Ch:7 Charting A New Course (Before)
Think about all the things in your life that help you live an enjoyable life.
Take 1 minute and share your thoughts with your partner.
Now imagine life without some of those luxuries like electricity, the
privilege of going to school, a comfortable home, etc… Take 1 minute
and share your thoughts with your partner.
In this lesson, you will learn about some very important people that
spent their life making changes in Alabama so that you can enjoy the life
you have today.
Chapter 7: Charting A New Course
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ALCOS 10. Describe significant social and educational changes in Alabama during the late nineteenth
and early twentieth centuries.
Identifying Alabamians who made contributions in the fields of science, education, the arts, the military,
politics, and business during the late nineteenth and early twentieth centuries.
OUTCOME
Use a graphic organizer to identify progressive
Alabamians and describe how the contributions
made my these Alabamians affect our lives TODAY
Ch:7 Charting A New Course
Lesson 1 Chart (During Activity)
•
ALCOS 10. Describe significant social and educational changes in Alabama during the
late nineteenth and early twentieth centuries.
Identifying Alabamians who made contributions in the fields of science, education, the arts, the
military, politics, and business during the late nineteenth and early twentieth centuries.
Directions: The topic of our lesson today is “Progressive
Alabamians”. As you learn about Alabamians that worked for
positive change, complete the chart below.
Alabamian
Contribution
Affect Life
Today?
Ch:7 Charting A New Course
The Constitution of 1901
Lesson 1 (pages 202-203)
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A new constitution had just been
written in 1875, but to keep the poor
white farmers and blacks voting the
Democrats out of office, the Democrats
in office decided that the state needed a
new constitution. They hoped to take
away their right to vote (disfranchise).
They planned to require that all voters
be able to read and write, own property,
and pay a fee in order to vote (poll tax).
This would keep most poor white
farmers and blacks from voting.
Ch:7 Charting A New Course
The Constitution of 1901
Lesson 1 (page 203)
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The Democrats knew that this constitution
(with all the new voting requirements) would
never actually be voted for, so they stuffed
the ballot boxes and won (put illegal ballots
in the box so the outcome was in their favor).
Within 2 years after the constitution went into
effect, more than 40,000 white voters could
no longer vote, and almost every black voter
in Alabama was disfranchised (couldn’t vote).
The Democrats would be in power for
a long time…all because of the new
constitution of 1901.
Ch:7 Charting A New Course
Progressive Alabama
Lesson 1 (page 205)
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Even though the Democrats had taken away the right to vote for
many, there were some people that worked hard to improve the lives
of others. These people were called …
PROGRESSIVES
Progressives wanted to do more than improve education. They wanted to
end child labor and get children into schools and out of the textile mills.
They wanted to improve the health care of the people. They thought women
should have the right to vote. They also wanted to use technology to raise
the standard of living in Alabama.
Ch:7 Charting A New Course
Progressive Alabama
Lesson 1 (page 204)
John Tyler Morgan
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He had a physical disability as a child which made
walking difficult. This made attending school rather
difficult. He learned a little from school, but was
educated by his mother.
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He grew up to be an lawyer. He fought in the Civil
War and became a general. After the war, he
became involved in Alabama politics and later a U.S.
senator.
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As senator, one of his goals was to have a canal cut
through the Isthmus of Panama. He believed that
this would allow the South’s cotton and cloth to be
shipped throughout the world. He is known as the
“Father of the Panama Canal”.
Ch:7 Charting A New Course
Progressive Alabama
Lesson 1 (page 205)
Julia Tutwiler
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She worked hard to improve educational
opportunities for women, especially
educating women to become teachers.
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Because of all her efforts, the state
legislature set up Alabama Normal
College (now University of West
Alabama in Livingston) where women
could be trained to be classroom
teachers.
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She also thought it was wrong for the
University of Alabama to admit only
men. She worked hard to persuade the
trustees.
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Auburn admitted women in 1892, and as
a result of Julia’s efforts, two women
enrolled in the University of Alabama in
1893
Ch:7 Charting A New Course
Progressive Alabama
Lesson 1 (page 206)
Booker T. Washington
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He was born a slave in Virginia, but was
able to get an education after he was
freed from slavery (emancipation).
As a young man, he moved to Alabama
to open a school.
In Alabama, he built Tuskegee Institute,
which soon became one of the best
schools for African Americans in the
nation.
Ch:7 Charting A New Course
Progressive Alabama
Lesson 1 (page 206)
George Washington Carver
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He served for many years on the Tuskegee
faculty
His research with the peanut earned him
fame and gave southern farmers something
to grow besides cotton.
The peanut oil your family uses to cook with
and the peanut butter you eat are some of
the results of his hard work and
experiments.
Ch:7 Charting A New Course
Progressive Alabama
Lesson 1 (page 207)
Lewis Hine:
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A Hero with a Camera
He was a New York photographer. He was
greatly concerned about the large number of
children in this country working in dangerous
jobs and not attending school. Children worked
because families were so poor that they needed
their children to earn money.
He worked with the National Labor Committee
in an attempt to protect children from being
mistreated.
In 1910, he began to take pictures in Alabama
of children being forced to work long hours and
paid poorly. He photographed children working
in coal mines, cotton mills, and fish canneries.
His pictures helped the progressives get child
labor laws passed to protect children from
these horrible conditions.
Ch:7 Charting A New Course
Turning on the Lights
Lesson 1 (page 208)
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In the early 1900’s, people realized that
to make progress, people needed
electricity. Most Alabamians did not have
electricity.
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A group of men formed the Alabama
Power Company. They wanted to build
hydroelectric dams across the Coosa and
Tallapoosa Rivers. In the dams, water
would flow through turbines that turned
generators to produce electricity. The
electricity would be sent through wires to
different parts of the state.
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To build these dams, roads, railroads, and
entire villages had to be built. It was one
of the biggest engineering projects in the
state’s history.
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By 1950, electricity was available to
almost everyone in Alabama
Ch:7 Charting A New Course
Other Alabamians Make Their Mark
Lesson 1 (page 209)
Many Alabamians became well known both
inside and outside our state. Some of them
overcame handicaps to accomplish many
things.
Ch:7 Charting A New Course
Other Alabamians Make Their Mark
Lesson 1 (page 209-210)
Maria Fearing
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She was born a slave. She always had a strong
interest in Africa. After emancipation (the act
of setting free from slavery), she saved
enough money to go to Talladega. Because she
had almost no education, she was put in the 1st
grade, even though she was over thirty years
old.
Maria did so well in school that she quickly
made progress and before long, she learned
enough to become a teacher. At about age 50,
she heard a missionary (one sent to do
religious work in a foreign country) speak of
the need for workers in Africa. She sold her
house to pay her way to Africa for the job.
Maria lived and taught in Africa for the next 25
years. When her health declined, she returned
to Selma, and died in 1937 when she was
almost 100 years old. She was one of the most
loved and respected people in her community.
Ch:7 Charting A New Course
Other Alabamians Make Their Mark
Lesson 1 (pages 210-211)
Helen Keller
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Because of a childhood illness, she was both
deaf and blind. She also could not speak
because she could not hear words. Her
handicap caused her to become frustrated,
so she was an unruly child. Her parents
wanted to give her a better life, so they
contacted Perkins Institute for the Blind in
Boston, Massachusetts. They sent Annie
Sullivan to teach Helen.
Annie taught Helen that signs she made with
her hands could mean things that she could
touch and feel. The first word she learned to
sign was “water”. Helen then learned very
quickly.
She learned to read letters printed in Braille.
Then when she was 10, a new teacher began
to teach her to speak. She eventually went to
Radcliffe College and in 1904 graduated with
honors. She traveled around the world
showing people what can be accomplished in
spite of handicaps.
Ch:7 Charting A New Course
Lesson 1 (pages 202-211)
Lesson 1 Review
Questions
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1. What group of people led the Alabama
Democrats?
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2. What two groups opposed the Democrats?
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3. According to the 1901 constitution, what were
the requirements to vote?
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4. What did progressives want for Alabama?
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5. What role did electricity play in Alabama in this
time period?
Ch:7 Charting A New Course
Lesson 1 (pages 202-211)
Lesson 1 Answers
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1. Planters from the Black Belt, industrialists from
the mineral belt, mill owners from the piedmont,
and business men from larger cities led the
Alabama Democrats.
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2. Poor white farmers and blacks opposed the
Democrats.
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3. According to the 1901 constitution, the
requirements to vote were to read and write, own
property, and pay a poll tax.
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4. Alabama progressives wanted to improve the
lives of the people of Alabama.
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5. In Alabama during this time period, progress
depended on electricity.
Ch:7 Charting A New Course
Lesson 1 Small Group Activity
•
ALCOS 10. Describe significant social and educational changes in Alabama during the
late nineteenth and early twentieth centuries.
Identifying Alabamians who made contributions in the fields of science, education, the arts, the
military, politics, and business during the late nineteenth and early twentieth centuries.
Directions: Your group will be assigned one of the following
progressives of Alabama: John Tyler Morgan, Julia Tutwiler, Booker T.
Washington, George Washington Carver, and Helen Keller
Read the informational text given by your teacher or refer to the
website (www.encyclopediaofalabama.org) to learn more
details about that person’s life. On your chart paper, write a
brief summary of their life including more information than just
what was in this presentation. Finally, draw a portrait of that
person “in action”.