome turns out differently than all previous, similar ones
c. An event that is extremely distressing
d. An event that breaks something of value
2. Why did the author use the word “famine” to describe the coal situation when famine refers to something that
is grown and coal is extracted from the ground?
a. To give the reader a better understanding and a visual of a short supply of coal
b. To make the reader guess as to how coal is extracted from the ground
c. To cause the reader to make a connection between coal miners and farmers
d. To show that farmers and coal miners suffer similar problems
3. What impact does the president’s statement, “untold misery . . . with the certainty of riots which might develop
into social war” have on the reader and on those living in the country at the time?
a. It encourages people to get involved
b. It uses fear as a motivational strategy
c. It uses honesty to make a point
d. It tries to scare people into solving a problem
4. Which of these statements best summarizes the meaning of appealed to as used in the passage (second
paragraph)
a. Sought a second opinion
c. Targeted
b. Tried to overrule
d. Helped
5. Which best summarizes the meaning of the line “This meeting marked the turn of the U.S. Government from
strikebreaker to peacemaker in industrial disputes?”
a. That the 1902 Coal Strike was like every other labor dispute, just in a different industry than usual
b. That the government now would try to find solutions that benefited both sides instead of automatically
siding with businesses all the time like in the past
c. That the government would refuse to get involved in labor disputes instead of helping businesses
d. That the government would go back to supporting workers instead of businesses
6. According to the passage, which was NOT an example of government acting against business in labor disputes?
a. Construction of the Ohio Canal
b. Homestead Steel strike
c. Reading Railroad
d. Rail strikes of 1977
7. According to the article, which best summarizes the differences between anthracite coal and soft coal?
a. Soft coal is extracted in Pennsylvania
b. Soft coal burns longer than anthracite coal
c. Anthracite coal burns longer than soft coal
d. Anthracite coal burns cleaner than soft coal
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8. What impact did the coal strikes of 1897 have on the industry?
a. Increase in wages for workers
b. Higher prices for operators
c. Increase in union membership numbers
d. All of these
9. Which best explains the use of the word arbitrated as used in the article (last paragraph on first page)
a. Divided and Conquered
b. Heard and Settled
c. Debated and discussed
d. Set up for failure
10. Which of these best explains the meaning of “poetic justice” as read in the first paragraph on the second page?
a. A deserved, negative outcome
b. An underserved, negative outcome
c. A deserved, positive outcome
d. An undeserved, positive outcome
11. According to the article, what was the outcome of the 1902 Coal Strike?
a. An increase in pay
b. Union recognition
c. Monthly meetings
d. Another strike
12. Which statement best explains how the author constructs their argument?
a. Telling of events in chronological order
b. Using statistics and facts
c. Personal story and narrative
d. Warning of what might happen
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Unit 1 – Need to Know
1 Bessemer Process
2 Effects of inexpensive steel
3 Second Industrial Revolution
4 Edwin Drake & Oil
5 Thomas Edison & George
Westinghouse
6 Alexander Graham Bell &
Telegraph/Telephone
7 Alexander Graham Bell
8 Henry Ford & Model T
9 Wright Brothers & Airplane
10 Big Business
11 Corporation
12 Stock, Dividend, and
Advantages to owning stock
13 Investment
14 401k
15 Mutual Fund
16 Andrew Carnegie
17 Vertical integration
18 John Rockefeller
19 Horizontal Integration
20 Trust
21 Arguments for and against
Big Business
22 Social Darwinism
23 Philanthropy
24 Monopoly
25 Sherman Anti-Trust Act
26 Frederick Taylor & Principles
of Scientific Management
27 Union
28 Knights of Labor & Terence
Powderly
29 American Federation of
Labor & Samuel Gompers
30 Haymarket Riot
31 Homestead Strike
32 Pinkertons
33 Pullman Strike
34 Old Immigrants
35 New Immigrants
36 Ellis Island
37 Angel Island
1. How did the Bessemer Process impact steel production?
2. How did the Bessemer Process affect the skyline of New York City?
98
38 Who welcomed immigrants
and why
39 Who opposed immigrants and
why
40 Chinese Exclusion Act
41 Ethnic Neighborhoods
42 Benevolent Societies
43 Tenements
44 Skyscrapers
45 Joseph Pulitzer
46 Jacob Riis
47 Problems in Cities
48 1901 New York State
Tenement House Act
49 Jane Addams & Hull House
50 Political Machines
51 Spoils System
52 Pendleton Civil Service Act
53 Progressives
54 Muckrakers
55 Upton Sinclair
56 17th Amendment
57 Direct Primary
58 Initiative
59 Referendum
60 Recall
61 Robert LaFollette &
Wisconsin Idea
62 18th Amendment
63 NAWSA, Elizabeth Cady
Stanton, Susan B. Anthony
64 19th Amendment
65 Booker T. Washington
66 WEB DuBois & NAACP
67 Teddy Roosevelt
68 Square Deal
69 1902 Coal Miner’s Strike
70 Pure Food & Drug Act
71 16th Amendment
72 William Howard Taft
73 Payne Aldrich Tariff
74 1912 Election
75 Woodrow Wilson
76 Underwood Tariff
77 Federal Reserve Act of 1913
78 Clayton Anti-Trust Act
79 Federal Trade Commission
99
Learning Goal 1: I will be able to:
-Define Second Industrial Revolution
-Define Bessemer Process and list 5
reasons why the Bessemer Process was
so important.
-List six new inventions or innovations
that came about during the Second
Industrial Revolution
-Identify and explain the importance of
Henry Bessemer, Edwin Drake, Thomas
Edison, George Westinghouse,
Alexander Graham Bell, Henry Ford and
the Wright Brothers
-List some modern day inventions that
changed the world similar to those during
the 2nd Industrial Revolution
Learning Goal 2 – I will be able to:
-Define corporation, stock, bond, mutual
fund, dividend, investment, and 401k
-Summarize and explain how the above
terms work and how they are relevant
today and to me personally.
Learning Goal 3 – I will be able to:
-Identify Andrew Carnegie, his big
business, and explain why he was
important to the Second IR
-Identify John Rockefeller, his big
business, and explain why he was
important to the Second IR.
-Define vertical and horizontal
integration and explain why each was
used
-Define trust and explain the impact of
decreased competition
Learning Goal 4 – I will be able to
-Define Social Darwinism, Philanthropy,
Monopoly, and Sherman Antitrust Act
-List and explain the two reasons some
supported Big Business and their
practices
-List and explain two reasons some
opposed Big Business and their practices
Learning Goal 5 – I will be able to:
-Identify Frederick Taylor and explain
the impact his book had on working
conditions
-Define union and explain how they
came about
-Identify Knights of Labor, American
Federation of Labor, and their
importance
-Identify Terence Powderly and Samuel
Gompers and explain their importance
100
Learning Goal 6 – I will be able to
-Define strike
-Identify 3 major strikes of the late
1800s, compare each, and explain their
impact
Learning Goal 7 – I will be able to:
-Define Old Immigrants and New
Immigrants
-Describe the typical trip across the
Atlantic and Pacific for most immigrants
-Identify and explain the importance of
Ellis Island and Angel Island
Learning Goal 8 – I will be able to:
-List and explain three groups who
typically supported immigration, two
groups who opposed, and explain why.
-Identify and explain the significance of
the Chinese Exclusion Act of 1882
-Define ethnic neighborhood, benevolent
society, and tenement, and explain their
importance
-List and explain three major problems
immigrants faced
Learning Goal 9 – I will be able to:
-List and explain the importance of new
technological advancements that changed
cities and new ways life was more
modern
Learning Goal 10 – I will be able to:
-Define Progressives & muckrakers and
explain why they were important
-Identify Jacob Riis and Upton Sinclair
and explain the contributions of each
-Compare and contrast “How the Other
Half Lives” and “The Jungle.”
Learning Goal 11 – I will be able to:
-Cite and explain the importance of
examples of political corruption during
the Gilded Age (Spoils System, political
machines, political bosses, Tammany
Hall)
-Identify seven voting problems during
the Progressive Era and six solutions
proposed to fix them (16th Amendment,
17th Amendment, Direct Primary,
Initiative, Referendum, Recall,
Wisconsin Plan)
-Summarize why these reforms were put
in place
101
Learning Goal 12 – I will be able to:
-Cite examples of problems workers
faced during the Progressive Era
(children’s employment, long hours, low
wages, injuries on the job, company
towns, scrip)
-Explain the solutions that were
attempted
-Summarize the response of the US
Supreme Court to worker’s rights laws
and how it affected union membership
Learning Goal 13 – I will be able to:
-Summarize why women and minorities
were working so hard to bring changes
-Define temperance and explain why
women fought so hard for it
-Summarize the 18th Amendment and
explain why it was important
-Define suffrage and summarize how
women finally won the right to vote
-Identify and explain the importance of
Booker T. Washington, Ida B. Wells, and
W.E.B. DuBois
-Explain the importance of the NAACP
Learning Goal 14 – I will be able to:
-Analyze how Teddy Roosevelt “bridged
the gap” between business and labor.
-List the actions Roosevelt took against
business.
-Analyze how Wilson regulated Big
Business.
-Compare the administrations of
Roosevelt, Taft, & Wilson in regards to
their reforms
102
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