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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