Download MP 1 Powerpoint 2016

08/31/16
Seats are in alphabetical
order. Please sit where
your name is printed.
Warm-up:
World War I
Revolutionary War
Great Depression
American Civil War
The start of expansion to
the West
What do YOU think a
historian looks like?
Be prepared to discuss the
job a historian performs
• What came to mind?
• Tally Time:
▫ Man
▫ White
▫ Glasses
▫ Book
Why these stereotypes?
his·to·ri·an (hĭ-stôr'ē-ən, -stōr'-, -stŏr'-) n.
A writer, student, or scholar of history.
One who writes or compiles a chronological
record of events; a chronicler.
THIS IS YOU!
History is the lie commonly agreed
upon” – Voltaire
“
“Who controls the past controls the
future: who controls the present
controls the past” – George Orwell
How do we view history?
Why Study History?
Do you agree with this?
What questions do you
have about this clip?
History is the story of
US.
It tells us…
Who we are…
Where we’ve been…
Where we are going…
It defines us!
Snapshot
Autobiography
Create your Snapshot of your life
• Take a paper and fold it accordion style (so you
have 6 panels)
• Front panel—Name, Title, picture, etc
• Back Panel—About the Author
• Four Panels are left: For each, write a narrative
(story) of what happened during that event. Also,
create a picture to go with your story.
1.
2.
3.
4.
Story of your birth
One major Event
Second Major Event
Third Major Event
09/06/16
What is the difference
between fact and
interpretation?
Turn in your signed syllabus to the
back of the room.
After today, they are late.
Review Snap Shot
What story did you choose?
Differences?
Similarities?
Pre-Test:
How do
historian’s know
what evidence is
reliable and what
information
should be
included?
Lunchroom
Fight
Today you’re going to receive evidence from
eyewitnesses and others connected to a fight in a
lunchroom. Your job is to figure out who should
get suspended for starting the fight. In order to
figure that out, you’re going to need to source,
contextualize, and corroborate.
In other words, you’re going to need to read and
compare multiple pieces of evidence in order to
figure which are more reliable and how they all
fit together to fill out the story of what happened
in the lunchroom that day.
What role did context play in understanding the
entire picture?
What would happen if you threw out all of the
unreliable evidence?
Fill out the suspension report.
Review Causes of the Civil War
• Create a T Chart.
What I remember
about the Civil War
What I think caused
the Civil War
In April 1861, the 33 states that made up
the United States of America went to
war against each other. The war was to
last four long, heart wrenching years and
cost the lives of more than 600,000
Northern and Southern soldiers. The
reasons for the war have been debated
by historians and citizens ever since.
What Caused the Civil War?
1803–Louisiana Purchase, Westward
Expansion and Manifest Destiny
After the Louisiana
Purchase (from France) in
1803, the United States
doubled in size.
The desire to expand West
caused a the fight over
slavery.
Effect: As Americans
pushed west, the issue of
slavery came to the
forefront. Would the new
territories of the United
States be lave or free?
Should slavery expand? What
should happen to this new land?
Manifest Destiny
Fugitive Slave Law
• The law was very
controversial.
• It required that ALL (north
and south) citizens were
obligated to return runaway
slaves.
• People who helped slaves
escape would be jailed and
fined
• Effects: Law enraged
Northerners because it made
them feel a part of the slave
system. Persons involved with
the Underground Railroad
worked to subvert the law.
Uncle Toms Cabin
• Harriet Beecher Stowe wrote Uncle
Tom’s Cabin, a novel that told the
story of Uncle Tom, an enslaved
African American, and his cruel
master, Simon Legree.
In the novel, Stowe wrote of the evils
and cruelty of slavery. The novel had
an enormous influence in the north.
• It helped change the way many
Northerners felt about slavery.
• Effect: Slavery was now a moral
problem/issue, intensifying the
animosity and debate between
North & South.
Kansas Nebraska Act 1854
• Proposed that Nebraska be divided into two territories —
Kansas and Nebraska.
• The settlers of the new territories would decide (popular
sovereignty) whether they would be slave or free.
• Southerners supported the act, while Northerners felt it
was a betrayal.
• Effect: Thousands of pro and anti slavery supporters
flood Kansas to vote and fight for their position on
slavery –Civil War about to erupt.
Dred Scott Ruling 1857
• Dred Scott was a slave who claimed that
because his master had taken him to the
free territories, he should be free.
• The court ruled that because Scott was
not considered a citizen, but property,
he could not file a lawsuit.
• The Court also ruled that Congress had
no power to decide the issue of slavery
in the territories. This meant that
slavery was legal in all the territories
and the Missouri Compromise was
unconstitutional.
• Effect: The issue of slavery reaches a
boiling point. Becomes a moral issue in
north and constitutional issue in the
south –NO MORE ROOM FOR
COMPROMISE!
1859 John Brown
• John Brown and a group of abolitionists organized a raid on
Harpers Ferry, Virginia, a federal arsenal.
• Brown hoped that slaves would come to the arsenal and he
would then lead a massive slave uprising.
• Brown was unsuccessful and captured. He was found guilty of
murder and treason and sentenced to death.
• Many northerners saw Brown as a hero. Southerners felt that
the North wanted to destroy slavery and the South along with
it.
• Effect: Convinced many southerners that war was inevitable.
1860 Lincoln Becomes President
• The Southerners’ reaction to the election of President Lincoln
was strong. They felt that the country had put an abolitionist
in the White House. The South felt that secession was the only
option.
• The South felt they had the right to secede. The Declaration
of Independence stated that “it is the right of the people to
alter or to abolish” a government that denies the rights of its
citizens. Lincoln, they believed, would deny them the right to
own slaves.
• Effect: In 1860, South Carolina seceded from the Union. By
February of 1861, Alabama, Florida, Texas, Georgia,
Louisiana, and Mississippi had seceded.
The RED states are the ones that elected Lincoln.
What does this tell us?
Confederate States of America
• States that had seceded
became the Confederate
States of America.
• They named Jefferson Davis
as president.
• They wrote a new
Constitution which made
slavery legal.
America Story of Us: Division
• Watch the video and answer the questions.
• No phones.
09/12/16
• Warm-up: What is something new that you
learned last class?
• Take an “Evaluating Sources” sheet from the
table and complete it after the warm-up.
We have a lot of material that is left behind, but that
does not make it all equal.
What sources are more trustworthy? Why?
What characteristics help to influence the way we see
the world? (ex: Race, Religion…)
Read the background essay QUIETLY TO
YOURSELF.
Highlight anything that you believe
caused the Civil War.
You should have multiple things
highlighted
• Fold a sheet of printer paper lengthwise (or hot
dog) so that you have a ½ inch left for a title
Slavery Admission of
New States
Economic
Conflict
Failed
Compromise
What caused the Civil War?
• Use the events you highlighted in the reading to
give details for each of the headings
• YOU ARE NOT FINISHED UNLESS YOU
HAVE COMPLETED ALL OF THE
HEADINGS
• THIS WILL COUNT AS AN ASSESSMENT
GRADE!
Document Analysis
• Primary sources can give us a variety of
information about different events
• CLOSE Read
▫ Highlight Source & Source Note
 Why does it matter
• Take your time when reading & studying primary
sources…it’s not a race
Causes of Civil War document analysis
• You will each get a set of 5 documents dealing
with the time period before the Civil War
• For each document, you will need to take your
time to read & study the information provided
▫ Is there any obvious bias?
▫ What is it showing? Talking about?
▫ What is the time period?
• Answer the scaffolding questions for each
document
Categorizing documents
• Divide the documents into categories of
information
▫
▫
▫
▫
▫
▫
Economics
Society
Politics
Northern POV
Southern POV
Etc…
CLOSE Reading
• CLOSE read each document
▫ Highlight the source information & any author
note provided
▫ CIRCLE power words (ones meant to guide your
understanding, maybe manipulate your emotions)
▫ In a second color, HIGHLIGHT big ideas
▫ SUMMARIZE main idea in the margins
• When CLOSE readings are finished, you will get
scaffolding questions to complete
What do these documents have in
common?
• Analyze the details you are finding in each
document
• Split the documents into 2 categories based on a
common main idea
• Complete the “What caused the Civil War?”
detail handout
• THE SUMMARY PORTION WILL COUNT
TOWARD YOUR ASSESSMENT GRADE.
Read “The Battle Cry of Freedom”
• Use 2 different color highlighters
• When reading lyrics for UNION, highlight any
key words to indicate why the Union/North
was fighting the Civil War
• When reading lyrics for CONFEDERATE,
highlight any key words to indicate why the
Confederates/South was fighting the Civil
War
The Civil War
What facts & events led to Union victory in the
Civil War?
Answer the questions using pages 80-86 in your
textbook. They must be answered in complete
sentences and be sure to answer the COMPLETE
question.
Hand in when you are finished.
• 09/15/16
• What do you think will happen to the
country now that the war has ended?
• Take out your documents and questions.
We are writing the paragraph today.
WHAT CAUSED THE CIVIL WAR? CREW
• Claim: answer the question.
▫ This should include introductory background
information plus a concrete answer to the question in
the form of a thesis statement
• Reason: Supports claim with accuracy.
• Evidence and EXPLAIN how each citation
supports & clarifies your answer.
▫ Must include source, quote
▫ Make sure the citations actually support your answer
▫ Don’t restate citation, EXPLAIN why it backs you up
• Warrant: what you have written about & the points
you are making in your writing
• Each portion will require multiple sentences
Reconstruction
Lincoln
Radical Republicans
Reconstruction handout
Johnson
War is over, Union wins!
• Now the country has to be brought back together
▫ Slavery is over BUT the economic issues still exist, as do
the questions of what to do with freed slaves & how/if to
punish the South
• Country faces both economic & social rebuilding
The South is destroyed
• The Civil War ended April 9, 1865.
• Most of the land in the South was destroyed by
the Civil War. The South would need to be
rebuilt.
• Lincoln refers to this process as
RECONSTRUCTION
During the War
In 1863, Pres. Lincoln
announced the
Emancipation Proclamation.
It declared that all slaves
should be set free in the
Confederacy. (Why?)
Problems facing Reconstruction
• How should southern states be allowed to
reenter the US? On what terms?
• How should ex-confederates be treated?
• What does Emancipation mean?
• How should the new state governments be
formed? Should the old confederates be elected?
Three Plans to Reconstruct the Nation
• Lincoln- President (beginning his second term)
• Radical Republicans- Majority in Congress
• Andrew Johnson- Lincolns VP
Lincoln’s Plan
President Lincoln wanted to reunite
the nation as quickly as possible.
Favored a lenient Reconstruction
policy.
• Any southern state with at least 10%
of its voters making a pledge to be
loyal to the U.S. could be readmitted
to the Union. 10% Plan
• The South also had to accept a ban
on slavery.
• Full pardons for all except high
ranking southern military & gov’t
officials.
• Wanted a gov’t agency to assist
freed slaves.
Lincoln is assassinated
• Just six days after the war ended, on April 15,
1865, President Abraham Lincoln was
assassinated while watching a play.
• Lincoln was assassinated by John Wilkes
Booth, a Southerner who was angry at
Lincoln.
• Vice-President Andrew Johnson became
president.
Radical Republicans in Congress
• Wanted to reunite the nation
• Lincoln’s plan angered a minority of
Republicans. They wanted to
destroy the political power of former
slaveholders.
• They also wanted African Americans
to be given full citizenship and the
right to vote.
Radical Republicans
• Iron Clad Oath
▫ Southerners must admit
& prove that they were
not in anyway
responsible for the war
or never bore arms
against the US to regain
citizenship
• State Suicide Theory
▫ States lost ALL their
rights when they left
the Union
Radical Reconstruction
• Radicals want:
▫ Longer occupation of southern states by
North
▫ Land Redistribution - Give abandoned land
to freed people
President Johnson
• Had the assassin's plot gone as
planned, Johnson would have
been killed along with Lincoln;
instead, he became President.
• Racist Southerner had to
reconstruct the south, including
the extension of civil rights and
suffrage to black Southerners.
• Wanted to reunite the nation.
Agreed with south on slavery but
not leaving the Union.
Johnson’s Plan and Goals
• Block efforts to force Southern
states to guarantee full equality
for blacks.
• The stage was set for a
showdown with congressional
Republicans, who viewed black
voting rights as crucial to their
power base in the South.
• Handed out thousands of
pardons to high ranking
Confederates.
• Allowed the South to set up
"black codes”=maintained
slavery under another name
The Plans Review
• Lincoln’s Plan
▫ Goal – reunify the Union
• Radical Republicans plan ( Congress)
▫ Goals – punish the South; give rights to freed
slaves
• Johnson’s Plan
▫ Favorable to the South
• Unable to come to an agreement before the
end of the war
• Complete the VENN diagram for each plan
first before doing the similarities
Crash Course Review
• Watch the video and complete the questions as a
review.
• https://www.youtube.com/watch?v=nowsS7pM
ApI
09/19/16 Warm-up
• Everyone in the United States is free.
Do you agree or disagree with this statement?
• Be prepared to discuss and share!
• Mark your calendars! Your first test is on Friday.
Don’t worry, we will review.
•Paragraph Rewrite
•35 Minutes
WHAT CAUSED THE CIVIL WAR? CREW
• Claim: answer the question.
▫ This should include introductory background
information plus a concrete answer to the question in
the form of a thesis statement
• Reason: Supports claim with accuracy.
• Evidence and EXPLAIN how each citation
supports & clarifies your answer.
▫ Must include source, quote
▫ Make sure the citations actually support your answer
▫ Don’t restate citation, EXPLAIN why it backs you up
• Warrant: what you have written about & the points
you are making in your writing
• Each portion will require multiple sentences
With a partner:
Complete to bookwork from pages 87 to 91.
You have 60 minutes.
Peasronsuccessnet.com
Username: smyrnaeagle
Password: shs231b
Successes and Failures
of Reconstruction.
Work with a partner to
complete the chart.
Were African
American’s really free?
Review
13th amendment- Slaves are Free!
• With the ending of the war, the slaves were now
free.
• The 13th Amendment to the Constitution was
passed.
• The 13th Amendment made slavery illegal
forever in the United States.
The 14th Amendment
• The 14th Amendment guaranteed citizenship to
all people born or naturalized within the U.S.
except for the Indians.
• It said that state governments could not “deprive
any person of life, liberty, or property, without
due process of law.”
15th Amendment
• In 1870 the 15th Amendment became law.
• The 15th Amendment gave African American
men the right to vote.
• Women’s rights activists were angry because the
amendment did not also grant women the right
to vote.
The Freedmen’s Bureau
• The Freedmen’s Bureau was established to help
poor blacks and whites in the South.
• The Freedmen’s Bureau established schools in
the South.
• Laws against educating slaves during the Civil
War meant that most ex-slaves did not know
how to read and write.
http://www.history.com/topics/blackhistory/sharecropping
Poor, illiterate and intimidated by widespread violence after the Civil War,
many former slaves agreed to sharecropping contracts, that were
designed to keep them poor.
The Black Codes
• The Black Codes were laws passed by
Southern states that limited the new-found
freedom of African Americans.
• Black Codes forced African Americans to
work on farms or as servants. They also
prevented African Americans from owning
guns, holding public meetings, or renting
property in cities.
Voting Rights
• Other laws were passed to keep blacks from
voting.
• One law said former slaves had to pay a tax to
vote. It was called a poll tax.
• Another law was passed that said a person could
only vote if their grandfather had voted. These
laws were called the Grandfather Clause.
Literacy Tests
Ku Klux Klan
• In 1866 a group of white southerners created the
Ku Klux Klan.
• The KKK was a secret society opposed to African
Americans obtaining civil rights, particularly the
right to vote.
• The KKK used violence and intimidation to
frighten blacks.
• Klan members wore white robes and hoods to
hide their identities.
• The Klan was known to have murdered many
people.
http://www.history.com/topics/ku-kluxklan/videos/the-kkk
Segregation and Jim Crow Laws
• Starting in 1881, blacks
had to stay in separate
hotels, sit in separate
parts of theaters, ride in
separate rail cars, and
have separate schools,
libraries, and parks. This
is known as segregation.
• Segregation - the legal
separation of blacks and
whites in public places
• Jim Crow Laws - laws
that forced segregation
Reconstruction Comes to an End
• Southern democrats take back over and seek
redemption
• Political violence continued in the South and AA
were denied civil and political rights
▫ Former confederate leaders are reelected to
Congress.
• Reconstruction ended without much progress
but the 13th, 14th, and 15th Amendments
remained leading to civil rights in the future.
On the back of your note sheet:
• What were two positive and two negatives of
Reconstruction?
Next class…
• You will have your first major exam:
• Civil War
• Reconstruction
09/23/16
You have a test today. Us this time to
review your notes.
Write “review” in your warm-up box.
09/27/16
• Following the Civil War Americans began to
expand Westward. Why do you think they were
motivated to do this?
• Grab a book.
Westward Expansion
Answer the questions on pages 53-59. We are moving on in 40
minutes.
America Story of Us: Heartland
• Watch the video and complete the questions.
• No phones.
09/29/16
• Warm-up: What comes to mind when you hear
the term “Industrialization”?
Industrialization
Process when economy is transformed from
primarily agricultural to one based on the
manufacturing of goods.
• Manual labor is often replaced by mechanized
mass production
• Craftsmen are replaced by assembly lines.
For the United States, this lead to
incredible economic growth.
Against the background
of war’s devastation,
what enabled the US
economy to grow?
Post-Civil War America
The North
• Now that the war is over, the country must focus
on both reconstruction in the South but
continued industrial progress in the North.
• Think about this unit as what was going on in
the North while Reconstruction was happening
in the South.
Southern Economy
• Limited land redistribution
▫ Whites refused to sell to freed blacks
▫ Agriculture continued to dominate
• Began to diversify away from cotton as main
agricultural crop
▫ Tobacco, rice, sugar cane
• Southern raw materials will continue to fuel
northern industry
▫ Lumber, pottery, glass, ceramics, canned
vegetables, bottled beverages
Northern Economy
• Thrived during years of Civil War
• Northern factories changed to produce supplies
for war; when war ended, they started to produce
peacetime necessities and supplies
▫ Produced 90% of US manufacturing
• Paper money in North was stable (backed by stable
government)
• Tax collection allowed government to gain more
money (IRS)
•Eight Conditions
for Rapid
Economic
Growth in the
United States
The United States had ideal conditions
for RAPID industrial growth.
1. Abundance of cheap
natural resources,
including coal, iron
ore, copper, lead, oil,
and timber.
Coal Mining
http://www.humanillnesses.com/original/images/hdc_0001_0003_0_img0203.jpg
2. Abundance of cheap labor, both native- born
and immigrant.
Employees worked from
5:00 a.m. until 7:00
p.m.
the average male worker
earned $300 a year; it
cost approximately
$600 a year to support
a family of five.
/
Italian Immigrants
http://nhs.needham.k12.ma.us/cur/kane98/kane_p3_immig/Italian/Original
3. Largest domestic market in the world.
Created by the growing
population and an
efficient transportation
system.
Park Row, New York City
Late 19th Century
http://www.nyu.edu/classes/finearts/nyc/cityhall/image/cpvny_newsrow1.JPG
4. Government support without
regulation.
The White House
http://www.frbsf.org/currency/iconography/whitehouse.jpg
Protected private property with:
Copyrights: exclusive legal
right, given to an originator
Incentive: subsidized business
and railroads with grants and
loans.
Refrained from regulation and
heavy taxation.
5. Efficient transportation network.
Based on the expansion of
railroads.
Known as the “Iron Horse”:
allowed the efficient
movement of raw
materials to factories and
of finished goods to
markets
Anheuser Busch Railyards, St.
Louis, MO
http://www.usgennet.org/usa/mo/county/stlouis/kempland/ab-railyard2.jpg
6. Capital was plentiful
Domestic funding and
European investment.
Rising GDP (Gross Domestic
Product): measure of a
nation's total economic
activity
Morgan Dollar
In Circulation 1878-1904
http://morgandollarseries.com/format/o.jpg
7. Development of labor- saving
technologies.
Patent: sole right to exclude
others from making, using,
or selling an invention.
Over 440,000 new patents
were granted between 1860
to 1890.
Hollerith Tabulating Machine
http://www.officemuseum.com/IMagesWWW/1890_Census_Hollerith_Elect
ric_Tabulating_Machines_Sci_Amer.jpg
http://www.artasauthority.com/images/Rockefeller.JPG
John D. Rockefeller Cartoon
8. Talented entrepreneurs
provided leadership and
management skills.
Industrialization
• Complete the book work for section 4.1
beginning on page 100.
10/03/16
On a sheet of your own paper
 Technological advancement often requires replacing old
products with new goods and services. This is called
“creative destruction.” Using examples, explain why
creative destruction results in economic growth.
 Example (DO NOT USE THIS) – Railroad/automobiles
replaced horse-drawn vehicles
• I know you don’t have a warm-up sheet. Write on a sheet
of paper and I will give you new sheets next class.
Crash Course #23
• Watch the video and complete the questions
Rise of Big Business
New Ways of Doing Business
Monopolies
• A company gains near
exclusive control of an
industry.
• Little or no competition.
• Controlled the price and
quality of a product.
Mr. Monopoly
http://blogs.usatoday.com/photos/uncategorized/blogmonopoly.jpg
Wall Street 1867 & 1900
•Corporations began selling
shares in their companies.
•Shares are a part of the
company
•Wall Street was originally
designed as a place for rich
men to share in each other’s
business opportunities, gain
investments, & get richer
Laissez Faire Economic Theory
• Adam Smith, The Wealth
of Nations, 1776.
Allow businesses to do
what needs to be done with
little government
intervention.
Government regulation
will reduce prosperity and
self-reliance.
Adam Smith
http://www.biografiasyvidas.com/biografia/s/fotos/smith_adam.jpg
Conservative Economic Theories
Social Darwinism
• Based on Darwin's theory of
evolution.
• Natural selection and survival of
the fittest should be applied to the
economy.
▫ Concentration of wealth in the
hands of the “fit” was a benefit to
the human race as a whole.
Darwinian Theory
http://www.flyfishingdevon.co.uk/salmon/year3/psy339evaluationevolutionary-psychology/darwin-ape.jpg
Gospel of Wealth 1901
“On Wealth”
$ The Anglo-Saxon race is
superior.
$ Inequality is inevitable and
good.
$ Wealthy should act as
“trustees” for their “poorer
brethren.”= Wealthy should
care for the poor
Andrew Carnegie
New Ways of Doing Business
Mergers
• Vertical Integration
▫ Combining companies that are involved
in different stages of production of a
certain product.
▫ Example: Steel.
 Carnegie bought iron and limestone
mines in Minnesota, coal fields in
Pennsylvania and West Virginia, railroad
lines from Cleveland and Erie to
Pittsburgh, and barge companies on the
Three Rivers and Great Lakes. .
Merger Cartoon
http://www.cartoonstock.com/newscartoons/cartoonists/dbr/lowres/
dbrn449l.jpg
Horizontal Integration
▫ Combining two or more companies in the same industry
▫ Example: If Coke & Pepsi would merge
▫ AT&T and Verizon merged.
▫ If Nike, Adidas, and Under Armour merged
▫ Can you think of others?
Vertical Integration
Combining companies that are involved in different stages of
production of a certain product.
▫ Example: Steel.
 Carnegie bought iron and limestone mines in Minnesota,
coal fields in Pennsylvania and West Virginia, railroad
lines from Cleveland and Erie to Pittsburgh, and barge
companies on the Three Rivers and Great Lakes.
• Other examples?
New Type of Business Entities
The Robber Barons
Captains of Industry
Andrew Carnegie
Steel, Coal, Iron
• Started poor, but invested wisely.
• Built up enough $ to invest in
steel.
• Used the Bessemer process to
produce strong steel more cheaply.
• Used “vertical integration” to gain
control.
▫ Believed the rich were morally
obligated to use wealth for fellow
citizens.
Andrew Carnegie
http://www.libraryhistorybuff.org/images/pic-carnegie-cartoon-72.jpg
John D. Rockefeller
Oil Refining
• Formed the Standard Oil
Trust.
• Destroyed competition
through “horizontal
integration” and price slashes.
▫ Lower prices leads to more
control of the market.
Rockefeller’s Oil Trust
http://aftermathnews.files.wordpress.com/2007/07/rockefeller_octopus.jpg
• By 1880, controlled 90% of
the nation’s oil refining
capacity.
• Supported the arts,
medicine, and education.
John Pierpont Morgan
Banking, Railroads, Steel
Son of a rich banker.
Used his profits from
banking to buy into other
industries.
Bought Carnegie Steel in 1903
for $500 million.
John Pierpont Morgan
Bailing out the US Gov’t.
http://blogs.usatoday.com/photos/uncategorized/blogmonopoly.jpg
Used companies to drive out
competition.
Very, very ruthless.
Cornelius Vanderbilt
Railroads
Started as a shipping
company.
Bought small railroads
during the Civil War.
Provided more efficient
service by purchasing
smaller lines and
combining them.
Cornelius Vanderbilt
http://i.a.cnn.net/money/galleries/2007/fortune/0702/gallery.richestameric
ans.fortune/images/vanderbilt.jpg
Finish your work
from last class.
10/03/16
• Warm-up: What is the different between a
Captain of Industry (Builder) and a Robber
Barron?
• Your bookwork from last time is due on Friday
at the beginning of class. I will stay after for 45
min today or you can stay for “Extra Time”
tomorrow. If you do not attend either, you must
use the online code. Those are your only options.
Baron or Builder Video
• https://www.youtube.com/watch?v=aAbI6hNo1
Iw
Narratives Step #1
• Read the two narratives.
• Summarize each one at the bottom of the sheet
• Think to yourself: if the industrialists were
robber barons or builders.
Step #2 Identity Map
“Baron or Builder”
• Read the evidence on your industrialist (Front
and Back). Write down the evidence that they
are a baron and evidence they are a builder. Pick
which one you feel they are on the bottom
section.
• Complete your stick figure sheet. Be ready to
share with the class.
Step #3
Crew Paragraph
• Write a CREW paragraph outline explaining
whether your figure is a baron or builder.
Baron or Builder? CREW
• Claim: answer the question.
▫ This should include introductory background
information plus a concrete answer to the question in
the form of a thesis statement
• Reason: Supports claim with accuracy.
• Evidence and EXPLAIN how each citation
supports & clarifies your answer.
▫ Must include source, quote
▫ Make sure the citations actually support your answer
▫ Don’t restate citation, EXPLAIN why it backs you up
• Warrant: what you have written about & the points
you are making in your writing
• Each portion will require multiple sentences
Step #4 Peer Review
• Trade papers with somebody who has the SAME
figure as you. Edit and review with them.
• You must change something during this process.
No way it was perfect the first time 
CREW Rubric
Step #5 Final Draft
• You have until the end of class to finish this.
10/07/16
• Warm-up: Who is somebody that you consider
to be successful? Why?
The Men Who Built America
• Complete the questions on Andrew Caregie &
Homestead, hand in when you are finished.
• No phones during the video!
Carnegie Essay
We are beginning an essay on “Is Carnegie a
hero?”. You will use the documents, background
questions and outline.
Read the background on Carnegie and answer the
questions that go along with them.
When you are finished, bring them up to Ms. Reed
to check off and collect the rest of the information
for the essay.
Andrew Carnegie
Is he a hero?
 Using your background questions and the
document provided, you need to gather
information for your essay on Carnegie. Use the
outline to help you on your way. You will have
to come up with the introduction paragraph and
the conclusion paragraph on your own but use
the outline for the three body paragraphs. If
you do not finish before the end of the class, it
needs to be finished for homework and handed
in at the beginning of the next class. This will
count for an assessment grade.
10/11/16
• Industrialization Day 5
• Carnegie Outline and Draft
10/13/16
• Carnegie final draft- typed
10/18/16
• Industrialization Day 7
• Labor
The Gilded Age
The Organization of Labor
Labor Unions
• organized association of
workers formed to protect
and further their rights and
interests.
• Although labor unions began
forming in the early 1800s,
they did not gain any
significant member-ship
base or bargaining power
until the 1860s and 1870s.
The harsh, even hazardous,
working conditions arising
from industrialization drove
laborers to organize into
unions.
Knights of Labor
• One of the first major unions
was the Knights of Labor,
founded in 1869.
• Under the leadership of
Terrence G. Powderly, the
Knights demanded sweeping
reforms:
▫ Equal pay for women
▫ An end to child labor
▫ A progressive income tax
• The union claimed a
substantial membership,
including women, blacks,
and immigrants.
Railroad Strike
• In 1885, the Knights of Labor staged
a successful strike against railroad
“robber baron” Jay Gould. The strike
so severely crippled Gould’s
operation that he had no choice but
to fold.
• On the strength of this victory, the
Knights’ membership and political
power grew.
• The Knights successfully supported a
number of politicians for election
and forced laws favorable to workers
through Congress.
Haymarket Riot
• The Knights’ power
waned after a series of
unauthorized strikes
became violent.
• The Haymarket Riot in
Chicago in 1886 was
intended to protest
police brutality but it
got out of hand.
• Someone threw a bomb
into the crowd, killing a
police officer. In the
resulting chaos, nine
people were killed and
close to sixty injured.
• Prominent leaders of the Knights
of Labor were convicted of
inciting the riot, and public
support for the union declined.
American Federation of Labor
• To salvage the labor movement,
craft laborers who had been
members of the Knights of Labor
broke off and formed the American
Federation of Labor (AFL).
Whereas the Knights of Labor had
an open membership policy and
called for sweeping reforms, the
AFL, under the leadership of
Samuel Gompers, catered
exclusively to skilled laborers and
focused on smaller, more practical
issues:
▫ Increasing wages
▫ Reducing hours
▫ Imposing safety measures.
Labor Strikes
• Between 1880 and
1905, union activity
in the United States
led to well over
35,000 strikes.
• As evidenced by the
Haymarket riot,
these
demonstrations at
times erupted into
violence.
Strike-Related Violence
• Major strikes and outbreaks
of strike-related violence
during the later nineteenth
century tended to impair the
labor cause instead of
advance it. Public sympathy
for unions plummeted,
companies imposed antiunion hiring policies, and
the Supreme Court
authorized the use of
injunctions against strikers.
Railroad Strike of 1877
• The Railroad Strike followed the onset
of a national economic recession in
1877. Railroad workers for nearly every
rail line struck, provoking widespread
violence and requiring federal troops
to subdue the angry mobs. The strike
prompted many employers to get tough
on labor by imposing an antiunion
policy: they required workers to sign
contracts barring them from striking or
joining a union. Some employers even
hired private detectives to root out
labor agitators and private armies to
suppress strikes.
Homestead Strike of 1892
• Workers staged the 1892
Homestead Strike against
Carnegie Steel Company
to protest a pay cut and
seventy-hour workweek.
Ten workers were killed in
the riot. Federal troops
were called in to suppress
the violence, and nonunion workers were hired
to break the strike.
The Pullman Strike of 1894
• In the 1894 Pullman Strike, Eugene Debs led thousands of
workers in a strike against the Pullman Palace Car
Company after wages were slashed. The courts ruled that
the strikers violated the Sherman Antitrust Act and issued
an injunction against them.
Eugene Debs
• When the strikers
refused to obey the
injunction, Debs
was arrested and
federal troops
marched in to crush
the strike. In the
ensuing frenzy,
thirteen died and
fifty-three were
injured.
Organized Labor Lost Strength
• The Supreme Court
later upheld the use of
injunctions against
labor unions, giving
businesses a powerful
new weapon to
suppress strikes.
Organized labor began
to fade in strength,
and did not resurge
until the 1930s.
Organized Labor Movement
Get a book. Complete bookwork for Chapter 4.3.
Hand in when finished.
10/20/16
Was it right for the industrialists to make so much
money off the labor of those working for them
when the laborers made so little? Why or why
not?
• Labor
Gilded Age Web quest
• You have the entire period to complete this
assignment.
10/24/16
• Quarterly Review
10/26/16
• Quarterly Exam