RECONSTRUCTION AND ITS EFFECTS
CHAPTER 12, SECTIONS 1-3
Take out your Reconstruction Packets and have them on your desk
for me to check!
The Defeated South
Q: Based upon your observations of the map below, how were the North and
the South effected differently as a result of the Civil War?
A: Because the majority of battles took place in the South, many Southern houses, farms, bridges,
and railroads were destroyed.
MAIN IDEA
• Northern leaders had different ideas for dealing
with the many issues and challenges of restoring the
southern states to the Union
AFTER THE CIVIL WAR
• The Civil War was the most costly war in American History
in terms of total devastation.
• At least 618,000 Americans died in the Civil War, and some
experts say the toll reached 700,000.
• These casualties exceed the nation's loss in all its other
wars, from the Revolution through Vietnam.
AMAZING WAR LOSSES
300,000
250,000
200,000
North
South
150,000
100,000
50,000
0
Battle
Sickness
Ruins in Front of the Capitol – Richmond, VA, 1865
Grounds of the Ruined Arsenal with Scattered Shot and Shell
- Richmond, VA, April 1865
Guns and Ruined Buildings Near the Tredegar Iron Works - Richmond,
VA, April 1865
Above: Charleston, South
Carolina
Right: Atlanta, Georgia
Crippled Locomotive, Richmond & Petersburg Railroad Depot Richmond, VA, 1865
A Southern armored railroad gun
has gone as far as it can on these
rails, typifying Civil War
destruction of Southern railroad
tracks. (Virginia)
This famous photo was taken
looking across the ruins of the
railroad bridge in
Fredericksburg, Virginia
· Newly freed slaves, freedmen, had no land, jobs, or education.
Left and
right:
post-Civil
War Ohio
Atlanta, GA
PROBLEMS FACING THE SOUTH
1. Millions of freed
slaves needed
housing, clothing,
food, and jobs.
PROBLEMS FACING THE SOUTH
2. Banks were
closed.
PROBLEMS FACING THE SOUTH
3. Confederate money had no value.
PROBLEMS FACING THE SOUTH
4. Railroads, bridges, plantations, and crops had
been destroyed.
RECONSTRUCTION
• Main Idea – Radical
Republicans in
Congress opposed
Abraham Lincoln’s
and Andrew
Johnson’s plans for
Reconstruction and
instead implemented
its own plan to rebuild
the South after the
Civil War.
RECONSTRUCTION
• Reconstruction (18651877)– def. – period
during which the
United States began
to rebuild after the
Civil War and
included the process
by which the federal
government
readmitted former
Confederate states
PLANS FOR RECONSTRUCTION
• Lincoln and Johnson
• Radical Republicans
LINCOLN AND JOHNSON
• Lincoln’s Ten-Percent Plan –
• argued that the southern states
had never left the Union because
secession was illegal– one nation
indivisible
• when 10% of voters pledged
allegiance to the U.S. – state could
be readmitted to U.S.
• very lenient – goal was to readmit
southern states as quick as
possible, not to punish the South
•
“with malice towards none, with
charity for all…to bind up the
nation’s wounds”
• Nothing included about AfricanAmericans
• Johnson’s Presidential
Reconstruction – also very
lenient toward the South
RADICAL REPUBLICANS
• Radical Republicans –
northern members of
Congress, led by
Charles Sumner and
Thaddeus Stevens, who
opposed Lincoln’s Ten
Percent plan and
Johnson’s plan
• Wanted to punish the
southern slave owners
• Wanted to give AfricanAmericans the right to
vote
LINCOLN’S ASSASSINATION
• http://www.history.c
om/videos/theother-side-oflincoln-lincolnsassassination
CONGRESSIONAL RECONSTRUCTION
• Radical Republicans took
control of Reconstruction
policy in 1866
• 14th Amendment – states
were prohibited from
denying equal rights under
the law to any American
• SIG - granted citizenship rights
to African-Americans
• Reconstruction Act of 1867 –
divided former
Confederacy into 5 military
districts (military
occupation), set up new
requirements to gain
readmission to the Union
CONGRESSIONAL RECONSTRUCTION
• Johnson’s impeachment –
Radical Republicans
impeached Johnson, but
he was not removed from
office
• Impeach – def. formal
charge of misconduct in
office
• 15th Amendment – voting
rights were guaranteed
regardless of “race, color,
or previous condition of
servitude”
• SIG - gave African
American men the right to
vote
POLITICS IN POST WAR SOUTH
• Republican Party in the
South relied on 3 groups
• African Americans – right
to vote guaranteed by 15th
Amendment
• Sharecropping – many
African-Americans rented
land from plantation owners
in return for a share or
percentage of the total crop
produced
• Scalawags – Southerners
who became Republicans
• Carpetbaggers –
Northerner Republicans
who moved to the South
THE COLLAPSE OF RECONSTRUCTION
• Anti-Black Violence
• Election of 1876
• Compromise of 1877
THE COLLAPSE OF RECONSTRUCTION
• Anti-Black violence
– goal was to
prevent African
Americans from
voting
• Ku Klux Klan (KKK) –
violent terrorist
organization devoted
to white supremacy
THE COLLAPSE OF RECONSTRUCTION
• Election of 1876:
• Rutherford B. Hayes (Republican) vs. Samuel
Tilden (Democrat)
• Tilden won the popular vote, Hayes won the
electoral college
• South upset and disputed the election
THE COLLAPSE OF RECONSTRUCTION
• Compromise of 1877 –
agreement to settle the
disputed election
• Hayes (Republican) = president
• Republicans would end military
occupation of the South ended
• White Democrats took control of
southern state governments =
“Redemption”
• SIG – Reconstruction is ended
• white southern Democrats passed “Jim
Crow Laws” – called for segregation of
the races throughout the South
• African Americans denied their
constitutional rights
CULTURES CLASH ON THE PRAIRIE &
SETTLING ON THE GREAT PLAINS
CHAPTER 13
CULTURES CLASH
• Main Idea – The
cattle industry
boomed in the late
1800s, as the culture
of the Plains Indians
declined. Settlers
on the Great Plains
transformed the
land despite great
hardships.
SETTLERS PUSH WESTWARD
• Background: Following the Civil
War, the westward movement
of settlers increased in the
region between the Mississippi
River and the Pacific Ocean.
• Great Plains – def. – the grassy
lands that extend through the
western-central portion of the
United States
• Settlers focused on settling and
farming the Great Plains
• SIG – multiple conflicts with
Native Americans resulted
• Native American groups were
placed on reservations
throughout the Great Plains
CATTLE BECOME BIG BUSINESS
• Background: Following the
Civil War, railroads reached
the Great Plains at the same
time that the demand for
beef increased in eastern
cities.
• Cowboy – def. - herder of
cattle on the Great Plains
who could round up, rope,
brand, and care for cattle
during long cattle drives in
the American West
• Long cattle drive –
transporting of cattle over
unfenced grazing lands
between Texas and railroad
centers on the Great Plains
SETTLERS MOVE WESTWARD TO FARM
• Transcontinental
Railroad
• Homestead Act
• Oklahoma Land
Rush
TRANSCONTINENTAL RAILROAD
• Background: Following
the Civil War, railroads
became very important
in opening western lands
to settlers and
transporting crops to
eastern markets
• Transcontinental Railroad
(est. 1869)– linked eastern
and western markets and
led to increased
settlement of western
lands from the Mississippi
River to the Pacific
Ocean
HOMESTEAD ACT
• Homestead Act
(1862) – offered 160
acres of land in the
West (for free) to any
citizen who would
settle and farm the
land for 5 years
• 600,000 families took
advantage of this
government offer
• Many homesteaders
were southerners –
both White and
African-American
OKLAHOMA LAND RUSH
• Oklahoma Land
Rush (1889) – landhungry settlers
raced to claim
lands in a massive
land rush, people
who left too early =
Sooners
• Land Rush (Far and Away)
SUPPORT FOR FARMERS
• New Technology
• Agricultural
Education
NEW TECHNOLOGY
• steel-tipped plow –
invented by John Deere,
helped farmers slice
through heavy soil
• mechanical reaper –
invented by Cyrus
McCormick, increased
speed of harvesting
wheat
• barbed wire – prevented
animals from trampling
crops or wandering off
from farms
• SIG – made farming more
efficient and prosperous
AGRICULTURAL EDUCATION
• Morrill Act (1862) –
federal government
gave land to states
to build agricultural
schools (ex: Virginia
Tech)
• SIG – innovations and
education led to
more productive
harvests
RESULTS
• Overall – By 1900,
the Great Plains
and the Rocky
Mountain region of
the American West
was no longer a
mostly unsettled
frontier, but instead
it became a region
of farms, ranches
and towns
THE EXPANSION OF INDUSTRY &
BIG BUSINESS AND LABOR
CHAPTER 14 - SECTIONS 1+3
THE EXPANSION OF INDUSTRY & BIG
BUSINESS AND LABOR
• Main Idea – At the end
of the 19th century,
natural resources,
creative ideas, and
growing markets fueled
an industrial revolution.
The expansion of
industry resulted in the
growth of big business
and prompted laborers
to form labor unions to
better their lives.
POST WAR CHANGES TO FARM AND
CITY LIFE
1. Mechanization (ie the
Reaper) had reduced
farm labor needs and
increased production
2. Industrial
development in cities
had increased labor
needs.
3. Industrialization
provided access to
consumer goods (ie
mail order)
INVENTIONS PROMOTE CHANGE
• Bessemer Steel
Process
• Light Bulb
• Electricity
• Telephone
• Airplane
• Assembly-Line
Manufacturing
BESSEMER STEEL PROCESS
• (Henry Bessemer) –
def. - new
manufacturing
process to make
steel
• SIG - new steel
products used for
building railroads and
skyscrapers
LIGHT BULB
• (Thomas Edison) –
new development
to serve as a source
for light
• SIG – made work less
dependent on
natural sunlight
ELECTRICITY
• (Thomas Edison) new power source
for businesses and
homes
• SIG – electric power
ran industrial
machines that could
be located
anywhere
TELEPHONE
• (Alexander Graham
Bell) – revolutionized
communications in
business
• SIG – saved time and
created new clerical
jobs for women in
business
AIRPLANE
• (Wright Brothers) –
allowed for
movement of goods
and eventually
people by air travel
• First flight = Kitty Hawk,
NC in 1903
• SIG – led to the
creation of a U.S.
airmail system by 1920
ASSEMBLY-LINE MANUFACTURING
• (Henry Ford) – broke
industrial tasks down
into simpler parts
and improved
efficiency in
production of cars
• SIG – allowed for
increased efficiency
in production for
many industrial
products
LEADERS OF INDUSTRY (AKA “ROBBER
BARONS”)
• Andrew Carnegie
• J.P. Morgan
• John D. Rockefeller
• Cornelius Vanderbilt
ANDREW CARNEGIE
• Steel Industry
• Scottish immigrant who
rose from “rags to riches”
• Carnegie Steel Company
– made more steel than
any other company in US
• Developed a monopoly –
def. – complete control
over an industry’s
production, wages, and
prices when all
competitors are bought
out
J.P. MORGAN
• Banking and Finance
• Formed a holding
company – def. –
corporation that did
nothing but buy out
stock of other
companies
• Bought out Carnegie
Steel in 1903 to create
U.S. Steel = world’s
largest business
JOHN D. ROCKEFELLER
• Oil Industry
• Standard Oil Company
– controlled 90% of all
U.S. oil production
• Controlled other
companies by forming
a trust – def. – several
corporations made an
agreement to be run
by one executive
board that ran the trust
like one big company
• Standard Oil
CORNELIUS VANDERBILT
• Railroads
• Dominated control of
much of the nation’s
railroad lines in the
Northeast and
Midwest
REACTIONS AGAINST INDUSTRIALISTS
• Carnegie, Morgan,
Rockefeller, and
Vanderbilt were
called “Robber
Barons” by critics
• Critics said they were
making money in a
corrupt manner
CAPTAINS OF INDUSTRY ASSIGNMENT
• You are to read the
biographies of the 4
captains of industry
and INDIVIDUALLY
create your own
wanted poster for
the captain of
industry you pick.
• Please follow the
directions on the
assignment sheet!
• See the example
(Henry Ford) on the
bottom of the
assignment sheet.
MONOPOLY AND
CORPORATION
MONOPOLY
• What is the goal of the game of monopoly?
• How is that goal achieved?
Phase 3
Monopoly Example
King Steel Company
Phase 1
King Steel Company
Phase 2
Carnegie offers lower prices
and eliminates the
competition (King Steel)
King Steel Company
Carnegie Steel Company
Carnegie Steel Company
Strong Steel Company
Carnegie Steel Company
Strong Steel Company
Phase 4
Carnegie acquires
the means to
produce steel more
efficiently thus
lowering prices and
putting strong steel
out of business
Monopoly: gaining total control of a type of industry
by one person or company.
Vertical Integration: the combining of companies that
supply equipment and services needed for a particular
industry.
Horizontal Integration: the combining of competing
firms into one corporation.
Now that Carnegie is the only company, what can they
do to their prices?
____________________________________________
Creating a Corporation
Local Companies
MC gives a % of corporate
profits (dividends)
Uncle Sam’s company
MC sells company stock
Murphy’s Company
wants to expand to
become a Corporation
But it need $
Public Invests Money
Murphy’s Company
Murphy’s Company asks the
public to invest
Green house Company
Murphy’s Company
becomes a corporation,
because it has investors
Corporation: is
a business in
which investors
own a share of
the company
and the
corporation
expands as a
benefit of the
investor’s
money.
REACTIONS AGAINST INDUSTRIALISTS
• Sherman Antitrust Act
(1890) – made it illegal to
form a trust that
interfered with or
“restrained” free trade
• SIG - limited impact at first
– corporations were able
to win court cases and
continue consolidation
tactics
• Unsafe working
conditions and low pay
caused workers/laborers
to form Labor Unions
devoted to improving the
lives of workers
LABOR UNIONS EMERGE
• Knights of Labor
• American
Federation of Labor
(AFL)
• American Railway
Union (ARU)
• International Ladies’
Garment Workers’
Union
KNIGHTS OF LABOR
• founded by Uriah
Stephens in 1869
• Open to all workers
regardless of skill
level, race or gender
• Supported an 8 hour
workday
AMERICAN FEDERATION OF LABOR
(AFL)
• founded by Samuel
Gompers in 1886
• Open to skilled workers
only
• Favored collective
bargaining – def. –
negotiation between
management and
representatives of labor
to reach an agreement
on wages, hours, and
working conditions
• Used strikes when
necessary
AMERICAN RAILWAY UNION (ARU)
• founded by Eugene
V. Debs (Socialist)
• Open to all workers
within a specific
industry (railroads)
regardless of skill level
• Used strikes when
necessary – involved
in the Pullman Strike
INTERNATIONAL LADIES’ GARMENT
WORKERS’ UNION
• founded by Pauline
Newman
• Labor union devoted
to female workers in
the textile industry
• Used strikes when
necessary
• Triangle Shirtwaist
factory fire - New York
City in 1911
• 146 people (mostly
women) died as a result
STRIKES TURN VIOLENT
• Haymarket Square
• Pullman Strike
• Homestead Strike
HAYMARKET SQUARE
• Chicago 1886
• Bomb exploded in a
crowd of policemen,
police fired into
strikers
• public started to
turn against labor
unions
HOMESTEAD STRIKE
• near Pittsburgh 1892
• Carnegie Steel plant
went on strike when
wages were cut
• Violence broke out Pennsylvania
National Guard
called in to break up
the strike
PULLMAN STRIKE
• Chicago 1894
• Pullman employees
went on strike after
wages were cut
• Violence broke out –
U.S. Army sent in by
President Cleveland
to break up the strike
STRIKES TURN VIOLENT
• SIG – violence in
strikes caused the
public to turn
against labor unions
THE NEW IMMIGRANTS
CHAPTER 15 – SECTION 1
NEW IMMIGRANTS
• Main Idea –
Immigration reached a
new high in the late
19th and early 20th
centuries. Most
immigrants during this
time period came from
Southern and Eastern
Europe as well as Asia.
These immigrants often
faced hardships and
hostility from nativeborn Americans.
THE “GOLDEN DOOR”
• Old Immigrants
• New Immigrants
• Asian Immigrants
THROUGH THE GOLDEN DOOR
• Background: Millions of
immigrants entered the
U.S. in the late 19th and
early 20th centuries
• “push” factors (reasons to
leave their homeland) =
famine, land shortages,
religious or political
persecution
• “pull” factors (reason to
come to the U.S. ) =
economic opportunity,
freedom from
persecution
• Flip Chart Sort
OLD IMMIGRANTS
• – immigrants who
came to the U.S. prior
to 1871, usually from
countries in Northern
and Western Europe
• Ex: Great Britain,
Ireland, Germany,
Norway, Sweden
• Many worked on
canals or railroads, or in
textile mills in the North
and Midwest
NEW IMMIGRANTS
• – immigrants who
came to the U.S. from
1871 to 1921, usually
from countries in
Southern and Eastern
Europe
Concentration of Immigrant Groups in Cities, 1890
Percent in Cities of 25,000 or more
Native Born Americans
Chinese
Germans
Irish
Poles
Russians
Italians
18
40
48
56
57
58
59
• Ex: Italy, Greece, Poland,
Russia, Austria-Hungary
• Many worked in textile or
steel mills, or in coal mines
in the Northeast
• Many worked in clothing
industry in New York City
ASIAN IMMIGRATION
• smaller numbers of
immigrants from
China and Japan
came to the West
coast of the U.S.
between 1851-1883
• Ex: China, Japan
• Many Chinese
immigrants helped to
build the
Transcontinental
Railroad
ENTERING THE UNITED STATES
• Ellis Island
• Angel Island
ELLIS ISLAND
• – immigration center in
New York harbor (18921924)
• Located near the Statue
of Liberty = first view of
U.S. for many immigrants
• Immigrants had to pass
inspection to gain entry
to the U.S.
• Inspection = physical exam,
legal/document inspection,
proof of no criminal record,
proof of ability to work
• SIG – 17 million immigrants
entered the U.S. through
Ellis Island
• Interactive Tour
ANGEL ISLAND
• – immigration
center in San
Francisco (19101940)
• Inspection process
was more difficult
than at Ellis Island
• SIG – 50,000 Chinese
immigrants entered
U.S. through Angle
Island
Li Keng Wong’s
experience on Angel
Island
• “It is estimated that 175,000 Chinese
immigrants came through Angel Island.
Immigrants from Korea, the Philippines,
and Japan also came through Angel
Island, though they were usually not
detained as long as Chinese. Many
Chinese were detained in Angel Island
anywhere from two weeks to several
months because of the Chinese
Exclusion Act of 1882. A few people
were detained up to two years!
• Some detainees carved Chinese poems
on the walls to lament their fate. They
were bored, lonely, sad, and isolated in
the barracks. By patiently carving poems
on the wooden walls, they helped to
pass the slow ticking time and to express
their frustrations.
• Women and men were segregated in
Angel Island, and while we were there,
we were locked up in the women's
barracks. The barracks had barred doors
and windows. Guards wearing green
uniforms stood outside and constantly
watched us. Our barrack had a handful
of women who came before us and
were still waiting to learn their fate —
would they make it into the United
States or return home in shame?
• Each day, we sat and waited to be
called for our immigration interview. The
waiting was nerve-wracking. There
wasn't anything to keep us occupied.
We had no books to read and no toys to
play with. We didn't study the coaching
papers while being detained because
we had memorized the questions and
answers back in our village.
• Each day, we were escorted to the
dining area, where we ate Chinese
food. We ate rice, meat, and
vegetables. We also ate bread and fruit.
The food was good and was
supplemented by the government.
• But we were not treated kindly. The
officials seldom smiled or acknowledged
us. I hated the detention and I was
worried that we could be deported, but
I did not have to worry for long.
• After a week, we had our immigration
interview. We were interrogated
separately. Mother was questioned for
one day, my older sister Li Hong was
questioned for half a day, and I was
questioned for two hours. My father had
to make the trip from Oakland, taking
the ferry to Angel Island, where he was
questioned for two days. We didn't even
know he was there until later because
we had no way to communicate with
him!”
•
http://teacher.scholastic.com/activities/asianamerican/angel_island/chapter5.htm
ASSIMILATION
• Most immigrants settled in
urban ethnic
neighborhoods = areas
with people of the same
ethnicity, culture, religion,
and language
• Made assimilation into
American society easier
• Most immigrants worked
hard to learn English,
adopt American
customs, and become
American citizens
• Public schools = essential in
the process of assimilating
children of immigrants
MELTING POT
• – a mixture of
people of different
cultures and races
who blended
together by
abandoning their
native languages
and customs
NATIVISM
• – favoritism of nativeborn Americans
combined with antiimmigrant feelings
• Fear that immigrants
would take jobs for lower
pay than American
workers
• Resentment that many
immigrants did not give
up their unique cultural
identities
• Prejudice based on
religious, cultural, and
racial differences
IMMIGRATION RESTRICTION
LEGISLATION
• Chinese Exclusion
Act of 1882 – 10 year
ban on all Chinese
immigration
• Immigration
Restriction Act of
1921 – aimed at
severely restricting
the immigration totals
of Southern and
Eastern European
immigrants
PROGRESSIVE ERA
MAIN IDEA
• Political, economic, and social change in late 19th
century America led to broad progressive reforms.
WHAT IS MEANT BY “GILDED AGE”
• In American history, the Gilded
Age refers to substantial growth
in population in the United States
and extravagant displays of
wealth and excess of America's
upper-class during the post-Civil
War and post-Reconstruction
era, in the late 19th century
(1865-1901). The wealth
polarization derived primarily
from industrial and population
expansion.
URBANIZATION IN THE GILDED AGE
• Cities grew rapidly
throughout the late 19th
century as a result of
industrial growth
• Ex: Chicago (meatpacking),
Detroit (automobile),
Cleveland (automobile),
Pittsburgh (steel), and New
York (textiles)
Urbanization in the Gilded Age
• Centers for manufacturing and transportation – created
industrial jobs
• Harsh conditions for laborers in slums and tenements
• Need for better public services
• Sewage and water systems were improved
• Public transportation systems were improved
• Trolley, streetcar, and subways (NYC) were developed
Deaths per 100,000
Boston, New York, New Orleans, and Philadelphia
1864-1888
1899-1913
Tuberculosis
Intestinal
Disorders
Diphtheria
365
223
299
196
123
58
Typhoid
Smallpox
Typhus
66
19
53
25
Labor
• Labor supply in cities increased- due to immigration
and migration from rural farms
GOALS OF PROGRESSIVISM
• Middle-class progressive reformers wanted to fix
many of the problems that resulted from
industrialization and urbanization in the late 19th
century (the Gilded Age)
WORKING CONDITIONS
• working conditions for laborers in
factories
• dangerous, low wages, long
hours, no job security, no
benefits
• child labor common,
discrimination against women
• dominance of big businesses and
corporations
• government not being responsive
to the needs of the people
• SIG – these issues led to the
progressive movement – def. –
use of government to reform
problems created by
industrialization and correct
injustices in American society
GOALS OF PROGRESSIVE REFORMERS
• Goals of Progressive Reformers
• Government controlled by the people
• Guarantee economic opportunities through government
regulation
• Eliminate social injustices
SOCIAL REFORM
• Prohibition – the movement to ban the of
manufacture, sale, and consumption of alcohol
• Based on the belief that alcohol consumption was
undermining American morality
• 18th Amendment – prohibition of alcohol went into effect
• Repealed by the 21st Amendment in 1933
• Responses to: Bootlegging, Speakeasies, Organized Crime
(Al Capone)
• Cities of the Underworld
• (Show up to 10:32)
IMPORTANT FIGURES IN THE
TEMPERANCE MOVEMENT
Frances Willard
Became head of the WCTU in
1879; turned it into a
powerful organization
Carry Nation
She was so against alcohol
that she famously broke into
saloons and took apart
bottles with an axe!
“I smashed five
saloons with
rocks before I
ever took a
hatchet”
“Temperance is
moderation of
things that are
good and total
abstinence from
things that are
foul”
WHAT WAS THE FIRST STATE TO
GRANT WOMEN THE RIGHT TO
VOTE?
• WYOMING!
• Territory – 1869
• State – 1890
• By 1919, a total of
15 states allowed
women to vote in
all elections
• In VA, women were
still not allowed to
vote
VOTES FOR WOMEN!
• Women’s Suffrage – the movement to give women
the right to vote
• National American Woman Suffrage Association (NAWSA)
• Benefited from strong leadership – Susan B. Anthony
• Encouraged women to enter the workforce during World War
One
• 19th Amendment – granted women the right to vote
(suffrage)
ECONOMIC REFORM
• Background: During the Gilded Age (late 1800s),
government took a “hands-off” approach to the
economy and did not get involved in regulating
business = Laissez-faire capitalism
• big businesses used power to crush competition
The Gilded Age (1869-1901) was a
time of laissez-faire economics: The
U. S. government provided
handouts to Big Business with a
"hands off" policy.
RAKING THE MUCK!
• Muckrakers – def. – journalists who wrote about the
corrupt side of business and public life in magazines
during the progressive era
• Ida Tarbell – “History of the Standard Oil Company”
attacked Rockefeller
• Upton Sinclair – The Jungle – exposed horrible conditions of
the meatpacking industry in Chicago
• Read excerpts from “The Jungle”
1906
Pure Food
and Drug
Act
Meat
Inspection
Act
Prohibits sale of
adulterated or
fraudulently labeled
foods and drugs
Enforces sanitary
conditions in
meatpacking plants
TRUST BUSTING
• Clayton Anti-Trust
Act – strengthened
the Sherman AntiTrust Act
• Outlawed trusts,
monopolies, and
price-fixing
• Exempted unions
from being
prosecuted by the
Sherman Anti-Trust
Act
POLITICAL REFORM
• Local governments • need to reform city governments with major problems that
resulted from increased urbanization
• Commissioners and city council managers – new ways to
govern cities more efficiently in 250 cities in the U.S.
POLITICAL MACHINES
• An illegal gang that influences enough votes to
control a local government.
• Gained support by trading favors for votes.
• Bosses gave jobs, cash, or food to supporters.
• Tammany Hall (NYC) and Boss Tweed
• Stole enormous amounts of money from the city
• Did some good:
• Built parks, sewers, schools, roads, and orphanages in
many cities
• Also helped immigrants get settled and find jobs or
homes.
STATE GOVERNMENTS
• Secret ballot – def. – allowed voters to cast a vote without
election officials knowing who they voted for
• Initiative – def. – a bill originated by the people rather than
lawmakers on the ballot
• Referendum – def. - a vote by the people on a bill that
began as an initiative
• Recall – def. – enabled voters to remove public officials
from elected positions by forcing them to face another
election before the end of their term
• Primary system – def. – voters, rather than politicians, would
choose candidates for public office through a special
election
NATIONAL GOVERNMENT
• President Teddy Roosevelt’s progressive plan = “Square
Deal”
• Involved trust-busting and conservation projects
• President Woodrow Wilson’s progressive plan = “New
Freedom”
• Involved financial reform, increased government regulation of
business
PROGRESSIVE PRESIDENTS
• Theodore Roosevelt
• Became President in 1901, after William McKinley’s
assassination
• Member of the Bull Moose Party
• Progressive political party
• Promised voters a “Square Deal”
• Government will ensure fairness for workers, consumers, and big
business
• “trustbuster”…broke up many Monopolies and Trusts
• The first environmental President
PROGRESSIVE PRESIDENTS
• William Howard Taft
• Elected President in 1908
• Supported safety standards for mines and railroads
• Supported the 16th Amendment:
• Federal income taxes
• Disappointed progressives in the areas of tariffs and
conservation
PROGRESSIVE PRESIDENTS
• Woodrow Wilson
• Elected President in 1912
• Passed the Federal Reserve Act
• Established the modern banking system
• Established the Federal Trade Commission
• Tariff reform
• Clayton Antitrust Act:
• Strengthened the Sherman Antitrust Act
• “New Freedom”
• promoted antitrust modification, tariff revision, and reform in
banking and currency matters.
CHILDREN TO SCHOOL NOT TO WORK!
• Child Labor – progressives wanted to end the use of
children in industry
• Keating-Owen Act (1916) – outlawed goods being transported
from state to state if those products were produced by child
labor
• Later declared unconstitutional
AMENDMENTS OF THE PROGRESSIVE
ERA
• 16th Amendment – established a federal income tax
• 17th Amendment – direct election of senators
• The people, not state legislatures, would vote on candidates
running for the U.S. Senate
• 18th Amendment – Prohibition on the manufacture, sale,
and consumption of alcohol
• 19th Amendment – granted women the right to vote
(suffrage)
JIM CROW AND
SEGREGATION
MAIN IDEA
• Discrimination and segregation against AfricanAmericans intensified and took new forms in the
late 19th and early 20th centuries. African Americans
disagreed about how to respond to the
developments.
AFRICAN-AMERICANS FIGHT LEGAL
DISCRIMINATION
• Background – During Reconstruction, AfricanAmericans faced violent opposition to their new
constitutional rights, especially voting rights.
• Voting Restrictions – all Southern states passed
voting restrictions on African-Americans
• Literacy test – def. – difficult reading test given to AfricanAmericans trying to register to vote
• Poll tax – def. – an annual tax that had to be paid by
African-Americans before voting
• Grandfather clause – def. – state laws that allowed people
to vote if their grandfather was eligible to vote in 1867
• African-Americans prevented from voting as a result
JIM CROW
• Jim Crow Laws – segregation laws passed
throughout the South to separate white and black
people in public
• SIG - applied to schools, hospitals, parks, and transportation
systems
Vending-machine in Jackson,
Tennessee
SEPARATE BUT (UN)EQUAL
• Plessy v. Ferguson (1896) – U.S. Supreme Court ruled
that segregation of the races in public
accommodations was legal and did not violate the
14th Amendment
• Established “separate but equal” doctrine – states could
maintain segregated facilities for blacks and whites as long
as they provided equal service.
• SIG – segregation was legal for almost 60 years
AFRICAN-AMERICAN RESPONSES
• “Great Migration” (early 20th century) – def. –
movement of African-Americans from the rural
South to Northern cities in search of jobs and to
escape poverty and discrimination in the South
• Racial discrimination still existed in the North and sometimes
resulted in violence
AFRICAN AMERICAN RESPONSES
• Ida B. Wells – led an anti-lynching crusade and
called for the federal government to act to stop
oppression of African-Americans
• Booker T. Washington – believed the way to equality
was through vocational education and economic
success
• Did not openly challenge segregation
• Founded the Tuskegee Institute in Alabama
• W.E.B. Du Bois – believed that education was
meaningless without equality
• Supported political equality for African-Americans by
helping to form the National Association for the
Advancement of Colored People (NAACP)