Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8a SUMMARY Demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union. Essential Understandings How the nation grew and changed from the end of Reconstruction through the early twentieth century, in terms of territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union. Essential Knowledge Westward movement Following the Civil War, the westward movement of settlers intensified into the vast region between the Mississippi River and the Pacific Ocean. The years immediately before and after the Civil War were the era of the American cowboy, marked by long cattle drives for hundreds of miles over unfenced open land in the West, the only way to get cattle to market. Many Americans had to rebuild their lives after the Civil War. They responded to the incentive of free public land and moved west to take advantage of the Homestead Act of 1862, which gave free public land in the western territories to settlers who would live on and farm the land. Southerners and African Americans, in particular, moved west to seek new opportunities after the Civil War. New technologies (for example, railroads and the mechanical reaper), opened new lands in the West for settlement and made farming profitable by increasing the efficiency of production and linking resources and made markets more prosperous. By the turn of the century, the Great Plains and Rocky Mountain region of the American West was no longer a mostly unsettled frontier, but was fast becoming a region of farms, ranches, and towns. The forcible removal of the American Indians from their lands would continue throughout the remainder of the 19 th century as settlers continued to move west following the Civil War. Immigrants flock to America Prior to 1871, most immigrants to America came from northern and western Europe (Germany, Great Britain, Ireland, Norway, and Sweden). During the halfcentury from 1871 until 1921, most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia, and present-day Hungary and Yugoslavia), as well as Asia (China and Japan). Like earlier immigrants, these immigrants came to America seeking freedom and Standard VUS.8 -1- Virginia Standards of Learning Workbook – Virginia and United States History better lives for their families. Immigrants made valuable contributions to the dramatic industrial growth of America during this period. Chinese workers helped to build the Transcontinental Railroad. Immigrants worked in textile and steel mills in the Northeast, the clothing industry in New York City, and Slavs, Italians, and Poles worked in the coal mines of the East. They often worked for very low pay and in dangerous working conditions to help build the nation’s industrial strength. During this period, immigrants from Europe entered America through Ellis Island in New York harbor. Their first view of America was often the Statue of Liberty, standing nearby, as their ships arrived following the voyage across the Atlantic. Immigrants began the process of assimilation into what was termed the American “melting pot.” While often settling in ethnic neighborhoods in the growing cities, they and their children worked hard to learn English, adopt American customs, and become American citizens. The public schools served an essential role in the process of assimilating immigrants into American society. Despite the valuable contributions immigrants made to building America during this period, immigrants often faced hardship and hostility. There was fear and resentment that immigrants would take jobs for lower pay than American workers, and there was prejudice based on religious and cultural differences. Mounting resentment led Congress to limit immigration through the Chinese Exclusion Act of 1882 and Immigration Restriction Act of 1921. These laws effectively cut off most immigration to America for the next several decades; however, the immigrants of this period and their descendants continued to contribute immeasurably to American society. Growth of cities Admission of new states As the nation’s industrial growth continued, cities such as Chicago, Detroit, Cleveland, Pittsburgh, and New York grew rapidly as manufacturing and transportation centers. Factories in the large cities provided jobs, but workers’ families often lived in harsh conditions crowded into tenements and slums. As the population moved westward, many new states in the Great Plains and Rocky Mountains were added to the Union. By the early 20th century, all the states that make up the continental United States, from Atlantic to Pacific, had been admitted. The rapid growth of cities caused housing shortages and the need for new public services, such as sewage and water systems and public transportation. New York City began construction of the nation’s first subway system around the turn of the 20th century, and many cities built trolley or streetcar lines. Standard VUS.8 -2- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8a ESSENTIAL QUESTION Directions: Answer the following question to check your understanding of the content of standard VUS.8a. 1 What factors influenced American growth and expansion in the late nineteenth and . early twentieth century? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Standard VUS.8 -3- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8b SUMMARY Demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States. Essential Understandings During the period from the Civil War to World War I, the United States underwent an economic transformation that involved a developing industrial economy, the expansion of big business, the growth of large-scale agriculture, and the rise of national labor unions and industrial conflict. Essential Knowledge Technological change spurred the growth of industry primarily in northern cities. Inventions/Innovations Corporation (limited liability) Industrial leaders Andrew Carnegie (steel) J.P. Morgan (finance) Bessemer steel process Light bulb (Thomas Edison) and electricity as a source of power and light Telephone (Alexander Graham Bell) Airplane (Wright Brothers) John D. Rockefeller (oil) Cornelius Vanderbilt (railroads) Reasons for economic transformation Laissez-faire capitalism and special-considerations (e.g., land grants to railroad builders) The increasing labor supply (from immigration and migration from farms) America’s possession of wealth of natural resources and navigable rivers Assembly line manufacturing (Henry Ford) Standard VUS.8 -4- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8b ESSENTIAL QUESTION Directions: Answer the following question to check your understanding of the content of standard VUS.8b. 1 What fueled the modern industrial economy? ___________________________________________________________________________________ . ___________________________________________________________________________________ ___________________________________________________________________________________ Standard VUS.8 -5- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8c SUMMARY Demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois. Essential Understandings Discrimination and segregation against African Americans intensified and took new forms in the late nineteenth century and early twentieth century. African Americans disagreed about how to respond to the developments. Essential Knowledge Discrimination and segregation against African Americans Laws limited African American freedoms. After Reconstruction, many Southern state governments passed “Jim Crow” laws forcing separation of the races in public places. Intimidation and crimes were directed against African Americans (lynchings). African Americans looked to the courts to safeguard their rights. In Plessy v. Ferguson, the Supreme Court ruled that “separate but equal” did not violate the 14th Amendment, upholding the “Jim Crow” laws of the era. African American responses Ida B. Wells led an anti-lynching crusade and called on the federal government to take action. Booker T. Washington believed that the way to equality was through vocational education and economic success; he accepted social separation. W.E.B. Du Bois believed that education was meaningless without equality. He supported political equality for African Americans by helping to form the National Association for the Advancement of Colored People (NAACP). During the early 20th century, African Americans began the “Great Migration” to Northern cities in search of jobs and to escape poverty and discrimination in the South. Standard VUS.8 -6- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8c ESSENTIAL QUESTION Directions: Answer the following question to check your understanding of the content of standard VUS.8c. 1 How did race relations in the South change after Reconstruction, and what was the . African American response? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Standard VUS.8 -7- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8d SUMMARY Demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by identifying the causes and impact of the Progressive Movement, including the excess of the Gilded Age, child labor and antitrust laws, the rise of labor unions, and the success of the women’s suffrage movement. Essential Understandings Reconstruction through the early twentieth century was a time of contradictions for many Americans. Agricultural expansion was accomplished through wars against the Plains Indians, leading to new federal Indian policies. Industrial development brought great fortunes to a few and raised the standard of living for millions of Americans, but also brought about the rise of national labor unions and clashes between industry and labor. Social problems in rural and urban settings gave rise to third-party movements and the beginning of the Progressive Movement. Essential Knowledge The Progressive Movement used government to reform problems created by industrialization (Theodore Roosevelt’s “Square Deal” and Woodrow Wilson’s “New Freedom”). Causes of the Progressive Movement Excesses of the Gilded Age - Income disparity (lavish lifestyle) - Age of the robber barons Working conditions for labor - Dangerous working conditions - Child labor - Long hours, low wages, no job security, no benefits - Company towns - Employment of women Goals of Progressive Movement Government controlled by people Guaranteed economic opportunities through government regulation Elimination of social injustices Progressive accomplishments In local governments New forms to meet the needs of increasing urbanization (commission and council manager) In state governments Referendum Initiative Recall In elections Primary elections Direct election of U.S. Senators (17th Amendment) Secret ballot Standard VUS.8 -8- Virginia Standards of Learning Workbook – Virginia and United States History In child labor Muckraking literature describing abuses of child labor Child labor laws Impact of labor unions Organizations - Knights of Labor - American Federation of Labor (Samuel Gompers) - American Railway Union (Eugene V. Debs) - International Ladies’ Garment Workers Union Strikes - Haymarket Square - Homestead Strike - Pullman Strike Gains - Limited work hours - Regulated work conditions Antitrust laws Sherman Anti-Trust Act – Prevents any business structure that “restrains trade” (monopolies) Clayton Anti-Trust Act – Expands Sherman Anti-Trust Act; outlaws price-fixing; exempts unions from Sherman Act Women’s suffrage Was a forerunner of modern protest movement Benefited from strong leadership (e.g., Susan B. Anthony) Encouraged women to enter the labor force during World War I Resulted in 19th Amendment to the Constitution Standard VUS.8d ESSENTIAL QUESTIONS Directions: Answer the following questions to check your understanding of the content of standard VUS.8d. 1 How did the excesses of the Gilded Age contribute to the development of the Progressive . Movement? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 2 What were the goals of Progressives, and what were their accomplishments? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Standard VUS.8 -9- Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8a REVIEW Directions: Complete each sentence below with a term from the word bank. Write the letter of the term in the blank. Word Bank a. forcible removal n. public schools b. westward o. dangerous working conditions c. American cowboy p. housing shortages d. religious q. northern and western e. coal mines r. African Americans f. free public land s. descendents g. hardship and hostility t. ethnic neighborhoods h. Factories u. Statue of Liberty i. industrialization v. manufacturing j. Chinese Exclusion Act of 1882 w. westward movement k. freedom x. assimilation l. subway y. Great Plains m. technologies z. Transcontinental Railroad ____ 1. In the late nineteenth and early twentieth centuries, economic opportunity, ___________________, technological change, and immigration fueled American growth and expansion. ____ 2. Following the Civil War, the _______________________ of settlers intensified into the vast region between the Mississippi River and the Pacific Ocean. ____ 3. The years immediately before and after the Civil War were the era of the __________________, marked by long cattle drives for hundreds of miles over unfenced open land in the West—the only way to get cattle to market. ____ 4. Many Americans had to rebuild their lives after the Civil War. They responded to the incentive of ____________________, taking advantage of the Homestead Act of 1862, which gave free public land in the western territories to settlers who would live on and from the land. ____ 5. Southerners and ____________________, in particular, moved west to seek new opportunities after the Civil War. ____ 6. New ______________________ (for example, railroads and the mechanical reaper), opened new lands in the West for settlement and made farming profitable by increasing the efficiency of production and linking resources and made markets more prosperous. ____ 7. By the turn of the century, the _______________________ and Rocky Mountains region of the American West was no longer a mostly unsettled Standard VUS.8 - 10 - Virginia Standards of Learning Workbook – Virginia and United States History frontier, but was fast becoming a region of farms, ranches, and towns. ____ 8. The ____________________ of the American Indians from their lands would continue throughout the remainder of the 19th century as settlers continued to move west following the Civil War. ____ 9. Prior to 1871, most immigrants to America came from ___________________ Europe (Germany, Great Britain, Ireland, Norway, and Sweden). ____ 10. During the half-century from 1871 until 1921, most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia, and present-day Hungary and Yugoslavia), as well as Asia (China and Japan). Like earlier immigrants, these immigrants came to America seeking _____________ and better lives for their families. ____ 11. Immigrants made valuable contributions to the dramatic industrial growth of America during this period. Chinese workers helped build the _________________. ____ 12. Immigrants worked in the textile and steel mills in the Northeast, and the clothing industry of New York City. Slav, Polish, and Italian immigrants worked in the _________________ of the East. ____ 13. Immigrants often worked for very low pay, and in _____________________ to help build the nation’s industrial strength. ____ 14. During this period, immigrants from Europe entered America through Ellis Island in New York harbor. Their first view of America was often the ______________________, standing nearby, as their ships arrived following the voyage across the Atlantic. ____ 15. Immigrants began the process of ____________________ into what was termed the American “melting pot.” ____ 16. While often settling in ______________________ in the growing cities, immigrants and their children worked hard to learn English, adopt American customs, and become American citizens. ____ 17. The _____________________ served an essential role in the process of assimilating immigrants into American society. ____ 18. Despite the valuable contributions immigrants made to building America during this period, immigrants often faced __________________________. ____ 19. There was fear and resentment that immigrants would take jobs for lower pay than American workers, and there was prejudice based on ________________ and cultural differences. ____ 20. Mounting resentment led Congress to limit immigration through the ___________________________ and the Immigration Restriction Act of 1921. ____ 21. These laws effectively cut off most immigration to America for the next several decades; however, the immigrants of this period and their ______________ continued to contribute immeasurably to American society. ____ 22. As the nation’s industrial growth continued, cities such as Chicago, Detroit, Standard VUS.8 - 11 - Virginia Standards of Learning Workbook – Virginia and United States History Cleveland, Pittsburgh, and New York grew rapidly as __________________ and transportation centers. ____ 23. _________________ in the large cities provided jobs, but workers’ families often lived in harsh conditions crowded into tenements and slums. ____ 24. The rapid growth of cities caused ___________________ and the need for new public services, such as sewage and water systems and public transportation. ____ 25. New York City began construction of the nation’s first __________ system around the turn of the 20th century, and many cities built trolley or streetcar lines. ____ 26. As the population moved _______________, many new states in the Great Plains and Rocky Mountains were added to the Union. By the early 20th century, all the states that make up the continental United States, from Atlantic to Pacific, had been admitted. Standard VUS.8 - 12 - Virginia Standards of Learning Workbook – Virginia and United States History Standards VUS.8b, 8c REVIEW Directions: Complete each sentence below with a term from the word bank. Write the letter of the term in the blank. Word Bank a. labor unions i. labor source b. segregation j. freedoms c. “Jim Crow” laws k. northern cities d. Laissez-faire l. “Great Migration” e. equality m. steel process f. Ida B. Wells n. vocational education g. “separate but equal” o. lynchings h. courts p. Andrew Carnegie ____ 1. During the period from the Civil War to World War I, the United States underwent an economic transformation that involved a developing industrial economy, the expansion of big business, the growth of large-scale agriculture, and the rise of national _________________ and industrial conflict. ____ 2. Technological change spurred the growth of industry primarily in _____________________________. ____ 3. Major inventions/developments in technology included the Bessemer _____________________, the light bulb (Thomas Edison) and electricity as a source of power and light, the telephone (Alexander Graham Bell), the airplane (Wright Brothers), and assembly line manufacturing (Henry Ford). ____ 4. Industrial leaders included _____________________ (steel), J.P. Morgan (banking and finance), John D. Rockefeller (oil), and Cornelius Vanderbilt (railroads). ____ 5. _________________ capitalism and special-considerations (e.g. land grants to railroad builders) were part of the reason for the economic transformation. ____ 6. The increasing ____________________ from immigration and migration from farms, along with America’s possession of a wealth of natural resources and navigable rivers, were also reasons for the economic transformation. ____ 7. Discrimination and ________________ imposed against African Americans intensified and took new forms in the late nineteenth century and early twentieth century. African Americans disagreed about how to respond to these developments. ____ 8. Laws limited African American _______________. ____ 9. After Reconstruction, many Southern state governments passed __________________ forcing separation of the races in public places. Standard VUS.8 - 13 - Virginia Standards of Learning Workbook – Virginia and United States History ____ 10. Intimidation and crimes (such as ____________) were directed against African Americans. ____ 11. African Americans looked to the _____________ to safeguard their rights. ____ 12. In Plessy v. Ferguson, the Supreme Court ruled that ___________________ did not violate the 14th Amendment, upholding the “Jim Crow” laws of the era. ____ 13. During the early 20th century, African Americans began the ______________________ to Northern cities in search of jobs and to escape poverty and discrimination in the South. ____ 14. _____________________ led an anti-lynching crusade and called on the federal government to take action. ____ 15. Booker T. Washington believed that the way to equality was through ________________________ and economic success; he accepted social separation. ____ 16. W.E.B. Du Bois believed that education was meaningless without ____________. He supported political equality for African Americans by helping to form the National Association for the Advancement of Colored People (NAACP). Standard VUS.8 - 14 - Virginia Standards of Learning Workbook – Virginia and United States History Standard VUS.8d REVIEW Directions: Complete each sentence below with a term from the word bank. Write the letter of the term in the blank. Word Bank a. Susan B. Anthony m. “robber barons” b. Labor unions n. council manager c. reform o. regulated work conditions d. 17 p. company towns e. no benefits q. injustices f. protest r. government g. 19th Amendment s. child labor h. rich t. recall i. regulation u. twentieth j. Clayton Anti-Trust Act of 1914 v. Progressive Movement k. Homestead Strike w. standard of living l. Sherman Anti-Trust Act x. the Plains Indians th Amendment ____ 1. Reconstruction through the early __________________ century was a time of contradictions for many Americans. ____ 2. Agricultural expansion was accomplished through wars against ________________, leading to new federal Indian policies. ____ 3. Industrial development brought great fortunes to a few and raised the ____________________ for millions of Americans, but also brought about the rise of labor unions and clashes between industry and labor. ____ 4. Social problems in rural and urban settings gave rise to third-party movements and the beginnings of the _______________________. ____ 5. The Progressive movement used government to ___________ problems created by industrialization (Theodore Roosevelt’s “Square Deal” and Woodrow Wilson’s “New Freedom”). ____ 6. The Gilded Age was characterized by many excesses. Included in these were lavish lifestyles of the very _____, contrasted with the low wages and poverty of many. ____ 7. Those who viewed the very rich capitalists in a negative way tended to see them as ________________, rather than as “captains of industry.” ____ 8. Workers, including children and women, labored in dangerous conditions for long hours, low wages, no job security, and __________________. ____ 9. Many workers who worked for giant capitalists such as Andrew Carnegie lived in __________________ provided by the owner(s) of the business. Standard VUS.8 - 15 - Virginia Standards of Learning Workbook – Virginia and United States History ____ 10. The Progressive Movement sought to increase the degree to which people control the _____________. ____ 11. It also sought to create guaranteed economic opportunities through government ____________. ____ 12. Elimination of social _____________ was also a goal of the Progressives. ____ 13. In local governments, progressive reforms included the commission form and ____________________ form of government. These new forms of local government sought to meet the needs of increasing urbanization. ____ 14. In state governments, progressive reforms included the referendum, the initiative, and the _____________. ____ 15. In elections, significant reforms were primary elections, the direct election of U.S. Senators (___________________), and the secret ballot. ____ 16. In the area of child labor, progressives brought about ____________ laws, often motivated by muckraking literature describing abuses of child labor. ____ 17. ____________, including the Knights of Labor, the American Federation of Labor (Samuel Gompers) and the American Railway Union (Eugene V. Debs), and the International Ladies’ Garment Workers Union, all had an impact on the Progressive Movement. ____ 18. Significant strikes included Haymarket Square, the ____________ Strike, and the Pullman Strike. ____ 19. Gains of organized labor included limited working hours and __________________________. ____ 20. Significant antitrust laws were enacted by Congress, in the form of the ____________________ in 1890, which prevented any business structure that “restrains trade” (monopolies). ____ 21. The ________________________ was also important, as it expanded the Sherman Anti-Trust Act, outlawing price fixing and exempting unions from the Sherman Act. ____ 22. The women’s suffrage movement was a forerunner to the modern ___________________. ____ 23. The women’s suffrage movement received strong leadership from ___________________ and others. ____ 24. The women’s suffrage movement encouraged women to enter the labor force during World War I, and resulted in the ___________________ to the Constitution. Standard VUS.8 - 16 -