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UNIT 6a: Economic Opportunity: Causes and Effects of Industrialization Diversity 1. Puritan 2. Diversity 3. Intolerance 4. 5. 6. 7. 8. 9. 10. 11. 5. 6. 7. 8. 9. Indian Removal Worchester v Georgia Trail of Tears Reservation Dawes Act Assimilation Bureau of Indian Affairs American Indian Movement 20. Nativism 21. Chinese Exclusion Act 22. 23. 24. 25. Gentleman’s Agreement National Origins Act Immigration Act of 1965 Melting Pot 26. Hispanic 27. Cesar Chavez 28. United Farm-workers Union 29. Civil Rights Movement 30. Civil Rights Act of 1964 10. Reserved 19. Unwritten Constitution 3. 4. 5. 6. Constitution Enlightenment Declaration of Independence Articles of Confederation Great Compromise Bicameral Constitution 11. 12. 13. 14. 15. 20. Ratification 21. Amendment 22. Bill of Rights 7. 8. 9. Federalism Delegated Concurrent 16. Checks and Balances 17. Judicial Review 18. Marbury v Madison 1. 2. 1. 2. 3. 4. Louisiana Purchase Missouri Compromise Sectionalism Tariff Nullification Manifest Destiny Monroe Doctrine Annexation 12. 13. 14. 15. 16. 17. 18. 19. America’s Role in the World Imperialism Open Door Policy Yellow Journalism Roosevelt Corollary to the Monroe Doctrine Panama Canal Schenck v United States Treaty of Versailles League of Nations Isolationism Civil Rights and Voting Rights 1. Compromise of 1850 2. Abolition 3. Dred Scott v Sanford 4. 5. 6. States’ Rights Secession Emancipation Proclamation 7. Reconstruction 8. Jim Crow Laws Separation of Powers Legislative Executive Electoral College Judicial 23. Due Process of Law 24. Gideon v Wainwright 25. Incorporation 10. 11. 12. 13. 14. 15. 16. 17. 18. Kellogg-Briand Pact Appeasement Neutrality Acts Lend-Lease Act Island Hopping Internment Camps Korematsu v US Manhattan Project Nuremberg Trials 19. 20. 21. 22. 23. 24. 25. 26. 27. 9. 10. 11. 12. Plessy v Furguson Booker T Washington WEB DuBois NAACP 17. Bakke v University of California 13. Brown v Board of Education 14. Civil Disobedience 15. Voting Rights Act of 1965 16. Affirmative Action United Nations Iron Curtain Containment Truman Doctrine Marshall Plan NATO Massive Retaliation McCarthyism Cuban Missile Crisis 18. Senaca Falls Convention of 1848 19. The Feminine Mystique 20. NOW 21. Roe v Wade 22. Title IX Economic Opportunity 1. Economics 2. Capital 3. Laissez-faire 4. Corporation 5. Stock Market 6. Dividend 7. Limited Liability 8. Monopoly 9. Trust 10. Mass Production 11. Labor Union/Organized Labor 12. AFL 13. Populist 14. Progressive 15. Muckraker 16. Meat Inspection Act 17. Conservation 18. Political Machine 19. Sherman Antitrust Act 20. Theodore Roosevelt 21. Flapper 22. Prohibition 23. Repeal 24. Depression 25. New Deal 26. Wagner Act 27. Social Security Act 28. Deficit Spending 29. Court Packing Plan 30. Schechter Poultry v US Wars Quiz: Study the DATES as well as the Wars/Conflicts and Issues!! Date 1755-1763 1775-1783 1812-1814 1846-1848 1861-1865 1890 1898 1917-1918 1941-1945 1945-1990 1950-1953 1964-1975 1991 2001present 2003present War/Conflict Issues British vs. French Over Ohio Valley Lands and Settlement American Independence Trading Rights of Neutral Nations and Freedom of the Seas Land and Border Dispute in Texas and SW US Due to US Expansionism Slavery, States Rights, Sectionalism Placing Native Americans on Reservations Imperialism, Cuba and the Philippines Trading Rights of Neutral Nations and Freedom of the Seas and “Making the World Safe for Democracy” Opposing Expansion of Germany, Italy and Japan Capitalism vs. Communism USA vs. USSR Stopping Spread of Communism into S. Korea Domino Theory Oil and Kicking Saddam Hussein’s Iraq Out of Kuwait Hijacked jetliner attack on NYC and Washington leads to US invasion of Afghanistan, deposing the Taliban regime US invades Iraq and deposes dictator Saddam Hussein because of suspected WMD (Weapons of Mass Destruction) SS 11 Economic Opportunity: Industrial Revolution Page 1 Name: ___________ Compare Hamilton and Jefferson using p. 75-76 Views on: Hamilton Jefferson (and Madison) Government Economy Political Parties How the US would look in the future (economically) Discuss the similarities and differences between Hamilton and Jefferson’s vision for the United States’ economic development SS 11 Economic Opportunity: Industrial Revolution Page 2 Name: ___________ The Market Revolution: Who would benefit from the canal system shown below? Why/how? Define/explain the following using text : –The American System (p.120-126) Protective Tariffs National Bank Transportation Improvements –Market Revolution (p 139-141) –The formation of the National Trades’ Union (p. 142-143) Roles: Give your person’s view on the terms you defined: You are a farmer in Ohio. You produce goods that are you must transport to the cities on the east coast, or across the Atlantic in Europe. You are the owner of one of the new textile mills in Massachusetts. There is lots of competition from the British who can sell their goods more cheaply than you can afford to. You are a plantation owner from South Carolina who sells cotton to Britain but must import almost all of your manufactured goods. You use steam-powered riverboats to transport your cotton. You are a young woman working at the Lowell textile mills in the mid 1840s. Your boss lowers wages as more and more immigrants are available for jobs at the mills, but you need the work to make a living. SS 11 Economic Opportunity: Industrial Revolution Page 3 Name: ___________ The West Use text p 200-218 Before 1850s Aspect: What the West was like: After 1850s Events or people who changed it Population (who lived there) Economy (how people made their living) Infrastructure (buildings, roads, etc. Do RR DBQ. Each person does 2 docs, share in groups of 4 to fill in Document Description Positives Negatives You are a Lakota Sioux teenager living in 2005 on a reservation In school, you are asked to evaluate the effects of the Manifest Destiny on the American West. How do you respond? SS 11 Economic Opportunity: Industrial Revolution Page 4 Name: ___________ Populists Review text Ch 5 Sec 3 Note key words and images What problems did farmers face in the late 1800s? What could they do about them? What did the Populists do to try to solve problems faced by farmers?(See populist party platform) P. 219-223 1. _________ In the United States in the last quarter of the 19th century, a major cause of farmer discontent was the 1. belief that the railroads were exploiting the farmer 2. depletion of the soil by poor farming methods 3. steadily increasing flow of immigrants settling on farms 4. elimination of free homesteads by the Federal Government 2. _________ In the 1880's and 1890's, the efforts of farmers to obtain the passage of favorable legislation led to the 1. establishment of government price-support programs 2. elimination of most tariffs 3. formation of the Populist Party 4. prohibition of land speculation 3. _________ The Populists believed that most of the United States economic problems would be solved by establishing 1. currency reform 2. postal savings banks 3. a national property tax 4. a renewed policy of open immigration SS 11 Economic Opportunity: Industrial Revolution Page 5 Name: ___________ 4. _________ A major aim of both the Granger and Populist movements in the United States was 1. the establishment of a gold standard for currency 2. mandatory government policies to curb inflation 3. passage of laws increasing Federal regulation of monopolies 4. unlimited immigration of Asians 5. _________ During the late 1800s, farmers supported free and unlimited coinage of silver mainly because they believed that it would lead to 1. the establishment of government farm price supports 2. lowering of rates charged by railroads 3. lower prices for consumer goods 4. higher prices for farm products 6. _________ Which person would have been most likely to support the Granger movement and the Populist Party in the 1890's? 1. a banker in Philadelphia 2. a farmer in Kansas 3. a factory worker in Pittsburgh 4. a small-business owner in New York City 7. _________ In the Granger cases of the 1870s involving railroad regulation, Supreme Court decisions were significant because the decisions established that 1. racial segregation on transportation facilities is unconstitutional 2. government can regulate private business in the public interest 3. the regulation of business is solely a state government power 4. an end to the influence of the Populist movement was near 8. _________ In United States history, third political parties have had the most success in 1. winning the support of women voters 2. bringing new ideas to public attention 3. keeping the Unites States out of war 4. electing their candidates to the Presidency SS 11 Economic Opportunity: Industrial Revolution Page 6 Factors Promoting Industrialization Name: ___________ Brainstorm factors promoting industrialization: Define, then compare and contrast: Define Monopoly Similarities Differences Corporation Government Regulation What it is: Who would like it and why: Who would not like it and why: Laissez-faire SS 11 Economic Opportunity: Industrial Revolution Page 7 Name: ___________ Industrialization and the Civil War (1861-65) Industrialization Which region of the US was industrializing? If you are a factory owner, what would you want the government to do on the following: Tariffs Internal improvements Immigration Government regulation (y/n?) As a plantation owner, would you agree or disagree? Explain. Civil War What advantages did the North have? What advantages did the South have? War and Industry What effects does industry have on war? War on Industry? SS 11 Economic Opportunity: Industrial Revolution Page 8 Name: ___________ Immigration Where did your ancestors come from? Ellis Island: Experience and Records Immigration before and after the Civil War: Old Immigration New Immigration ___________ Europe ____________ Europe, Japan, China Famine, __________, Peace __________________, Religious, Political Freedom Anti-__________, Anti- ___________, Anti- ______________,_____________ ___________ attitudes Built _______________________ Low-wage labor built ___________ _______________________ Not always welcomed . . . Nativism – ___________________________________________________________________ Xenophobia – ________________________________________________________________ Acts and actions: 1840s “Help Wanted – _____________________________” 1850s – “Know-Nothing” Party tries to limit ____________________________ voting rights Chinese National Exclusion Act of 1882 – Chinese not allowed ________________________________ Origins Act of 1924 – limited entry based on origins; favored _____________________. SS 11 Economic Opportunity: Industrial Revolution Page 9 The Rise of Labor Unions Why would each person support a labor union? Name: ___________ What were the obstacles to unionization? •_____________________ – hard to communicate with others to form an organization or communicate concerns •Threat of __________________ •____________________________ – list of workers involved in union activities, who were denied jobs in ANY factory •_________________, lack energy after grueling workday •___________________ from other organizations –____________________ –Public – saw unions as a step to ________________ and _______________________________ Compare and contrast p. 245-246: Define/Explain Similarities AFL Leaders What they called for Who joined Methods Differences SS 11 Economic Opportunity: Industrial Revolution Page 10 Knights of Labor Leaders Name: ___________ What they called for Who joined Methods Compare and contrast p. 247-248: Define Similarities Haymarket Riot Who was involved: Issues How it ended Homestead Strike Who was involved: Issues How it ended Differences Urbanization and the lives of those who live in cities (especially workers) I. Growth of Cities Explain the trend. Why is this? II. Groups in the Cities •Wealthy/Industrialists •Middle Class •Workers •Immigrants Which groups were most affected by each of the following? ($W=Wealthy, MC =Middle Class, L=Laborers, I=Immigrants) III. Positive Effects of City Life ‗New technologies improve quality of life and size of cities ‗Cultural advances (museums, theater, art, newspapers, etc.) ‗Reform movements (i.e. Settlement Houses -- Jane Addams) ‗What services does the Modern Hull House offer? ‗How does this reflect Jane Addams’ original mission? IV. Negative Effects of City Life ‗Exploitation; lack of access to benefits of city ‗Tenement housing, slums ‗Health issues -- spread of disease, lack of sanitation ‗Crime ‗Political Machines, corruption Political machines –How they work –Boss Tweed and Tammany Hall –Advent of Political Cartoons -- Thomas Nast – Thomas Nast was a celebrity. In 1873, following his successful campaign against New York City’s Tweed Ring, he was billed as “The Prince of Caricaturists” for a lecture tour that lasted seven months. Nast used his Harper’s Weekly cartoons to crusade against New York City’s political boss William Magear Tweed, and he devised the Tammany tiger for this crusade. He popularized the elephant to symbolize the Republican Party and the donkey as the symbol for the Democratic Party, and created the "modern" image of Santa Claus. Following his death on December 7, 1902, Thomas Nast’s obituary in Harper’s Weekly stated, "He has been called, perhaps not with accuracy, but with substantial justice, the Father of American Caricature."." -–What contributions did Thomas Nast make to Americana? To society? V. Effects of Urbanization/Industrialization on Families •Men –less independent -- factory workers •Women –needed to work to help support family; upper class women become reformers •Children –often needed to work in factories to support family What effects of urbanization does Jacob Riis portray in his famous photos? Progressive Movement List the benefits of and problems caused by industrialization (the development of a factory system) How would the following view the results of the industrial revolution: •Farmers •Workers •Big Business Owners Reform groups responding to problems of the industrial revolution: Populists --farmers and workers seeking to limit the power of big business and give individuals a greater say in government Labor Unions -- workers organized to gain better working conditions, pay, etc. Progressives -- reformers who sought to improve working conditions, government, poverty, abuses of big business, and the environment Progressives (use p. 304-337) (define/describe) Put the problems we listed into the appropriate category •Government Reform – making government less corrupt and more democratic •Industrial/Business Reform – ending abuses of businesses, including monopoly, and poor treatment of workers and consumers •Environmental Reform – protecting the environment •Social Reform – helping people in society who suffer from problems such as poverty, illness, abuse, discrimination etc. II. Philosophies of Progressives •_____________________________ -- move forward with new ideas to improve society •Science -- ___________________________________________________ scientifically to help politicians make good laws •__________________________ government (not laissez-faire government) •______________________________ should be used to improve society •________________________________________________ -- charity, hard work, etc. III. City and state government •End influence of political bosses •Direct primaries --_______________________________________________________ •Initiatives --___________________________________________________________ •Referendum --___________________________________________________________ •Recall--________________________________________________________________ IV. Conservation •Preservation –________________________ -- keep land ____________________________________ -- founded Sierra Club •Conservation –______________________________________ -- ______________________________ land -- use resources wisely V. Working Conditions •Labor Unions--_______________________________________________________________ •Muckrakers--_________________________________________________________________ –_________________________________ The Jungle: “I aimed at the public’s heart and by accident I hit it in the stomach.” •Socialist Party of America –Eugene V. Debs -- ________________________________________________________________________ VI. Poverty •Settlement House Movement –Jane Addams ÆHull House –Social Work -- ___________________________________________________________________________ VII. Social Reform •Women’s Suffrage, Reproductive Rights •Desegregation/ Black Rights –___________________________________________________ - submit, get vocational education –_________________________________________ - protest,uselawsuits, get liberal arts education –Ida B. Wells -- anti-___________________________ advocate •Temperance--__________________________________________________________________________ VIII. Regulation of Business •1887 -- Interstate Commerce Act creates ________________________________________________ to control railroad rates •1890 -- Sherman Anti-Trust Act -- ___________________________________monopolies •Both are limited by the conservative Supreme Court IX. Regulation of Business during the Teddy Roosevelt years (1901-1908) •Roosevelt “Trust-buster” –Good Trusts -- ________________________________ –Bad Trusts -- _________________________________ –Strengthened ICC (Hepburn Act) •Arbitration --____________________________________________________________________ –intervened on behalf of the United Mine Workers Union, not the industry, although the Union was denied acceptance. •1906 -- Pure Food and Drug Act -- Meat Inspection Act – response to ________________________________________________ X. Regulation of Business during the Wilson years (1912-1920) •Wilson (the Democratic candidate) won 1912 election b/c of split in Republican Party –Taft -- republican –Roosevelt -- “_________________________________________” (Progressive Party) •Wilson -- “New Freedom” -- ___________________________________________________ •Underwood Tariff Bill -- ___________________________________ which had favored large industries •Federal Reserve Act –creates a ____________________________________________ and 12 Federal District Banks –gives government (not business) control of _________________________________________ •Federal Trade Commission Act --further regulates ________________________________________ •Clayton Anti-Trust Act--protects _________________from anti-trust suits and further limits trusts Dinner at the White House •Trustbusting President Theodore “Teddy” Roosevelt is hosting a gala dinner at the White House. The problem is how to seat people to allow for pleasant and productive conversation •Creating a diagram in which you show how you would seat the guests on your guest list. Your goals are to •Place people next to or across from people interested in similar topics •Avoid seating people who dislike or totally disagree with each other close together Guest List •Upton Sinclair •JP Morgan •Louis Hine •Andrew Carnegie •Ida Wells-Barnett •John D Rockefeller •Jane Addams •WEB DuBois •Woodrow Wilson •Jacob Riis •Booker T Washington •Gifford Pinchot •Theodore Roosevelt •Henry Ford •Terrance Powderly •Samuel Gompers •Robert LaFollette •John Muir Progressives 1900-1920 Issue/Problems Person who tried to deal Solution(s) suggested with the issue Upton Sinclair Jane Addams Jacob Riis Theodore Roosevelt Ida Wells-Barnett WEB DuBois Booker T Washington Robert LaFollette Louis Hine Woodrow Wilson Economic Opportunity: Timeline: 1790s Hamilton v Jefferson: Vision of American Future 1820s-1850s Market Revolution 1870sWestern Development 1860s-1890s Industrial Revolution 1900 – 1920 Progressive Era 1929-1941 Depression and New Deal 1950s American Dream 1960s Great Society 1980s Reaganomics Present: Globalization and Information Age 1. 1790s Hamilton v Jefferson: Vision of American Future Text: p.75-76 Question: What were the similarities and differences between Hamilton and Jefferson’s vision for the United States’ economic development? Vocabulary: National Bank Strict Construction Loose Construction 2. 1850s Market Revolution Text: p. 120-127; p139-143 Questions: Compare the Northern and Southern sections’ views on tariffs. What changes were associated with the Market Revolution? Vocabulary: Tariff Protectionism American System Market Revolution Free Enterprise Entrepreneur Labor Union 1870s Western Development Text: p.200-226 Questions: 1. Explain several historical examples illustrating the treatment of Native Americans by the United States. 2. Discuss the reasons for the rise and decline of the cattle industry in the west. 3. Describe the challenges faced by farmers who settled the west Vocabulary: Assimilation Dawes Act Homestead Act Populism 3. 1880s Industrial Revolution Text: 228-272 Questions: 1. Explain the role of the following in the advancement of industrialization: natural resources, inventions, business innovations, “robber barons” and railroads. 2. Discuss goals of labor unions and the obstacles they faced in achieving them. 3. Describe the immigrants of the 1880s to the 1920s and the challenges they faced in the US. Vocabulary: Monopoly (pool, trust) Corporation Laissez-faire Organized labor Collective bargaining Nativism Mother Jones B OR N: May 1, c. 1830 Cork, Ireland D I E D : November 30, 1930 Silver Spring, Maryland American union organizer ‘‘Pray for the dead, and fight like hell for the living.’’ ary Harris ‘‘Mother’’ Jones was one of the more fascinating figures in the history of the American labor union movement. Fearless, strong-willed, and frequently arrested even as a senior citizen, Jones worked to organize coal miners across America in the early years of the twentieth century on behalf of the United Mine Workers (UMW) union. She was also active in the Socialist Party of America and in the move to end child labor in factories and mills. Newspapers and magazines of the day sometimes referred to her as ‘‘the most dangerous woman in America,’’ which was a phrase her opponents used. M Irish roots Mother Jones. TH E LI BRA RY O F C ONG RES S. Mary Harris Jones was born in Cork, Ireland, c. 1830. Some historians believe she was actually born in 1837, even though her autobiography states otherwise. Her parents, like the majority of Roman Catholic families in Ireland at the time, struggled financially and lived on a diet of potatoes they farmed themselves. When a potato fungus began 133 Mother Jones destroying entire crops in Ireland during the mid-1840s, Jones’s father and brother left home for America. They avoided becoming one of the estimated one million deaths from starvation that occurred during the Irish Potato Famine (1845–1849). Richard Harris, Jones’s father, likely made his way from a job in Vermont to Canada, where the rest of the family joined him. They lived on Toronto’s Bathurst Street, and Jones took advantage of the city’s free public school system, though she would never lose her distinctive Irish accent. She hoped to become a teacher herself once she finished her studies. However, Irish immigrants faced discrimination, and Toronto schools did not allow Catholics to teach in the system. Around 1860, Jones went across the Canadian-United States border to Monroe, Michigan, to teach at a Catholic-run school there. She quickly discovered that she was not suited for the profession and went on to Chicago, Illinois, where she found work as a dressmaker. After that, she headed south to Memphis, Tennessee. In 1861 she married George E. Jones. He was an iron molder at a foundry, where iron is melted and poured into molds. He was also active as an organizer for the Iron Molders’ Union. Historians believe this was Mother Jones’s first contact with the labor union movement. Tragedy strikes Jones had four children in six years, and she and her husband prospered for a time, along with much of Memphis. But the end of the American Civil War (1861–65) brought financial hardships. The conflict had pitted the Union (the North), which was opposed to slavery, against the Confederacy (the South), which was in favor of slavery. Then the city was hit by an epidemic of yellow fever in the summer of 1867. The deadly virus, spread by mosquitoes, had come to North America with slave ships from West Africa. The disease usually resulted in organ failure within a week, accompanied by bloody or black vomit. In the space of just two months, all of Jones’s children, along with her husband, died from the fever. Jones went back to Chicago, where she knew she could earn a living as a seamstress for the city’s wealthy. Tragedy struck again, however, with the Great Chicago Fire of 1871. It hit the city’s poorest, most overcrowded neighborhoods especially hard, and Jones lost her dressmaking business as well as everything she owned. Like the rest of the city’s poor, she fled the 134 American Social Reform Movements: Biographies Mother Jones flames and camped out on the shores of Lake Michigan. She was later taken in by church members, who set up a homeless assistance program. Her autobiography claims that shortly after the fire, she came upon a meeting of the Knights of Labor, an early labor union founded in Philadelphia, Pennsylvania, in 1869. She wrote that she joined the secret organization that day and began working with it as an organizer, but labor historians question this. The Knights of Labor did not organize in Chicago until several years later, and did not admit women members before 1880. Jones credited the Knights of Labor with helping her through the hard times. Inspired by the group’s members, she became a labor organizer and reformer. Involvement in politics and labor issues was a rare pursuit for a woman during that time, especially since women were not allowed to vote in national elections until 1920. But Mother Jones took up the cause of labor reform and was in Pennsylvania during the coal miner strike in 1873. She also helped organize a nationwide walkout for better working conditions for railroad workers in 1877 in Chicago. The ‘‘Miners’ Angel’’ The first published record of the woman Americans would soon know as Mother Jones came in 1894, when a ‘‘Mrs. Mary Jones’’ is mentioned as having aided Coxey’s Army. This was a five-hundred-man demonstration that made its way from Ohio to Washington, D.C., to demand jobs. The country had been in an economic downturn for three years by then, and this would be the first protest march that made the nation’s capital its destination. Two years later, Jones was in Birmingham, Alabama, during a miners’ strike that was marked by episodes of violence. The first mention of her as ‘‘Mother Jones’’ occurs in an 1897 article in a Chicago newspaper. The piece discusses both the American Railway Union (ARU) convention then underway and its leader, Eugene V. Debs (1855–1926). Founder of the Socialist Party of America, Debs had met Jones in Birmingham and would become one of her most enthusiastic supporters over the next few years. After that, Jones’s name began to appear frequently in newspaper reports of strikes and other labor disputes. The mining industry had emerged as the battleground in the fight to establish unions in the American workplace. The country’s immense manufacturing and transportation industries relied heavily on the ore, coal, and other essential ingredients that had to be dug from the ground by men who worked long, grueling hours under dangerous conditions. The mines were owned American Social Reform Movements: Biographies 135 Mother Jones Elizabeth Gurley Flynn Elizabeth Gurley Flynn was a union organizer, Communist Party leader, and women’s rights activist. She left behind a long list of achievements when she died in 1964, including a role in the creation of the American Civil Liberties Union (ACLU). Born in 1890 in Concord, New Hampshire, Flynn and her family moved to New York City in her youth. She came from working-class parents who were interested in social and political reform. This inspired Flynn in her teenage years. At age sixteen, she delivered her first public speech, ‘‘What Socialism Will Do for Women,’’ to the Harlem Socialist Club. Flynn later worked as a union organizer for the Industrial Workers of the World (IWW), a powerful labor organization of the era. She married a fellow organizer and had one child, but the marriage did not last. She then began a longterm relationship with Carlo Tresca, an Italian labor activist and anarchist—one who believes there should be no government. Flynn and Tresca were both active in various long and bitter labor disputes between 1912 and 1916. These included a 1912 textile workers’ strike in Lawrence, Massachusetts; the New York City hotel and restaurant workers’ walkout a year later; and a strike by Minnesota miners in 1916. During that era, U.S. companies used a variety of strategies to keep unions out of the workplace. In many cases they tried to prevent organizers like Flynn from speaking in public, but the IWW fought back with lawyers who challenged such actions in court. Flynn was arrested a dozen times for her labor-organizing work, but she was never convicted. In 1917 she helped start the National Civil Liberties Bureau (NCLB). In 1920 the group became the American Civil Liberties Union (ACLU). In the early years of the 1920s, Flynn worked on behalf of Nicolo Sacco and Bartolomeo Vanzetti, two Italian American leftists who were later executed in 1927. Leftist refers to the liberal 136 movement in terms of politics and social and economic issues. The long years of work and travel took their toll on Flynn’s health, and she spent a decade recuperating in Oregon. By 1936 Flynn had returned to New York City, where she joined the American Communist Party. She worked for the party on several issues, but was especially active as an advocate for women’s rights. During World War II (1939–45), for example, when many American women went to work in factories to fill the jobs vacated by men serving in the armed forces, Flynn campaigned for the establishment of child-care centers, a somewhat unusual idea at the time. In 1942 she entered a Congressional race as a representative at large from New York and received 50,000 votes. Flynn’s activism and public position as a member of the American Communist Party’s national board brought her a fair amount of trouble in the early 1950s. At that time, the U.S. government and national law-enforcement agencies began to harass Communists as suspected agents of the Soviet Union. The Soviet Union was a collection of nations dominated by Russia and considered America’s greatest enemy from the late 1940s to the late 1980s. It was dissolved in 1991 and replaced by fifteen independent states. Flynn was convicted in 1952 of conspiring to teach and advocate the overthrow of the U.S. government. She served a twenty-eight-month prison term in Alderson, West Virginia, at a women’s facility. Flynn wrote a memoir of her time in prison. After her release, she continued her political work. She became the national chairperson for the American Communist Party in 1961 and traveled to the Soviet Union several times. On a 1964 trip she fell ill and died there. She was given an official state funeral held in Moscow’s Red Square, but her ashes were buried in Chicago. American Social Reform Movements: Biographies Mother Jones by large corporations, whose executives profited immensely and were strongly opposed to any interference in how they ran their companies. The United Mine Workers of America (UMW) was formed in 1890 from the remnants of two other unions, including a Knights of Labor local group. Jones probably went to work for the UMW as an organizer around 1897. In 1900 and again in 1902, she took an active role in two separate Pennsylvania coal miner strikes. Many of the miners had an Irish, Scottish, and recent immigrant background just like Jones. Like them, she had known poverty, hardship, and personal tragedy. She reminded them of this, but also explained the workings of the American capitalist system, a system in which the price of goods, services, and labor is dependent on supply and demand. As workers, the miners were replaceable parts in the economic equation, and company owners were determined to keep the workers at the bottom of the economic ladder. The mines even employed children and paid them even less. Before child labor laws were introduced, young boys worked in the coal mines in Pennsylvania. Mine owners were against child labor restrictions because they could pay the youth less than older workers. THE LIB RA RY O F CO NG RES S. American Social Reform Movements: Biographies 137 Mother Jones When workers went on strike, company management spared no cost to demonstrate their opposition and authority. Union leaders were followed, arrested, and jailed on questionable charges. ‘‘Scabs,’’ or strike-breakers, were brought in from other cities or states to replace the striking workers. Adding to the difficulties of the miners, the mines were often located in remote towns, where there was little chance of finding other work. In some cases, the companies owned the towns, including the housing, stores, bank, and other facilities, and the workers’ rent and bills were taken directly out of their pay. On one occasion, Jones was taken in by a miner when she came to town, but he and his family were thrown out of their home in the middle of the night for doing so. Due to her efforts to help the miners, Mother Jones was often called the ‘‘Miners’ Angel.’’ Strike leader Jones told people about the courage of striking workers at the rallies she organized. In the Pennsylvania strikes, she even led a march of miners’ wives and children, who brought along mops and buckets to sweep the streets clean of scab workers. As noted on the United Mine Workers Web site, Mother Jones liked to remind audiences: ‘‘Pray for the dead, but fight like hell for the living.’’ In 1903 Jones traveled west when miners at the Colorado Fuel and Iron company went on strike. The company was controlled by the Rockefeller family, one of the richest in the world. In West Virginia she rallied striking miners, then went on to Philadelphia, where a textile mill strike included a large number of workers who were children. She led some of them on a march from Philadelphia to New York City. ‘‘I am going to show Wall Street [New York financial district] the flesh and blood from which it squeezes its wealth,’’ she asserted, according to Elliott J. Gorn in his biography Mother Jones: The Most Dangerous Woman in America. Huge crowds turned out in New York City when the striking workers arrived. Over the next few years, Jones traveled to the western part of the United States once again, this time to help organize workers in the railroad industry and in the copper mines. In addition, she continued to show up when needed in the mining regions of the Appalachian Mountains, a huge range located in the eastern part of the United States. The Paint Creek-Cabin Creek strike Jones’s work on behalf of the UMW in West Virginia between 1912 and 1913 became one of the most legendary episodes in what had already 138 American Social Reform Movements: Biographies Mother Jones been a remarkable career. This was known as the Paint Creek-Cabin Creek strike. At the time some workers already belonged to the UMW and had asked for a moderate pay increase when their contract came up for renewal. Their strike spread to nearby non-union mines and quickly turned violent. Weapons were carried on both sides, and clashes between miners and management proved deadly. West Virginia’s governor declared martial law, a situation in which the military comes into an area to maintain or restore order and keep the peace. Troops were sent in to disarm the miners, and some journalists warned that a civil war was possible. There were numerous abuses of power under martial law, which severely restricted the constitutional freedoms normally guaranteed to all Americans by the Bill of Rights (1791), the first ten amendments to the U.S. Constitution (1789). Several dozen striking miners, union officials, and Socialist Party members were arrested. Under martial law, they were not allowed the right to a trial by jury, or even legal representation. Tensions worsened. Jones attempted to go and meet with the governor, but was arrested instead on a charge of conspiracy to commit murder. Since several deaths had occurred during the strike, law-enforcement agents were trying to blame Jones because she was a leader in the strike. She was convicted by a military court and remained under house arrest in a local rooming house. National newspapers tracked the story on their front pages. They noted that since martial law was in effect, Jones’s guilty verdict meant that her punishment could be death by a firing squad. Eugene Debs and other prominent social reformers spoke out and demanded Jones’s release. The White House was flooded with letters of support as well. After the long strike was settled, the U.S. Senate debated Jones’s status and a newly installed West Virginia governor released her from custody in May of 1913. A Congressional inquiry was launched into the abuses of power that took place when the former governor had declared martial law. As a result, all the convictions were declared invalid and as having no legal basis. Within a few months, Jones had moved on to the next major conflict between powerful business interests and the unions. This event, which began in the late summer of 1913, again occurred at a Colorado Fuel and Iron company property. At the site, a coal miners’ strike erupted into what became known as the Colorado Mine War. When miners were forced from their company-owned homes, they built a tent city on nearby American Social Reform Movements: Biographies 139 Mother Jones In her quest to improve labor conditions throughout the country, Mother Jones often met with national leaders. Here, she talks with U.S. President Calvin Coolidge. TH E LI BR AR Y OF CON GR ESS . property so their families had a place to live. In April 1914, the temporary tent town in Ludlow of more than one thousand miners and their families was fired upon by Colorado National Guard troops trying to break the strike. The troops opened fire, using a machine gun, killing twenty striking miners and some family members who were sleeping in their tents. Other mining towns broke out in riots that lasted ten days. Urging support throughout the country During the months of that Colorado coal strike, Jones spoke at miners’ rallies, then headed to Washington and East Coast cities to plead for aid. She crisscrossed the country by train, urging the crowds that turned out to see this elderly, but quite robust and energetic woman criticize the 140 American Social Reform Movements: Biographies Mother Jones companies, their unfair practices, and the lawmakers and lawenforcement authorities who kept the system in place. Returning to Colorado, she was jailed once again, then released, re-arrested, and held for a total of three months. Jones also found time to testify before a U.S. House Subcommittee on the mining industry. After the massacre at Ludlow occurred, Mother Jones urged miners across the country to take up arms against the company, run by American oil giant John D. Rockefeller, Jr. (1874– 1960). He, too, had testified before the Congressional subcommittee and famously declared he would lose his entire fortune first before his company ever granted official recognition to a union. President Woodrow Wilson (1856–1924; served 1913–21) was forced to send in federal troops to Colorado to prevent what some were once again predicting could turn into civil war. Jones kept moving for several more years. In 1915 she was in New York City rallying support for striking garment-industry workers, then two years later she joined forces with striking public-transit employees. Her last major effort came in Gary, Indiana, during its long and bitter steel strike in 1919. By this point, she was in her eighties and her age finally slowed her. She went to Maryland, where a retired mine worker and his wife made room in their home for her. She claimed to celebrate her one-hundredth birthday on May 1, 1930, and died several months later on November 30, 1930. She is buried at the Miners’ Cemetery of the United Mine Workers in Mount Olive, Illinois. After her death, Mother Jones became an American folk hero. Songs were written about her, and stories of her accomplishments circulated throughout the Appalachian communities. Her rabble-rousing spirit was discovered by a new generation of social reformers in the 1960s and 1970s, and a progressive magazine named in her honor was launched in 1976. Michael Moore (1954–), the documentary filmmaker who made Bowling for Columbine and Fahrenheit 9/11, served briefly as its editor in the mid-1980s. For More Information B O O KS Gorn, Elliott J. Mother Jones: The Most Dangerous Woman in America. New York: Hill & Wang, 2001. Josephson, Judith Pinkerton. Mother Jones: Fierce Fighter for Workers’ Rights. Minneapolis, MN: Lerner Publications, 1997. American Social Reform Movements: Biographies 141 Mother Jones PE RIODIC AL S Cockburn, Alexander. ‘‘Michael Meets Mr. Jones.’’ Nation (September 13, 1986): p. 198. WEB SIT ES ‘‘Elizabeth Gurley Flynn Remembers the Paterson Strike of 1913.’’ Women’s Project of New Jersey. http://njenv.rutgers.edu/njwomenshistory/Period_4/ flynn.htm (accessed on July 1, 2006). United Mine Workers of America. http://www.umwa.org/history/mj1.shtml (accessed on July 1, 2006). ‘‘West Virginia’s Mine Wars.’’ West Virginia Division of Culture and History. http://www.wvculture.org/HISTORY/minewars.html (accessed on July 1, 2006). 142 American Social Reform Movements: Biographies Progressive Era Name: ____________________________________ Wednesday, March 19, 2008 1. The women's rights movement in the early 20th century focused its efforts primarily on securing 1. a cabinet position for a woman 2. reform of prisons 3. civil rights for all minorities 4. suffrage for women 2. "Fifty years ago, there was a cry against slavery and men gave up their lives to stop the selling of black children on the blocks. Today the white child is sold for two dollars a week to the manufacturers. Fifty years ago the black babies were sold (for cash). Today the white baby is sold on the installment plan." - Mother Jones, 1903 In this passage the author is protesting the 1. use of child labor in industry 2. exploitation of African-American children in the inner cities 3. sale of children into slavery 4. ability of children to use credit in company stores 3. Elizabeth Cady Stanton and Lucretia Mott were best noted for their struggle to 1. prohibit the manufacture and sale of alcohol 2. abolish slavery 3. secure the right of women to vote 4. expose government corruption 4. How the Other Half Lives by Jacob Riis and The Grapes of Wrath by John Steinbeck were written mainly to 1. expose the desperate lives of poor people 2. encourage Federal legislation to protect consumers 3. increase awareness about the deteriorating environment 4. describe the social problems caused by alcoholism Progressive Era 5. Which reform idea was a common goal of the Populists and the Progressives? 1. restoration of the nation's cities 2. expansion of opportunities for immigrants 3. improvement in the status of African Americans 4. greater control of government by the people 6. Which heading best completes the partial outline below? I. ______________ A. Secret ballot B. Direct election of senators C. Recall D. Referendum 1. Checks and Balances 2. Unwritten Constitution 3. Progressive Reforms 4. Universal Suffrage 7. Cartoons by Thomas Nast were to urban political machines as The Jungle by Upton Sinclair was to 1. railroad monopolies 2. the meatpacking industry 3. lumber and logging companies 4. public utilities 8. A main purpose of President Theodore Roosevelt's trustbusting policies was to 1. reduce corruption in government 2. save the nation's banks 3. encourage competition in business 4. end strikes by labor unions Progressive Era 9. Figure 1 Base your answer to question on the cartoon and on your knowledge of social studies. What is the main idea of the cartoon? 1. Government policies have created a recession. 2. Americans support the activities of trusts. 3. Good government has saved the country from trusts. 4. Trusts are a threat to the nation. Progressive Era 10. Base your answer to the question on the map and on your knowledge of social studies. According to the map, in which region of the United States did women receive the most support for equal suffrage before passage of the 19th amendment? 1. East 3. South 2. North 4. West Progressive Era 11. "Crouched over the coal chutes, the boys sit hour after hour, picking out the pieces of slate....I once...tried to do the work a twelve-year-old boy was doing day after day, for ten hours at a stretch, for sixty cents a day. The gloom appalled me...." - John Spargo Figure 2 The author of this passage was most likely 1. an industrialist 2. a muckraker 3. a suffragette 4. a segregationist 12. A major goal of the Progressive movement was to 1. increase the influence of corporations on government 2. reduce the surpluses produced by farmers 3. encourage the growth of labor unions 4. eliminate unfair business practices 13. Organized labor welcomed the Clayton Antitrust Act because this act 1. permitted a closed shop in major industries 2. declared that unions were not conspiracies in restraint of trade 3. required the President to appoint a labor leader to the Cabinet 4. allowed unions to contribute large sums of money to political campaigns 14. An important characteristic of a graduated income tax is that it is 1. paid by corporations but not by individuals 2. levied only by the Federal Government 3. paid only by the wealthy 4. based on an individual's ability to pay Progressive Era 15. A major goal of reformers during the Progressive Era was to 1. end segregation in the South 2. correct the abuses of big business 3. limit immigration from Latin America 4. enact high tariffs to help American industry grow 16. In the early 1900s, a common belief held by most Progressives was that 1. deficit spending was essential to raise capital needed for reforms 2. Federal ownership of industry was necessary to correct society's problems 3. a return to weak central government would encourage business leaders to eliminate abuses 4. legislation could help solve social and economic problems 17. A similarity between the pre-Civil War abolitionist movement and the Progressive movement is that both 1. were mainly concerned with improving the status of African Americans 2. worked to reduce income taxes 3. contributed directly to the start of a major war 4. sought to improve the conditions of poor or oppressed peoples 18. Progressivism could best be characterized as a movement that 1. encouraged involvement in international affairs 2. tried to introduce a parliamentary system of government 3. emphasized only the needs of farmers 4. demanded reform at all levels of government 19. Which is a logical outgrowth of the philosophy of the Progressive Era? 1. the deregulation of key industries 2. the creation of the Environmental Protection Agency 3. the emphasis on supply-side economics 4. the mergers of large corporations Progressive Era 20. Which president was known as a trustbuster? 1. George Washington 2. Calvin Coolidge 3. Theodore Roosevelt 4. Dwight Eisenhower 21. In the late 1800's, which was most effective in bringing about a tax-supported public school system in the United States? 1. congressional support for free public education 2. immigrants' demands for education for their children 3. need for vocational education 4. the idea that an educated populace benefited everyone 22. Which statement best expresses a view held by President Theodore Roosevelt? 1. Business monopolies are a result of economic forces and must be protected. 2. Latin American nations must conduct their own business without interference from the United States. 3. The obligation of the state, not the Federal Government, is to protect public welfare. 4. The Federal Government has a responsibility to conserve natural resources. 23. The major purpose of the Federal Reserve Act (1913) was to 1. provide a flexible money supply 2. establish government ownership of the banks 3. insure the bank deposits of individuals 4. implement the new amendment for a graduated income tax 24. Jacob Riis' photographs and the Settlement House movement led by Jane Addams drew attention to the needs of the 1. freedmen immediately after the Civil War 2. farmers in the 1880s and 1890s 3. urban poor in the late 19th and early 20th centuries 4. Japanese and Chinese laborers in the late 1800s Progressive Era 25. Figure 3 Which aspect of the United States government is best illustrated by the cartoon? 1. system of checks and balances 2. veto power of the President 3. congressional committee system 4. civilian control of the military Progressive Era 26. Figure 4 The author of the poem was describing 1. nativism 2. discrimination 3. integration 4. slavery 27. Reformers of the Progressive Era sought to reduce corruption in government by adopting a constitutional amendment that provided for 1. a maximum of two terms for presidents 2. term limits on members of Congress 3. voting rights for African Americans 4. direct election of United States senators 28. A basic function of the Federal Reserve System is to 1. increase the Federal supply of gold 2. increase Federal revenue 3. regulate the amount of money and bank credit available 4. provide the nation with additional commercial banks 29. Throughout United States history, third political parties have developed mainly because 1. Americans have wanted to continue the British multiparty system 2. major parties have failed to address certain issues 3. major parties have nominated radical candidates for national office 4. foreign interests have dominated the major parties Timeline Review: Decade(s) Name Hamilton v Jefferson: Vision of American Future Market Revolution Western Development Industrial Revolution Progressive Era Depression and New Deal American Dream Great Society Reaganomics Vocabulary Review: 1. Economics 2. Capital 3. Laissez-faire 4. Corporation 5. Stock Market 6. Dividend Description 7. Limited Liability 8. Monopoly 9. Trust 10. Mass Production 11. Labor Union/Organized Labor 12. AFL 13. Populist 14. Progressive 15. Muckraker 16. Meat Inspection Act 17. Conservation 18. Political Machine 19. Sherman Antitrust Act 20. Theodore Roosevelt Essay writing preparation: Brainstorm/Outline on a separate piece of paper Write two to three paragraphs (NO INTRO OR CONCLUSION) in which you: Describe an issue/problem faced during the Progressive Era Discuss actions taken by a Progressive reformer to deal with the issue Explain how those actions impacted the issue/problem Grading: 1) Structure/organization:___________________________________________________ 2) Level of detail: ________________________________________________________ 3) Depth of analysis: ____________________________________________________ 4) Accuracy/extent of understanding of the historical context of the Progressive era: ___________________________________________ Part I Answer all questions in this part. Directions (1–50): For each statement or question, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 6 The Federalist Papers were published in 1787 and 1788 to help gain support for (1) a bill of rights (2) the ratification of the Constitution (3) a weaker central government (4) the abolition of slavery and the slave trade 1 Which type of map shows the most detailed information about Earth’s natural features, such as rivers, lakes, and mountain ranges? (1) political (3) weather (2) demographic (4) physical 2 Which region of the United States is correctly paired with an industry that is dominant in that region? (1) Southwest — timber (2) Pacific Northwest — citrus crops (3) Great Plains — grain crops (4) Atlantic Coastal Plain — iron mining 7 A republican form of government is described as one in which (1) there is a two-party system (2) representatives are elected by the people (3) elected officials have limited terms (4) government power is limited by checks and balances 3 Which statement best describes governmental power under the Articles of Confederation? (1) Power was shared equally by the central government and the states. (2) A balance of power existed between the three branches of the central government. (3) A strong chief executive headed a unified central government. (4) The states had much greater power than the central government. 8 The due process clause in the 5th Amendment and the right to an attorney in the 6th Amendment were designed to (1) protect freedom of expression (2) assure that laws are properly enacted (3) ensure fair treatment for those accused of crimes (4) provide for judicial review of laws 9 • Congress proposes an amendment legalizing an income tax. • The Supreme Court rules that the income tax is unconstitutional. These events illustrate the use of (1) delegated powers (2) checks and balances (3) judical legislation (4) the unwritten constitution 4 The Northwest Ordinance of 1787 was important because it (1) ensured universal suffrage for all males (2) extended slavery north of the Ohio River (3) provided a process for admission of new states to the Union (4) established reservations for Native American Indians 5 At the Constitutional Convention of 1787, the Great Compromise resolved the issue of (1) representation (3) slavery (2) taxation (4) control of trade U.S. Hist. & Gov’t.–June ’03 [2] 12 As a strict constructionist, President Thomas Jefferson questioned the constitutional right to (1) receive diplomats from foreign nations (2) purchase the Louisiana Territory (3) grant pardons to convicted criminals (4) veto legislation passed by Congress Base your answer to question 10 on the cartoon below and on your knowledge of social studies. 13 How did Supreme Court decisions under Chief Justice John Marshall affect government in the United States? (1) Federal power increased at the expense of the states. (2) Strict limits were placed on congressional use of the elastic clause. (3) The impeachment of federal judges was declared unconstitutional. (4) State powers under the 10th Amendment were expanded. 14 During the first half of the 19th century, territorial expansion led to (1) increased tensions over slavery (2) improved relations with bordering nations (3) fewer conflicts with Native American Indians (4) decreased domestic demand for manufactured goods Source: Justus, Minneapolis Star 10 What is the main idea of this cartoon? (1) Americans fail to adequately support the expenses of political candidates. (2) Campaign advertising has no influence on voter turnout. (3) Campaign costs are a major cause of the national debt. (4) High campaign costs negatively affect the political process. 15 Following the Civil War, many Southern states enacted Black Codes to (1) provide free farmland for African Americans (2) guarantee equal civil rights for African Americans (3) restrict the rights of formerly enslaved persons (4) support the creation of the Freedmen’s Bureau 11 • Alien and Sedition Acts • Virginia and Kentucky Resolutions These pieces of legislation reflected the conflict between (1) Congress and the president (2) states’ rights and federal supremacy (3) the military and the civilian government (4) the United States Supreme Court and state courts U.S. Hist. & Gov’t.–June ’03 16 One reason John D. Rockefeller, Andrew Carnegie, and J. Pierpont Morgan were sometimes called robber barons was because they (1) robbed from the rich to give to the poor (2) made unnecessarily risky investments (3) used ruthless business tactics against their competitors (4) stole money from the federal government [3] [OVER] 20 The Interstate Commerce Act and the Sherman Antitrust Act were passed by Congress to (1) increase safety in the workplace (2) promote fair hiring practices (3) improve working conditions (4) protect the interests of small businesses Base your answers to questions 17 and 18 on the speakers’ statements below and on your knowledge of social studies. Speaker A: “Our nation has grown and prospered from the ideas and labor of immigrants. The nation has been enriched by immigrants from different nations who brought new ideas and lifestyles, which have become part of American culture.” Speaker B: “United States industries are competing with established European manufacturers. To prosper, American industries need the vast supply of unskilled labor that is provided by immigrants.” Speaker C: “Immigrants are taking jobs at low wages without regard for long hours and workers’ safety. American workers must unite to end this unfair competition.” Speaker D: “Immigrants arrive in American cities poor and frightened. They are helped to find jobs or housing. These newcomers should show their gratitude at voting time.” 21 What was a major effect of the Agricultural Revolution in the United States during the late 1800s? (1) Unemployed factory workers could find jobs in agriculture. (2) Food supplies were increased to feed urban dwellers. (3) The size of farms decreased. (4) United States farm exports decreased. 22 Dorothea Dix, Jane Addams, and Jacob Riis were all known as (1) muckrakers (3) political leaders (2) suffragettes (4) social reformers 23 Passage of the Pure Food and Drug Act and the Meat Inspection Act illustrated the federal government’s commitment to (1) environmental conservation (2) workers’ rights (3) business competition (4) consumer protection 17 Which speaker is most clearly expressing the melting pot theory? (1) A (3) C (2) B (4) D 18 Speaker D is expressing an opinion most like that of a (1) labor union member (2) religious leader (3) factory owner (4) political party boss 24 Which United States foreign policy was most directly related to the rise of big business in the late 1800s? (1) containment (3) détente (2) imperialism (4) neutrality 19 In the 19th century, protective tariffs, subsidies for railroads, and open immigration showed that the federal government followed a policy of (1) support for economic development (2) noninterference in the free-market system (3) regulation of unfair business practices (4) support for organized labor U.S. Hist. & Gov’t.–June ’03 25 The works of Duke Ellington and Langston Hughes reflected the (1) expanding role of women in the 1920s (2) achievements of the Harlem Renaissance (3) architectural innovations of the 1930s (4) influence of southern European immigrant groups [4] 26 What was a major result of Prohibition in the United States during the 1920s? (1) restriction of immigration (2) growth of communism (3) destruction of family values (4) increase in organized crime 29 The National Labor Relations Act (Wagner Act) of 1935 strengthened labor unions because it legalized (1) collective bargaining (3) the open shop (2) blacklisting (4) the sit-down strike 30 Between 1934 and 1937, Congress passed a series of neutrality acts that were designed primarily to (1) strengthen the nation’s military defenses (2) provide aid to other democratic nations (3) create jobs for unemployed American workers (4) avoid mistakes that had led to American involvement in World War I 27 During the Great Depression, expressions such as Hoovervilles and Hoover blankets showed that President Hoover (1) was seen as a role model (2) used the military to aid the unemployed (3) was blamed for the suffering of the poor (4) supported relief and public housing for the needy 31 In the 1944 case Korematsu v. United States, the Supreme Court ruled that wartime conditions justified the (1) use of women in military combat (2) ban against strikes by workers (3) limitations placed on civil liberties (4) reduction in the powers of the president Base your answer to question 28 on the cartoon below and on your knowledge of social studies. 32 During World War II, posters of Rosie the Riveter were used to (1) recruit women into wartime industries (2) encourage women to serve in the armed forces (3) promote women’s suffrage (4) support higher education for women 33 What was one result of World War II? (1) The arms race ended. (2) The Cold War ended. (3) Communism was eliminated. (4) Two superpowers emerged. Source: Clifford Kennedy Berryman, The Washington Star, March 9, 1937 28 This cartoon illustrates that President Franklin D. Roosevelt caused a controversy based on (1) increased military spending in the early 1930s (2) a plan to assume some of the powers reserved to the states (3) efforts to counter the Dust Bowl with federal conservation measures (4) proposals that violated the principle of separation of powers U.S. Hist. & Gov’t.–June ’03 34 Convictions of war criminals by courts at Tokyo and Nuremberg following World War II showed that (1) government officials and military leaders could be held accountable for their actions (2) the United Nations accepted responsibility for international peacekeeping (3) the League of Nations could successfully enforce international law (4) nations that start wars would be forced to rebuild war-torn nations [5] [OVER] 38 The Civil Rights Act of 1964 was passed in an effort to correct (1) racial and gender discrimination (2) limitations on freedom of speech (3) unfair immigration quotas (4) segregation in the armed forces Base your answer to question 35 on the cartoon below and on your knowledge of social studies. 39 President Richard Nixon supported the policy of détente as a way to (1) reduce tensions between the United States and the Soviet Union (2) introduce democratic elections to communist nations (3) encourage satellite nations to break their ties with the Soviet Union (4) undermine Soviet influence among nonaligned countries in Africa and Asia 40 The Supreme Court cases of Tinker v. Des Moines and New Jersey v. TLO involved the issue of (1) freedom of the press (2) freedom of religion (3) the rights of students in school (4) the rights of prison inmates 35 Which event of 1948–1949 is illustrated by this cartoon? (1) Berlin airlift (2) collapse of the Berlin Wall (3) reunification of Germany (4) allied invasion on Normandy 41 Support for the North American Free Trade Agreement (NAFTA) reflected the United States commitment to (1) globalization (3) collective security (2) Manifest Destiny (4) isolationism 36 “We conclude that in the field of public education, the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. . . .” — Chief Justice Earl Warren, Brown v. Board of Education of Topeka 42 The loss of jobs in manufacturing industries has been caused by the introduction of This quotation illustrates the Supreme Court’s power to (1) uphold previous decisions (2) overrule state laws (3) check the powers of the executive branch (4) provide for educational funding (1) (2) (3) (4) 43 The baby boom primarily resulted from the (1) economic prosperity of the 1920s (2) Great Depression of the 1930s (3) delay in marriages during World War II (4) counterculture movement of the 1960s 37 The Peace Corps was established by President John F. Kennedy in an effort to provide (1) support to developing nations of the world (2) job training for the unemployed (3) markets for consumer goods (4) teachers for inner-city areas U.S. Hist. & Gov’t.–June ’03 radio and television automobiles and airplanes automation and computers improved medicine and space travel [6] Base your answer to question 44 on the chart below and on your knowledge of social studies. MEDIAN EARNINGS OF MEN AND WOMEN IN THE UNITED STATES, 1960–1990 Year Women Men Women’s Earnings as a Percent of Men’s Earnings Gap in Constant 1990 Dollars 1960 1970 1980 1990 $ 3,257 5,323 11,197 19,822 $ 5,368 8,966 18,612 27,678 60.7 59.4 60.2 71.6 $ 8,569 11,529 11,776 7,856 Source: Bureau of the Census 44 The data in this chart support the conclusion that between 1960 and 1990 (1) government failed to pass laws that granted women equal access to jobs (2) the earnings gap between men and women was only slightly improved (3) women’s earnings consistently increased faster than those of men (4) most higher paying jobs were still not legally open to women 46 How did the power of government change during the Civil War and the Great Depression? (1) Presidential powers were expanded. (2) Congress exerted greater leadership. (3) The Supreme Court expanded civil liberties. (4) Power shifted from the federal government to the states. Base your answer to question 45 on the cartoon below and on your knowledge of social studies. Haiti Kosovo alia Som 47 “U.S. Sponsors Panamanian Revolution” (1903) “U.S. Establishes Military Rule in Dominican Republic” (1916) “CIA Supports Overthrow of Guatemala Regime” (1954) nia Bos These headlines suggest that (1) United States interests in Latin America have often led to intervention (2) the United States is willing to fight to maintain the independence of Latin American nations (3) Latin American nations have declared war on the United States several times (4) Latin American nations are able to run their governments without United States help Source: Chip Bok, Creators Syndicate (adapted) 45 Which situation faced by President Bill Clinton is expressed in the cartoon? (1) Impeachment hampered his ability to carry out programs. (2) International problems interfered with domestic policy goals. (3) Health care costs took away funds needed for peacekeeping commitments. (4) Budget deficits prevented military action in world trouble spots. U.S. Hist. & Gov’t.–June ’03 48 The Palmer raids following World War I and the McCarthy hearings during the Korean War were similar in that they were caused by fear of (1) new military weapons (2) foreign invasions of the United States (3) communist influence in the United States (4) economic depression [7] [OVER] Base your answers to questions 49 and 50 on the song excerpt below and on your knowledge of social studies. The Farmer is the Man When the farmer comes to town With his wagon broken down, Oh, the farmer is the man Who feeds them all. . . . The farmer is the man, The farmer is the man, Lives on credit till the fall; Then they take him by the hand And they lead him from the land, And the middleman’s the man Who gets it all. . . . — American folk song 50 Which political party focused most of its efforts on the problem identified in this song? (1) Bull Moose (2) Free Soil (3) Populist (4) Progressive 49 The problem identified by this folk song was a result of (1) farm productivity declining for several decades (2) too many Americans entering the occupation of farming (3) poor farming practices destroying cropland (4) low profits forcing many people out of farming U.S. Hist. & Gov’t.–June ’03 [8] Answers to the essay questions are to be written in the separate essay booklet. In developing your answer to Part II, be sure to keep these general definitions in mind: (a) discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail” (b) show means “to point out; to set forth clearly a position or idea by stating it and giving data which support it” (c) evaluate means “to examine and judge the significance, worth, or condition of; to determine the value of ” Part II THEMATIC ESSAY QUESTION Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. Theme: Social Change Events have influenced social change in American society. Task: Identify one event in United States history that has influenced social change and for the event identified: • Discuss the historical circumstances surrounding the event • Show how the event was intended to bring about specific social change • Evaluate the extent to which the event was successful in bringing about that change You may use any example from your study of United States history. Some suggestions you might wish to consider include passage of the Civil War amendments; development of the automobile; passage of the 18th Amendment [national Prohibition]; passage of the 19th Amendment [women’s suffrage]; passage of the Social Security Act (1935); President Dwight D. Eisenhower’s decision to send troops to Little Rock, Arkansas; and the Supreme Court’s decision in Roe v. Wade. You are not limited to these suggestions. Guidelines: In your essay, be sure to: • Address all aspects of the Task • Support the theme with relevant facts, examples and details • Use a logical and clear plan of organization • Introduce the theme by establishing a framework that is beyond a simple restatement of the Task and conclude with a summation of the theme U.S. Hist. & Gov’t.–June ’03 [9] [OVER] NAME___________________________ SCHOOL_______________________________ In developing your answer to Part III, be sure to keep this general definition in mind: discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail” Part III DOCUMENT-BASED QUESTION This question is based on the accompanying documents (1–8). The question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Historical Context: Extensive railroad construction in the 1800s transformed the United States by linking sections of the nation. This transformation had both positive and negative effects. Task: Using information from the documents and your knowledge of United States history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay, in which you will be asked to: • Discuss the positive and negative effects of railroads in the United States during the 1800s U.S. Hist. & Gov’t.–June ’03 [10] Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1 For half a century after Lewis and Clark’s expedition, the Great Plains aroused little interest in the young nation. The plains were too dry for agriculture, people said. They were barren, forever a wasteland at the center of the continent. These ideas began to change in the years leading up to the Civil War. As the railroads were built westward, Americans realized how wrong they had been about the plains. Settlers in Kansas found no desert, but millions of acres of fertile soil. Cattlemen saw an open range for millions of cattle, a land of opportunity larger than even the Lone Star State. Of course, the plains were already inhabited by buffalo and Indians. But these meant little to the newcomers. Civilization, they believed, demanded that both be swept away and the land turned to “useful” purposes. How this came about is one of the saddest chapters in our history. . . . Source: Albert Marrin, Cowboys, Indians, and Gunfighters, Atheneum 1 According to this passage, how did the use of the railroads change people’s opinions about the Great Plains? [1] Score U.S. Hist. & Gov’t.–June ’03 [11] [OVER] Document 2 It was with a shock of abhorrence, therefore, that they discovered in 1871 the presence of railroad surveyors running a line through the valley of the Yellowstone. With Sitting Bull’s approval, the young warriors immediately began a campaign of harassment, first letting the intruders know that they were not wanted there, and then driving them away. The reason the surveyors had come into this area was that the owners of the Northern Pacific Railroad had decided to change its route, abandoning the line through previously ceded lands and invading unceded lands without any consultation with the Indians. In 1872, the surveyors accompanied by a small military force came back to the Yellowstone country, and again Sitting Bull’s followers drove them away. . . . Source: Dee Brown, Hear That Lonesome Whistle Blow, Henry Holt and Co. 2 According to this document, why were Native American Indians hostile to the surveyors? [1] Score U.S. Hist. & Gov’t.–June ’03 [12] Document 3 Source: Denver Public Library 3 What does this illustration show about the effect of the railroads on the buffalo herds? [1] Score U.S. Hist. & Gov’t.–June ’03 [13] [OVER] Document 4 If nineteenth-century Monterey County owed much to the coming of the railroads, Santa Cruz County owed everything, for railroads constructed during the 1870s tied together the isolated communities along the north coast of Monterey Bay and launched an era of unparalleled development. . . . Between 1875 and 1880 the Chinese built three separate railroads, laid forty-two miles of track, and drilled 2.6 miles of tunnels to stitch Santa Cruz County together and attach it permanently to the world beyond the Santa Cruz Mountains. The Chinese contributed not only their muscle and sweat, but their lives. At least fifty Chinese were killed in accidents while building those railroads. For every mile of railroad, one Chinese died. . . . Chinese railroad workers on the Santa Cruz Railroad worked six ten-hour days a week and were paid one dollar a day. Two dollars per week was deducted from their pay for food, while expenses such as clothing and recreation chipped away at the remaining four dollars so that they averaged three dollars per week profit. . . . Source: Sandy Lydon, Chinese Gold: The Chinese in the Monterey Bay Region, Capitola Book Company 4a According to this document, how did railroad development help Monterey and Santa Cruz counties? [1] _________________________________________________________________________________ _________________________________________________________________________________ Score b Based on this document, state one working condition the Chinese experienced as they built the railroads. [1] _________________________________________________________________________________ _________________________________________________________________________________ Score U.S. Hist. & Gov’t.–June ’03 [14] Document 5 R i c h F armi n g L an d s! For Sale VERY CHEAP by the Union Pacific Railroad Company The Best Investment! No Fluctuations! Always Improving in Value. The Wealth of the Country is made by the advance in Real Estate. NOW IS THE TIME! MILLIONS OF ACRES Of the finest lands on the Continent, in Eastern Nebraska, now for sale, Many of them never before in Market, at prices that Defy Competition. FIVE AND TEN YEARS’ CREDIT GIVEN, WITH INTEREST AT SIX PER CENT. The Land Grant Bonds of the Company taken at par for lands. Full particulars given, new Guide with new Maps mailed free. THE PIONEER A handsome illustrated paper, containing the Homestead Law, sent free to all parts of the world. Address O.F. DAVIS, Land Commissioner U.P.R.R., Omaha, Neb. — 19th-century broadside (adapted) 5 According to the suggestions in this advertisement, how did railroads encourage settlement of the West? [1] Score U.S. Hist. & Gov’t.–June ’03 [15] [OVER] Document 6 . . . That year (1877) there came a series of tumultuous strikes by railroad workers in a dozen cities; they shook the nation as no labor conflict in its history had done. It began with wage cuts on railroad after railroad, in tense situations of already low wages ($1.75 a day for brakemen working twelve hours), scheming and profiteering by the railroad companies, deaths and injuries among the workers—loss of hands, feet, fingers, the crushing of men between cars. At the Baltimore & Ohio station in Martinsburg, West Virginia, workers determined to fight the wage cut went on strike, uncoupled the engines, ran them into the roundhouse, and announced no more trains would leave Martinsburg until the 10 percent cut [in pay] was canceled. A crowd of support gathered, too many for the local police to disperse. B. & O. officials asked the governor for military protection, and he sent in militia. A train tried to get through, protected by the militia, and a striker, trying to derail it, exchanged gunfire with a militiaman attempting to stop him. The striker was shot in his thigh and his arm. His arm was amputated later that day, and nine days later he died. Six hundred freight trains now jammed the yards at Martinsburg. The West Virginia governor applied to newly elected President Rutherford Hayes for federal troops, saying the state militia was insufficient. In fact, the militia was not totally reliable, being composed of many railroad workers. Much of the U.S. Army was tied up in Indian battles in the West. Congress had not appropriated money for the army yet, but J. P. Morgan, August Belmont, and other bankers now offered to lend money to pay army officers (but no enlisted men). Federal troops arrived in Martinsburg, and the freight cars began to move. . . . Source: Howard Zinn, A People’s History of the United States, Harper Collins Publishers 6 According to this passage, why did the railroad workers go on strike in 1877? [1] Score U.S. Hist. & Gov’t.–June ’03 [16] Document 7 The policy which has been pursued has given us [the United States] the most efficient railway service and the lowest rates known in the world; but its recognized benefits have been attained at the cost of the most unwarranted discriminations, and its effect has been to build up the strong at the expense of the weak, to give the large dealer an advantage over the small trader, to make capital count for more than individual credit and enterprise, to concentrate business at great commercial centers, to necessitate combinations and aggregations of capital, to foster monopoly, to encourage the growth and extend the influence of corporate power, and to throw the control of the commerce of the country more and more into the hands of the few. . . . Source: United States Senate, Select Committee on Interstate Commerce, 1886 7 According to this document, how did the railroad owners engage in unfair business practices? [1] Score U.S. Hist. & Gov’t.–June ’03 [17] [OVER] Document 8 We believe that the time has come when the railroad corporations will either own the people or the people must own the railroads; and, should the government enter upon the work of owning and managing all railroads, we should favor an amendment to the Constitution by which all persons engaged in the government service shall be placed under a civil service regulation of the most rigid character, so as to prevent the increase of the power of the national administration by the use of such additional government employees. . . . Transportation, being a means of exchange and a public necessity, the government should own and operate the railroads in the interest of the people. . . . Source: Populist Party Platform, 1892 8 According to the Populist Party platform, why should the government own the railroads? Score U.S. Hist. & Gov’t.–June ’03 [18] [1]
