UNIT 6a: Economic Opportunity: Causes and Effects of ... · PDF fileUNIT 6a: Economic Opportunity: Causes and Effects of ... Delegated 9. Concurrent 10. Reserved 11. ... A major aim

UNIT 6a: Economic Opportunity: Causes and Effects of Industrialization

Diversity 1. Puritan 2. Diversity 3. Intolerance

4. Louisiana Purchase 5. Missouri Compromise 6. Sectionalism 7. Tariff 8. Nullification 9. Manifest Destiny 10. Monroe Doctrine 11. Annexation

12. Indian Removal 13. Worchester v Georgia 14. Trail of Tears 15. Reservation 16. Dawes Act 17. Assimilation 18. Bureau of Indian Affairs 19. American Indian Movement

20. Nativism 21. Chinese Exclusion Act

22. Gentleman’s Agreement 23. National Origins Act 24. Immigration Act of 1965 25. Melting Pot

26. Hispanic 27. Cesar Chavez 28. United Farm-workers Union

29. Civil Rights Movement 30. Civil Rights Act of 1964

Constitution 1. Enlightenment 2. Declaration of

Independence 3. Articles of Confederation 4. Great Compromise 5. Bicameral 6. Constitution

7. Federalism 8. Delegated 9. Concurrent

10. Reserved

11. Separation of Powers 12. Legislative 13. Executive 14. Electoral College 15. Judicial

16. Checks and Balances 17. Judicial Review 18. Marbury v Madison

19. Unwritten Constitution

20. Ratification 21. Amendment 22. Bill of Rights

23. Due Process of Law 24. Gideon v Wainwright 25. Incorporation

America’s Role in the World 1. Imperialism 2. Open Door Policy 3. Yellow Journalism 4. Roosevelt Corollary to the

Monroe Doctrine 5. Panama Canal 6. Schenck v United States 7. Treaty of Versailles 8. League of Nations 9. Isolationism

10. Kellogg-Briand Pact 11. Appeasement 12. Neutrality Acts 13. Lend-Lease Act 14. Island Hopping 15. Internment Camps 16. Korematsu v US 17. Manhattan Project 18. Nuremberg Trials

19. United Nations 20. Iron Curtain 21. Containment 22. Truman Doctrine 23. Marshall Plan 24. NATO 25. Massive Retaliation 26. McCarthyism 27. Cuban Missile Crisis

Civil Rights and Voting Rights 1. Compromise of 1850 2. Abolition 3. Dred Scott v Sanford

4. States’ Rights 5. Secession 6. Emancipation Proclamation

7. Reconstruction

8. Jim Crow Laws

9. Plessy v Furguson 10. Booker T Washington 11. WEB DuBois 12. NAACP

13. Brown v Board of Education 14. Civil Disobedience 15. Voting Rights Act of 1965

16. Affirmative Action

17. Bakke v University of California

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 War/Conflict Issues

1755-1763 British vs. French Over Ohio Valley Lands and Settlement

1775-1783 American Independence 1812-1814 Trading Rights of Neutral Nations and Freedom

of the Seas 1846-1848 Land and Border Dispute in Texas and SW US

Due to US Expansionism 1861-1865 Slavery, States Rights, Sectionalism 1890 Placing Native Americans on Reservations 1898 Imperialism, Cuba and the Philippines 1917-1918 Trading Rights of Neutral Nations and Freedom

of the Seas and “Making the World Safe for Democracy”

1941-1945 Opposing Expansion of Germany, Italy and Japan

1945-1990 Capitalism vs. Communism USA vs. USSR 1950-1953 Stopping Spread of Communism into S. Korea 1964-1975 Domino Theory 1991 Oil and Kicking Saddam Hussein’s Iraq Out of

Kuwait 2001-present

Hijacked jetliner attack on NYC and Washington leads to US invasion of Afghanistan, deposing the Taliban regime

2003-present

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

How the US would look in the future (economically)

Political Parties

Economy

Government

Jefferson (and Madison)

HamiltonViews on:

How the US would look in the future (economically)

Political Parties

Economy

Government

Jefferson (and Madison)

HamiltonViews on:

Discuss the similarities and differences between Hamilton and Jefferson’s vision for the United States’ economic development


TThhee MMaarrkkeett RReevvoolluuttiioonn:: 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.


TThhee WWeesstt Use text p 200-218 Aspect: What the West was like:

Before 1850s 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?


PPooppuulliissttss 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


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 Name: ___________ Factors Promoting Industrialization Brainstorm factors promoting industrialization: Define, then compare and contrast: Define Similarities Differences Monopoly

Corporation

Government Regulation Laissez-faire

What it is:

Who would like it and why:

Who would not like it and why:


IInndduussttrriiaalliizzaattiioonn aanndd tthhee CCiivviill WWaarr ((11886611--6655)) 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?


IImmmmiiggrraattiioonn 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 Exclusion Act of 1882 – Chinese not allowed ________________________________

National Origins Act of 1924 – limited entry based on origins; favored _____________________.

SS 11 Economic Opportunity: Industrial Revolution Page 9 Name: ___________ The Rise of Labor Unions Why would each person support a labor union? 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 Differences AFL Leaders What they called for Who joined Methods

SS 11 Economic Opportunity: Industrial Revolution Page 10 Name: ___________ Knights of Labor Leaders What they called for Who joined Methods

Compare and contrast p. 247-248: Define Similarities Differences Haymarket Riot Who was involved: Issues How it ended

Homestead Strike Who was involved: Issues How it ended

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?

http://cartoons.osu.edu/nast/bio.htm

http://cartoons.osu.edu/nast/harpers.htm

http://cartoons.osu.edu/nast/tweed.htm

http://cartoons.osu.edu/nast/off_year.htm

http://cartoons.osu.edu/nast/kicking_lion.htm

http://cartoons.osu.edu/nast/santa_camp.htm

http://cartoons.osu.edu/nast/santa_camp.htm

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 Hull 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 •Andrew Carnegie •Jane Addams •Jacob Riis •Theodore Roosevelt •Samuel Gompers

•JP Morgan •Ida Wells-Barnett •WEB DuBois •Booker T Washington •Henry Ford •Robert LaFollette

•Louis Hine •John D Rockefeller •Woodrow Wilson •Gifford Pinchot •Terrance Powderly •John Muir

Progressives 1900-1920

Issue/Problems Person who tried to deal with the issue

Solution(s) suggested

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 JonesBORN: May 1, c. 1830 � Cork, Ireland

DIED: November 30, 1930 � Silver Spring,

Maryland

American union organizer

‘‘Pray for the dead, and fight like hell for the living.’’

Mary 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.

Irish roots

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 beganMother Jones. THE LIBRARY

OF CONGRESS.

133

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 discrim-

ination, 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

Mother Jones

134 American Social Reform Movements: Biographies

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 organ-

izer 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 destina-

tion. 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 under-

way 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 trans-

portation 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

Mother Jones

American Social Reform Movements: Biographies 135

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 crea-

tion 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 long-

term 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. Inmany 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 con-

victed. In 1917 she helped start the National CivilLiberties 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 exe-

cuted in 1927. Leftist refers to the liberal

movement in terms of politics and social and eco-

nomic 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.

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 LIBRARY OF CONGRESS.

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 inAmerica. 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

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

Mother Jones


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

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. THE LIBRARY OF CONGRESS.

Mother Jones


companies, their unfair practices, and the lawmakers and law-

enforcement 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 com-

pany 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 InformationBOOKS

Gorn, Elliott J. Mother Jones: The Most Dangerous Woman in America. NewYork: Hill & Wang, 2001.

Josephson, Judith Pinkerton. Mother Jones: Fierce Fighter for Workers’ Rights.Minneapolis, MN: Lerner Publications, 1997.

Mother Jones


PERIODICALS

Cockburn, Alexander. ‘‘Michael Meets Mr. Jones.’’ Nation (September 13,1986): p. 198.

WEB SITES

‘‘Elizabeth Gurley Flynn Remembers the Paterson Strike of 1913.’’ Women’sProject 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).

Mother Jones


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 3. civil rights for all minorities2. reform of prisons 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 theblocks. 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 3. sale of children into slavery2. exploitation of African-American children in the inner 4. ability of children to use credit in company

cities stores

3. Elizabeth Cady Stanton and Lucretia Mott were best noted for their struggle to

1. prohibit the manufacture and sale of alcohol 3. secure the right of women to vote2. abolish slavery 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 3. increase awareness about the deteriorating environment2. encourage Federal legislation to protect consumers 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 3. improvement in the status of African Americans2. expansion of opportunities for immigrants 4. greater control of government by the people

6. Which heading best completes the partial outline below?

I. ______________A. Secret ballotB. Direct election of senatorsC. RecallD. Referendum

1. Checks and Balances 3. Progressive Reforms2. Unwritten Constitution 4. Universal Suffrage

7. Cartoons by Thomas Nast were to urban political machines as The Jungle by Upton Sinclair was to

1. railroad monopolies 3. lumber and logging companies2. the meatpacking industry 4. public utilities

8. A main purpose of President Theodore Roosevelt's trustbusting policies was to

1. reduce corruption in government 3. encourage competition in business2. save the nation's banks 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. 3. Good government has saved the country from trusts.2. Americans support the activities of 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. South2. 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...triedto 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 3. a suffragette2. a muckraker 4. a segregationist

12. A major goal of the Progressive movement was to

1. increase the influence of corporations on government 3. encourage the growth of labor unions2. reduce the surpluses produced by farmers 4. eliminate unfair business practices

13. Organized labor welcomed the Clayton Antitrust Act because this act

1. permitted a closed shop in major industries 3. required the President to appoint a labor leader to the Cabinet

2. declared that unions were not conspiracies in 4. allowed unions to contribute large sums of money to restraint of trade political campaigns

14. An important characteristic of a graduated income tax is that it is

1. paid by corporations but not by individuals 3. paid only by the wealthy2. levied only by the Federal Government 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 3. limit immigration from Latin America2. correct the abuses of big business 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 3. a return to weak central government would encourage needed for reforms business leaders to eliminate abuses

2. Federal ownership of industry was necessary to 4. legislation could help solve social and economic problemscorrect society's 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 3. contributed directly to the start of a major warAfrican Americans

2. worked to reduce income taxes 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 3. emphasized only the needs of farmers2. tried to introduce a parliamentary system of government 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 3. the emphasis on supply-side economics2. the creation of the Environmental Protection Agency 4. the mergers of large corporations

Progressive Era

20. Which president was known as a trustbuster?

1. George Washington 3. Theodore Roosevelt2. Calvin Coolidge 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 3. need for vocational education2. immigrants' demands for education for their children 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 3. The obligation of the state, not the Federal must be protected. Government, is to protect public welfare.

2. Latin American nations must conduct their own business 4. The Federal Government has a responsibility to without interference from the United States. conserve natural resources.

23. The major purpose of the Federal Reserve Act (1913) was to

1. provide a flexible money supply 3. insure the bank deposits of individuals2. establish government ownership of the banks 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 3. urban poor in the late 19th and early 20th centuries2. farmers in the 1880s and 1890s 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 3. congressional committee system2. veto power of the President 4. civilian control of the military

Progressive Era

26.

Figure 4

The author of the poem was describing

1. nativism 3. integration2. discrimination 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 3. voting rights for African Americans2. term limits on members of Congress 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 3. regulate the amount of money and bank credit available2. increase Federal revenue 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 3. major parties have nominated radical candidates for multiparty system national office

2. major parties have failed to address certain issues 4. foreign interests have dominated the major parties

Timeline Review: Decade(s) Name Description

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

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: ___________________________________________

U.S. Hist. & Gov’t.–June ’03 [2]

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 theword or expression that, of those given, best completes the statement or answers the question.

1 Which type of map shows the most detailedinformation about Earth’s natural features, suchas rivers, lakes, and mountain ranges?(1) political (3) weather(2) demographic (4) physical

2 Which region of the United States is correctlypaired with an industry that is dominant in thatregion?(1) Southwest — timber(2) Pacific Northwest — citrus crops (3) Great Plains — grain crops(4) Atlantic Coastal Plain — iron mining

3 Which statement best describes governmentalpower 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.

4 The Northwest Ordinance of 1787 was importantbecause 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, theGreat Compromise resolved the issue of(1) representation (3) slavery(2) taxation (4) control of trade

6 The Federalist Papers were published in 1787and 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

7 A republican form of government is described asone 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

8 The due process clause in the 5th Amendment andthe right to an attorney in the 6th Amendmentwere 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 legalizingan income tax.

• The Supreme Court rules that the income taxis unconstitutional.

These events illustrate the use of(1) delegated powers(2) checks and balances(3) judical legislation(4) the unwritten constitution

Base your answer to question 10 on the cartoonbelow and on your knowledge of social studies.

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.

11 • Alien and Sedition Acts • Virginia and Kentucky ResolutionsThese pieces of legislation reflected the conflictbetween(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

12 As a strict constructionist, President ThomasJefferson 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

13 How did Supreme Court decisions under ChiefJustice John Marshall affect government in theUnited 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 manu-

factured goods

15 Following the Civil War, many Southern statesenacted 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

16 One reason John D. Rockefeller, Andrew Carnegie,and J. Pierpont Morgan were sometimes calledrobber 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

Source: Justus, Minneapolis Star

U.S. Hist. & Gov’t.–June ’03 [3] [OVER]

Base your answers to questions 17 and 18 on thespeakers’ statements below and on your knowledge ofsocial studies.

Speaker A: “Our nation has grown and prospered fromthe ideas and labor of immigrants. Thenation has been enriched by immigrantsfrom different nations who brought newideas and lifestyles, which have becomepart of American culture.”

Speaker B: “United States industries are competingwith established European manufacturers.To prosper, American industries need thevast supply of unskilled labor that isprovided by immigrants.”

Speaker C: “Immigrants are taking jobs at low wageswithout regard for long hours and workers’safety. American workers must unite toend this unfair competition.”

Speaker D: “Immigrants arrive in American cities poorand frightened. They are helped to findjobs or housing. These newcomers shouldshow their gratitude at voting time.”

17 Which speaker is most clearly expressing themelting pot theory?(1) A (3) C(2) B (4) D

18 Speaker D is expressing an opinion most like thatof a (1) labor union member(2) religious leader(3) factory owner(4) political party boss

19 In the 19th century, protective tariffs, subsidiesfor railroads, and open immigration showed thatthe 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

20 The Interstate Commerce Act and the ShermanAntitrust 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

21 What was a major effect of the AgriculturalRevolution in the United States during the late1800s?(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 wereall known as (1) muckrakers (3) political leaders(2) suffragettes (4) social reformers

23 Passage of the Pure Food and Drug Act and theMeat Inspection Act illustrated the federalgovernment’s commitment to(1) environmental conservation(2) workers’ rights(3) business competition(4) consumer protection

24 Which United States foreign policy was mostdirectly related to the rise of big business in thelate 1800s?(1) containment (3) détente(2) imperialism (4) neutrality

25 The works of Duke Ellington and Langston Hughesreflected 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


26 What was a major result of Prohibition in theUnited States during the 1920s?(1) restriction of immigration (2) growth of communism (3) destruction of family values(4) increase in organized crime

27 During the Great Depression, expressions suchas Hoovervilles and Hoover blankets showed thatPresident 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


28 This cartoon illustrates that President FranklinD. 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

29 The National Labor Relations Act (Wagner Act)of 1935 strengthened labor unions because itlegalized(1) collective bargaining (3) the open shop(2) blacklisting (4) the sit-down strike

30 Between 1934 and 1937, Congress passed a seriesof 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

31 In the 1944 case Korematsu v. United States, theSupreme Court ruled that wartime conditionsjustified 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

32 During World War II, posters of Rosie theRiveter 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.

34 Convictions of war criminals by courts at Tokyoand Nuremberg following World War II showedthat(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

Source: Clifford Kennedy Berryman, The Washington Star,March 9, 1937



35 Which event of 1948–1949 is illustrated by thiscartoon?(1) Berlin airlift(2) collapse of the Berlin Wall(3) reunification of Germany(4) allied invasion on Normandy

36 “We conclude that in the field of publiceducation, the doctrine of ‘separate but equal’has no place. Separate educational facilities areinherently unequal. . . .”

— Chief Justice Earl Warren,Brown v. Board of Education of Topeka

This quotation illustrates the Supreme Court’spower to (1) uphold previous decisions (2) overrule state laws (3) check the powers of the executive branch(4) provide for educational funding

37 The Peace Corps was established by PresidentJohn 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

38 The Civil Rights Act of 1964 was passed in aneffort to correct(1) racial and gender discrimination(2) limitations on freedom of speech(3) unfair immigration quotas(4) segregation in the armed forces

39 President Richard Nixon supported the policy ofdétente 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 Moinesand 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

41 Support for the North American Free TradeAgreement (NAFTA) reflected the United Statescommitment to(1) globalization (3) collective security(2) Manifest Destiny (4) isolationism

42 The loss of jobs in manufacturing industries hasbeen caused by the introduction of

(1) radio and television(2) automobiles and airplanes(3) automation and computers(4) improved medicine and space travel

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


Base your answer to question 44 on the chart below and on your knowledge of social studies.

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


45 Which situation faced by President Bill Clinton isexpressed 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.

46 How did the power of government change duringthe 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.

47 “U.S. Sponsors Panamanian Revolution” (1903)“U.S. Establishes Military Rule in DominicanRepublic” (1916)

“CIA Supports Overthrow of Guatemala Regime”(1954)

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

48 The Palmer raids following World War I and theMcCarthy hearings during the Korean War weresimilar 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

Source: Chip Bok, Creators Syndicate (adapted)

Somalia

Bosnia

Haiti

Kosovo

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 inConstant 1990 Dollars

1960197019801990

$ 3,2575,323

11,19719,822

$ 5,3688,966

18,61227,678

60.759.460.271.6

$ 8,56911,52911,7767,856

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


49 The problem identified by this folk song was aresult 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

50 Which political party focused most of its effortson the problem identified in this song?(1) Bull Moose(2) Free Soil(3) Populist(4) Progressive

Part II

THEMATIC ESSAY QUESTION

Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the taskbelow, 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 socialchange 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 youmight wish to consider include passage of the Civil War amendments; development of theautomobile; passage of the 18th Amendment [national Prohibition]; passage of the 19thAmendment [women’s suffrage]; passage of the Social Security Act (1935); President DwightD. Eisenhower’s decision to send troops to Little Rock, Arkansas; and the Supreme Court’sdecision 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


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, andargument; to present in some detail”

(b) show means “to point out; to set forth clearly a position or idea by stating it and givingdata which support it”

(c) evaluate means “to examine and judge the significance, worth, or condition of; todetermine the value of”


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; topresent in some detail”

Part III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents (1–8). The question is designed to testyour ability to work with historical documents. Some of the documents have been edited for thepurposes of the question. As you analyze the documents, take into account the source of eachdocument 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 linkingsections 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

NAME___________________________ SCHOOL_______________________________

1 According to this passage, how did the use of the railroads change people’s opinions about the GreatPlains? [1]


Part A

Short-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in thespace provided.

Document 1

For half a century after Lewis and Clark’s expedition, the Great Plains aroused littleinterest 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 railroadswere 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 sawan open range for millions of cattle, a land of opportunity larger than even the LoneStar State. Of course, the plains were already inhabited by buffalo and Indians. Butthese meant little to the newcomers. Civilization, they believed, demanded that bothbe swept away and the land turned to “useful” purposes. How this came about is oneof the saddest chapters in our history. . . .

Source: Albert Marrin, Cowboys, Indians, and Gunfighters,Atheneum

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Document 2

It was with a shock of abhorrence, therefore, that they discovered in 1871 thepresence of railroad surveyors running a line through the valley of the Yellowstone.With Sitting Bull’s approval, the young warriors immediately began a campaign ofharassment, first letting the intruders know that they were not wanted there, and thendriving them away. The reason the surveyors had come into this area was that theowners of the Northern Pacific Railroad had decided to change its route, abandoningthe line through previously ceded lands and invading unceded lands without anyconsultation with the Indians. In 1872, the surveyors accompanied by a small militaryforce came back to the Yellowstone country, and again Sitting Bull’s followers drovethem 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]

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Document 3

Source: Denver Public Library

3 What does this illustration show about the effect of the railroads on the buffalo herds? [1]

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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 tiedtogether the isolated communities along the north coast of Monterey Bay andlaunched an era of unparalleled development. . . .

Between 1875 and 1880 the Chinese built three separate railroads, laid forty-two milesof track, and drilled 2.6 miles of tunnels to stitch Santa Cruz County together andattach it permanently to the world beyond the Santa Cruz Mountains. The Chinesecontributed not only their muscle and sweat, but their lives. At least fifty Chinesewere killed in accidents while building those railroads. For every mile of railroad, oneChinese died. . . .

Chinese railroad workers on the Santa Cruz Railroad worked six ten-hour days a weekand were paid one dollar a day. Two dollars per week was deducted from their pay forfood, while expenses such as clothing and recreation chipped away at the remainingfour 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 Cruzcounties? [1]

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b Based on this document, state one working condition the Chinese experienced as they built therailroads. [1]

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Document 5

The Best Investment! No Fluctuations!Always Improving in Value.

The Wealth of the Country is made by the advance inReal 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, atprices that Defy Competition.

FIVE AND TEN YEARS’ CREDIT GIVEN, WITHINTEREST AT SIX PER CENT.

The Land Grant Bonds of the Company taken at par forlands. Full particulars given, new Guide with newMaps mailed free.

THE PIONEERA handsome illustrated paper, containing the HomesteadLaw, sent free to all parts of the world. Address

Rich Farming Lands!For Sale VERY CHEAP by the

Union Pacific Railroad Company

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 theWest? [1]

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Document 6

. . . That year (1877) there came a series of tumultuous strikes by railroad workersin 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 lowwages ($1.75 a day for brakemen working twelve hours), scheming and profiteering bythe 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, workersdetermined to fight the wage cut went on strike, uncoupled the engines, ran them intothe roundhouse, and announced no more trains would leave Martinsburg until the 10percent cut [in pay] was canceled. A crowd of support gathered, too many for the localpolice to disperse. B. & O. officials asked the governor for military protection, and hesent in militia. A train tried to get through, protected by the militia, and a striker, tryingto derail it, exchanged gunfire with a militiaman attempting to stop him. The strikerwas shot in his thigh and his arm. His arm was amputated later that day, and nine dayslater he died.

Six hundred freight trains now jammed the yards at Martinsburg. The WestVirginia governor applied to newly elected President Rutherford Hayes for federaltroops, saying the state militia was insufficient. In fact, the militia was not totallyreliable, being composed of many railroad workers. Much of the U.S. Army was tiedup in Indian battles in the West. Congress had not appropriated money for the armyyet, but J. P. Morgan, August Belmont, and other bankers now offered to lend moneyto pay army officers (but no enlisted men). Federal troops arrived in Martinsburg, andthe 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]

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Document 7

The policy which has been pursued has given us [the United States] the most efficientrailway service and the lowest rates known in the world; but its recognized benefitshave been attained at the cost of the most unwarranted discriminations, and its effecthas been to build up the strong at the expense of the weak, to give the large dealer anadvantage over the small trader, to make capital count for more than individual creditand enterprise, to concentrate business at great commercial centers, to necessitatecombinations and aggregations of capital, to foster monopoly, to encourage the growthand extend the influence of corporate power, and to throw the control of thecommerce 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]

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Document 8

We believe that the time has come when the railroad corporations will either own thepeople or the people must own the railroads; and, should the government enter uponthe work of owning and managing all railroads, we should favor an amendment to theConstitution by which all persons engaged in the government service shall be placedunder a civil service regulation of the most rigid character, so as to prevent the increaseof the power of the national administration by the use of such additional governmentemployees. . . .

Transportation, being a means of exchange and a public necessity, the governmentshould 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? [1]

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Documents

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