Learning Targets 1-23
1
1. I can explain why the buffalo almost became extinct.
2
1. I can explain why the buffalo almost became extinct.
3
1. I can explain why the buffalo almost became extinct.
 Railroad Companies
 hired hunters to free the Great Plains of herds for safety of
railroad

meat used to feed railroad workers/builders
 Trappers turn to buffalo as source of income
 sell hides, meat
 Tourists and fur traders
 shoot buffalo from trains for sport
 destroy Native-American’s main source of food, shelter,
clothing, fuel

“Wherever the Whites are established, the buffalo is gone, and
the red hunters must die of hunger.”
Sioux Chief
 In 1800, 15,000,000; in 1870, 1,000; in 1996, 200,000
4
2. I can summarize the events of the Massacre at Sand Creek.
 Sand Creek Massacre – 1864
 Cheyenne raid trails/settlements for food and supplies

had been forced onto barren land in eastern Colorado
 Peaceful Cheyenne urged to federal Ft. Lyon before retaliatory
action

most return to Sand Creek for winter, flying American & “white”
flags
 November 29, 1864


Colonel John Chivington attacked 500 Cheyenne
killed 200


mostly women and children
mutilated the bodies
5
2. I can summarize the events of the Massacre at Sand Creek.
 I saw the bodies of those lying there cut all to pieces, worse
mutilated than any I ever saw before; the women cut all to pieces
... With knives; scalped; their brains knocked out; children two
or three months old; all ages lying there, from sucking infants up
to warriors ... By whom were they mutilated? By the United
States troops ...
 John S. Smith, Congressional Testimony of Mr. John S. Smith,
1865
 Fingers and ears were cut off the bodies for the jewelry they
carried. The body of White Antelope, lying solitarily in the creek
bed, was a prime target. Besides scalping him the soldiers cut off
his nose, ears, and testicles-the last for a tobacco pouch ...
 Stan Hoig
6
2. I can summarize the events of the Massacre at Sand Creek.
 “Jis to think of that dog Chivington and his dirty hounds,
up thar at Sand Creek. His men shot down squaws, and
blew the brains out of little innocent children. You call sich
soldiers Christians, do ye? And Indians savages? What der
yer 'spose our Heavenly Father, who made both them and
us, thinks of these things? I tell you what, I don't like a
hostile red skin any more than you do. And when they are
hostile, I've fought 'em, hard as any man. But I never yet
drew a bead on a squaw or papoose, and I despise the man
who would.”
 Kit Carson
7
3. I can explain how the Dawes Act impacted Native-Americans.
 Dawes Act – 1887
 broke up/distributed reservation land



160 acres for farming
320 acres for grazing
sell remaining reservation land to settler’s
 profits to buy farm implements for
Native-Americans
 aim to “Americanize” Native-Americans



to own property
to farm
some say to put an end to tribal way of life
8
3. I can explain how the Dawes Act impacted Native-Americans.
 Impact
 “speculator’s” grab best land

2/3’s of land set aside for Natives

to sell for profit
 Native-Americans never receive farm implements or money
from sale of land
 most remaining land useless for farming
 ended “communal” holding of property
 followed by the Curtis Act of 1898,
 dissolved tribal courts and governments
 the act "was the culmination of American attempts to destroy tribes and
their governments and to open Indian lands to settlement by non-Indians
and to development by railroads.”
 land owned by Indians decreased from 138 million acres in 1887 to 48 million
acres in 1934
9
4. I can identify things that resulted from the Second Industrial
Revolution.
 Oil drilling - 1859
 used steam to extract
oil from the ground
 Bessemer Process - 1855
 used hot air to burn off
impurities in molten steel

made steel stronger
10
4. I can identify things that resulted from the Second Industrial
Revolution.
 Expansion of Railroads – late 1800’s
 steel rails
 standardized tracks
 improved/safer brakes
 Barbed Wire
 1867
 steel
 aided ranching
and RR industries
11
4. I can identify things that resulted from the Second Industrial
Revolution.
 Electricity - 1876
 electric streetcars
 home appliances
 incandescent lightbulb
 Typewriter - 1867
 revolutionized office work
 opened new jobs for women
12
4. I can identify things that resulted from the Second Industrial
Revolution.
 Tin-plated steel can
 revolutionized storage of food

changed American diets
 Steel framed skyscraper
 Wainwright Building, St. Louis

1891
13
4. I can identify things that resulted from the Second Industrial
Revolution.
 Telephone - 1876
 revolutionized world-wide
communication
 opened up new jobs for women
 Sewing Machine
 increase demand for
professional garment
workers
 opened up new jobs for
men, women, and children
14
5. I can identify key people during the Second Industrial
Revolution.
 Andrew Carnegie
 Steel industry
 John D. Rockefeller
 Oil industry
15
5. I can identify key people during the Second Industrial
Revolution.
 “captains of industry”
 used new methods of business consolidation to create industrial
empires
 organized capital, resources, labor, management to create vast sums
of wealth
 donated millions of dollars to build libraries, museums, hospitals,
research facilities, universities, etc
 Vs.
 “robber barons”
 undersold products to drive competitors out of business and create
“monopolies”
 exploited workers with long hours, low wages, dangerous and
unsafe working conditions
 resisted efforts of workers to improve their conditions through
organization of labor unions
16
5. I can identify key people during the Second Industrial
Revolution.
 Thomas Edison
 lightbulb
 Alexander Graham Bell
 telephone
17
5. I can identify key people during the Second Industrial
Revolution.
 George Pullman
 Pullman Palace Car Company
 Pullman Company Town
18
5. I can identify key people during the Second Industrial
Revolution.
 Christopher Sholes
 typewriter
 Cornelius Vanderbilt
 railroads
19
5. I can identify key people during the Second Industrial
Revolution.
 Thomas Edison
 oil drilling
 George Pullman
 telephone
 Alexander Graham Bell
 Andrew Carnegie
 Christopher Sholes
 U.S. Steel Company
 John D. Rockefeller
 incandescent light bulb
 Henry Bessemer
 railroads
 Edwin Drake
 typewriter
 Cornelius Vanderbilt
 Standard Oil Company
 Bessemer Process
 Wizard of Menlo Park
20
6. I can define xenophobia.
 Xenophobia
 xenos, meaning "stranger," "foreigner," and phobos, meaning "fear."
 is a dislike or fear of people from other countries or of that
which is foreign or strange
 dictionary definitions of xenophobia include:
 deep-rooted, irrational hatred towards foreigners

unreasonable fear or hatred of the unfamiliar foreign or strange
21
6. I can define xenophobia.
22
6. I can define xenophobia.
23
7. I can define nativism.
 Nativism
 is the political position of demanding a favored status for
certain established inhabitants of a nation as compared to
claims of newcomers or immigrants
 the favoring of native-born citizens over immigrants in a
particular country
 discrimination toward immigrants in a nation
 common in late 19th century United States

towards “New Immigration”

from southern and eastern European nations
 Italy, Yugoslavia, Russia, Austria-Hungary, Romania, etc…
24
8. I can list groups that have come to the United States.
 New Immigration
 Europeans


20 million between 1870-1920
from southern and eastern Europe

Italy, Austria-Hungry, Russia
 Asians

200,000 Chinese between 1851-1883


limited by act of Congress in 1882
10,000 Japanese each year after 1898

200,000 by 1920
 Latin America

260,000 between 1880-1920


Jamaica, Cuba, Puerto Rico
Mexico

1,000,000 between 1910-1930
25
9. I can describe the reaction of Americans to immigration.
 Rise of “nativism”
 overt favoritism toward native-born Americans
 overt discrimination toward immigrants
 Creation of anti-immigrant groups/organizations
 American Protective Association – 1887


anti-Catholic attacks
refusal to admit Jews to colleges, businesses, social clubs
 Immigration Restriction League – 1894


keep out “undesirable classes” (southern & eastern Europe)
urged a literacy test for immigrants bill in Congress
 vetoed by President Cleveland
26
9. I can describe the reaction of Americans to immigration.
 Anti-immigrant restrictions
 Chinese Exclusion Act – 1882

banned entry to all Chinese nationals
 except students, teachers, merchants, tourists, government
officials
 Gentlemen’s Agreement – 1907-1908

school authorities in San Francisco agree to end segregation in
their schools if Japanese officials agree to limit emigration to
the U.S.
27
10. I can describe why Americans reacted the way they did.
 Melting Pot vs. Salad Bowl
 melting pot

mixture of people of different cultures and races who blended
together by abandoning their native languages and customs
 salad bowl



various American cultures are juxtaposed — like salad
ingredients — but do not merge into a single homogeneous
culture
each culture keeps its own distinct qualities
also known as the “cultural mosaic” model
 refusal of new immigrant groups to give up their individual
cultural traditions met with resistance by established,
assimilated groups
28
11. I can list and describe immigration laws that have been enacted in
our history.
 Chinese Exclusion Act – 1882
 banned entry to the U.S. to all Chinese for 10 years

except students, teachers, merchants, tourists, government officials
 extended another 10 years in 1892
 in 1892, Chinese immigration suspended indefinitely
 law repealed in 1943
 Gentlemen’s Agreement – 1907-08
 San Francisco segregates all Chinese, Japanese, and Korean
children in separate Asian schools
 school authorities agree to end segregation in their schools if
Japanese officials agree to limit emigration to the U.S.
29
11. I can list and describe immigration laws that have been enacted in
our history.
 Emergency Quota Act – 1921
 set numerical limits on immigration from Europe and the use of a
quota system for establishing those limits
 limited immigration to 3% of total number of “nationals” living in
U.S in 1910
 discriminated against southern/eastern Europeans


mostly Catholics and Jews
 millions of Jews who begun fleeing the terrible persecution they were
facing in Western Europe starting in 1890
hadn’t immigrated in large numbers until after 1890
30
11. I can list and describe immigration laws that have been enacted in
our history.
 Immigration Act – 1924
 limited immigration to 2% of total number of
“nationals” living in U.S in 1890



and limited total number admitted in any one year to 150,000
excluded Japanese altogether
result was drastic reduction of immigrants
 1920 = 805,228
 1921 = 309,556
 according to the U.S. Department of State,

the purpose of the act was “to preserve the ideal of American
homogeneity”
31
11. I can list and describe immigration laws that have been enacted in
our history.
 Immigration and Nationality Act – 1965
 abolished the national origins quota system
 replaced with a preference system that focused on immigrants'
skills and family relationships with citizens or U.S. residents
 numerical restrictions on visas were set at 170,000 per year

with a per-country-of-origin quota, not including immediate relatives of U.S.
citizens
 prohibited the entry into the country of "sexual deviants", including
homosexuals
 opened the doors to immigrants from Latin America (especially
Mexico), Asia, Africa, and the Middle East
32
11. I can list and describe immigration laws that have been enacted in
our history.
 Immigration and Nationality Act – 1965
 ethnic and racial minorities rose …
 from 25 percent of the US population during 1990 to …
 30 percent in the year 2000 and to …
 36.6 percent as per the results from 2011 census results
 Non-Hispanic white population in the United States decreased …
 from 75 percent of the overall US population in 1990 to …
 70 percent in 2000 to …
 63.4 percent during the year 2011
 estimated that by the year 2042 …
 white Americans will become a minority in the United States
 while racial and ethnic minority groups …

led by the Hispanics (mostly Mexican Americans), Black Americans, Asian
Americans, Native Americans, and Pacific Islander Americans together would
form the majority population in the United States
33
12. I can describe working conditions at the turn of the century.
 long hours
 12 or more hours a day, 6 days a week
 in steel mills

7 days a week
 dangerous conditions
 1882
 675 workers killed in work-related accidents
 1890
 1 in 300 railroad workers killed
 factories …
 dirty, poorly ventilated, lit
 repetitive, mind-dulling tasks, hour after hour

dangerous, faulty equipment
34
12. I can describe working conditions at the turn of the century.
35
12. I can describe working conditions at the turn of the century.
36
12. I can describe working conditions at the turn of the century.
 Wages
 so low, everyone in family needed to work
 children: 27 cents for 14 hour day!
 1899


women average $269 per year
men average $498 per year

Andrew Carnegie: 23 million, no income tax!
 Women and children
 1890-1910

women working for wages doubled: 4 to over 8 million
 percent of children under age 15 with full time jobs:
 20% of boys
 10% of girls
37
12. I can describe working conditions at the turn of the century.
 Jacob Riis
 How The Other Half Lives
- 1889

“The bulk of the sweater’s
work is done in the
tenements, which the law
that regulates factory labor
does not reach….In [them]
the child works
unchallenged from the day
he is old enough to pull a
thread. There is no such
thing as a dinner hour; men
and women eat while they
work, and the “day” is
lengthened at both
ends.…far into the night.”
38
13. I can explain what happened at the Triangle Shirt Factory.
39
13. I can explain what happened at the Triangle Shirt Factory.
 Triangle Shirtwaist Factory
 New York, 1911
 fire amongst oil-soaked machines, piles of cloth
 women trapped by locked doors



collapsed fire escape
no sprinkler system
fire ladders can’t reach upper floors
 145 dead


asphyxiated through smoke inhalation
jumped to death from 7th, 8th, 9th floors

some impaled on fence spikes
40
13. I can explain what happened at the Triangle Shirt Factory.
 Reaction
 factory owners acquitted of manslaughter
 public outraged
 task force to study factory
conditions/pass laws to:




establish strict fire codes
54 hour maximum work week for
women and minors
prohibit work on Sunday
abolish child labor under 14 years of age
41
14. I can describe the cycle of poverty.
 the cycle of poverty is the
 "set of factors or events by which poverty, once started,
is likely to continue unless there is outside intervention
 disadvantages that collectively work in a circular process
making it virtually impossible for individuals to break
the cycle

parental education, occupational rank, income, marital
status, family size, region of residence, race, and ethnicity
 In Gilded Age …

low wages kept children from education
42
15. I can explain how unions developed.
 long hours, low wages, unsafe working conditions, etc…
 do, in the labor field, what business leaders had done
 merge & consolidate forces


craft/trade unions
 associations of skilled workers unite
industrial unions
 all workers in related industry unite
 often unskilled or semi-skilled workers
 strike
 a work stoppage



Great Railroad Strike of 1877
The Homestead Strike – 1892
The Pullman Strike - 1894
43
15. I can explain how unions developed.
 activists
 Mary Harris “Mother Jones”


joined United Mine Workers of America
led marches, strikes
 Children’s March of mill workers
 exposed evils of child labor
 Pauline Newman
 International Ladies’ Garment Workers’ Union
 led “Uprising of the 20,000”
 Eugene Debs
 American Railway Union
 union of skilled & unskilled workers banding together
 won a strike for higher wages in 1894
44
16. I can define socialism.
 Socialism
 an economic and political system in which the
public/government owns and operates the means of
production and distribution of wealth for the benefit of
all




rose from problems associated with workers and labor issues
 favored among labor activists (Eugene Debs)
capitalist system made rich richer and poor poorer
obvious appeal for the downtrodden
threatened the wealthy
 whose wealth would diminish
45
17. I can explain the main idea of the Progressive Movement.
 Progressivism
 a movement to:



return control of government to the people
restore economic opportunities
correct injustices in American life
 goals:




protecting social welfare
promoting moral improvement
creating economic reform
fostering efficiency
46
17. I can explain the main idea of the Progressive Movement.
 Progressivism
 examples

return control of government to the people
 direct election of Senators (17th Amendment)
 initiative, referendum, recall
 direct primary
 commission & city manager forms of city government
 reform mayors/governors responsive to common people’s
interests
 Robert M. LaFollette - Wisconsin
 limit interests of big businesses and corporations
 efforts to end child labor
 limit working hours
 Muller v. Oregon

states can limit working hours for women
47
17. I can explain the main idea of the Progressive Movement.
 Progressivism
 examples

restore economic opportunities
 trustbusting
 American Socialist Party - 1900
 formed by Eugene Debs
 an uneven balance between big business, government, and
ordinary common people


“Competition was natural enough at one time, but do you think
you are competing today? Many of you think you are competing.
Against whom? Against Rockefeller? About as I would if I had a
wheelbarrow and competed with the Santa Fe [railroad] from
here to Kansas City.”
“muckrakers” expose corruption in business and politics
48
17. I can explain the main idea of the Progressive Movement.
 Progressivism
 examples

correct injustices in American life
 Social Gospel Movement
 vs. the Gospel of wealth
 settlement house movement
 YMCA, Salvation Army
 Illinois Factory Act of 1893
 prohibited child labor & limited women’s working hours
 Women’s Christian Temperance Union
 prohibition of alcohol
49
18. I can explain the term trustbusting.
 Trustbusting
 the effort to prohibit the consolidation of business
practices resulting in monopoly
 By 1900, trusts control 4/5’s of United States industries

trust – a method of consolidating competing companies, in
which participants turn their stock over to a board of trustees
who run the companies as a single corporation
 Sherman Antitrust Act – 1890
 vague language made Act unenforceable and ineffective
 Teddy Roosevelt as “trustbuster”
 sued “Northern Securities Company” – 1902
 also sued the beef, oil, and tobacco trusts
 brought total of 44 antitrust suits
50
18. I can explain the term trustbusting.
 Trustbusting
 Clayton Antitrust Act – 1914


declared certain business practices illegal
 acquiring stock of other corporations to create a monopoly
 prosecution of officers of company if company violated the law
exempted trade unions and farm organizations
 not considered trusts
 allowed:
 strikes, peaceful picketing, boycotts, collection of strike
benefits
 prohibited:
 injunctions (unless strikes threatened injury to property)
51
19. I can summarize the purpose of The Jungle.
 The Jungle - 1907
 Upton Sinclair

intended to portray the
lives of immigrants in the
United States
 now often interpreted
and taught as a journalist's
account of the poor working
conditions in the meatpacking
industry
52
19. I can summarize the purpose of The Jungle.
 The Jungle - 1907
 The novel depicts, in harsh tones:





poverty
the absence of social programs
unpleasant living and working conditions
hopelessness prevalent among the working class
contrasted with the deeply-rooted corruption on the part of
those in power
53
19. I can summarize the purpose of The Jungle.
 The Jungle - 1907
 Sinclair first intended to expose …


“…the inferno of exploitation
[of the typical American factory
worker at the turn of the 20th Century],”
but the reading public instead fixated
on food safety as the novel's most
pressing issue
 Sinclair bitterly admitted his celebrity
rose,
 "not because the public cared anything about the workers,
but simply because the public did not want to eat tubercular
beef.”
54
20. I can describe steps taken to protect people’s health.
 Meat Inspection Act – 1906
 strict cleanliness requirements for meatpackers
 program of federal meat inspection
 Pure Food and Drug Act – 1906
 halted sale of contaminated foods and medicines
 required truth in labeling


previously:
 coal-tar dye & borax in sausage
 formaldehyde in canned pork & beans
 opium, cocaine, alcohol in children’s medicines
outlandish claims
 cure cancer, grow hair, etc…
55
21. I can discuss what Teddy Roosevelt did to help the environment.
 Theodore Roosevelt 1901-1909
56
21. I can discuss what Teddy Roosevelt did to help the environment.
 Theodore Roosevelt 1901-1909
 lover of wilderness/outdoor life
 Forest Reserve Act - 1891


set aside 150 million acres as national reserve
not sold to private interests
 Newlands Reclamation Act - 1902

$ from sale of public land for irrigation projects
 White House Conference - 1902

established National Conservation Commission
 Gifford Pinchot
 earlier appointed head of U.S. Forest Service
57
22. I can explain Woodrow Wilson’s views on business.
 “New Freedom”
 support small businesses
 entrepreneurship
 free functioning, unregulated, unmonopolized markets

not regulation but fragmentation of big industrial combines
58
22. I can explain Woodrow Wilson’s views on business.
 “If the government is to tell big businessmen how to
run their business, then don’t you see that big
businessmen have to get closer to the government even
more than they are now? Don’t you see that they must
capture the government, in order not to be restrained
too much by it? I don’t care how benevolent the
master is going to be, I will not live under a master.
That was not what America was created for. America
was created in order that every man should have the
same chance as every other man to exercise mastery
over his own fortunes.”
59
22. I can explain Woodrow Wilson’s views on business.
 attacked “triple wall of privilege”
 tariffs, banking, trusts
 Underwood Tariff - 1913


substantially lowered tariffs
Federal Reserve Act – 1914
 Federal Reserve Board



issues Federal Reserve Notes
regulates interest rates
Clayton Antitrust Act

strengthened Sherman Antitrust Act
provision exempting labor unions from prosecution as trusts

Federal Trade Commission



investigate/action against “unfair trade practice”
every industry except banking and transportation
60
23. I can explain the role that Wilson played with civil rights for
women and African-Americans.
 Woodrow Wilson
 offered “lukewarm” support for women’s suffrage
 National Woman’s Party
 goal to win support of Congress/the President for amendment
to US Constitution
 adopted militant strategy of mass pickets, parades, hunger
strikes, etc…
 women suffragists arrested, force fed for picketing White
House in 1917
 Efforts during WWI …
 women headed committee’s, knitted socks for soldiers, sold
Liberty bonds, etc…

led to passage of Nineteenth Amendment - 1920
 guaranteeing the right to vote for women
61
23. I can explain the role that Wilson played with civil rights for
women and African-Americans.
62
23. I can explain the role that Wilson played with civil rights for
women and African-Americans.
 During 1912 election campaign …
 … won support of NAACP, black intellectuals, white
liberals


promised to treat blacks equally
speak out against lynching
 During Presidency …
 …opposed federal anti-lynching legislation

believed it a state matter
 segregated Capitol and federal offices throughout
Washington D.C.

had been integrated during Reconstruction
63
23. I can explain the role that Wilson played with civil rights for
women and African-Americans.
 Appointed white Southerners to Cabinet
 Navy Secretary Josephus Daniels


segregated drinking fountains and towels in Navy Department
Wilson: “… made no promises in particular to negroes, except
to do them justice.”
 to Wilson, segregated facilities were just
64
23. I can explain the role that Wilson played with civil rights for
women and African-Americans.
 "[Wilson's] administration imposed full racial
segregation in Washington and hounded from office
considerable numbers of black federal employees."
 Historian Eric Foner
 Segregation at the Post Office Department
 African American employees were downgraded/fired
 Department of Treasury and Post Office Department

segregation involved…
 screened-off working spaces
 separate lunchrooms and toilets
65
23. I can explain the role that Wilson played with civil rights for
women and African-Americans.
 “The colored men who voted and worked for you in the
belief that their status as Americans was safe in your hands
are deeply cast down.”
 Oswald Garrison Villard
 “Only two years ago you were heralded as perhaps the
second Lincoln, and now the Afro-American leaders who
supported you are hounded as false leaders and traitors to
their race…As equal citizens and by virtue of your public
promises we are entitled at your hands to freedom from
discrimination, restriction, imputation, and insult in
government employ. Have you a “new freedom” for white
Americans and a new slavery for your “Afro-American
fellow citizens”? God forbid!”
 William Monroe Trotter
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