C H A P T E R 1 2 , S E C T I O N S 1 - 3

RECONSTRUCTION AND ITS EFFECTS

The Defeated South

A: Because the majority of battles took place in the South, many Southern houses, farms, bridges, and railroads were destroyed.

Q: Based upon your observations of the map below, how were the North and the South effected differently as a result of the Civil War?

JDI!Take out your Reconstruction Packets and have them on your desk for me to check!

MAIN IDEA

• Northern leaders had different ideas for dealing with the many issues and challenges of restoring the southern states to the Union

AFTER THE CIVIL WAR

• The Civil War was the most costly war in American History in terms of total devastation.

• At least 618,000 Americans died in the Civil War, and some experts say the toll reached 700,000.

• These casualties exceed the nation's loss in all its other wars, from the Revolution through Vietnam.

AMAZING WAR LOSSES

0

50,000

100,000

150,000

200,000

250,000

300,000

Battle Sickness

NorthSouth

Ruins in Front of the Capitol – Richmond, VA, 1865

Grounds of the Ruined Arsenal with Scattered Shot and Shell - Richmond, VA, April 1865

Guns and Ruined Buildings Near the Tredegar Iron Works - Richmond, VA, April 1865

Right: Atlanta, Georgia

Above: Charleston, South Carolina

Crippled Locomotive, Richmond & Petersburg Railroad Depot - Richmond, VA, 1865

A Southern armored railroad gun has gone as far as it can on these rails, typifying Civil War destruction of Southern railroad tracks. (Virginia)

This famous photo was taken looking across the ruins of the railroad bridge in Fredericksburg, Virginia

· Newly freed slaves, freedmen, had no land, jobs, or education.

Left and right: post-Civil War Ohio

Atlanta, GA

1. Millions of freed slaves needed housing, clothing, food, and jobs.

PROBLEMS FACING THE SOUTH

2. Banks were closed.

PROBLEMS FACING THE SOUTH

3. Confederate money had no value.

PROBLEMS FACING THE SOUTH

4. Railroads, bridges, plantations, and crops had been destroyed.

PROBLEMS FACING THE SOUTH

RECONSTRUCTION

• Main Idea – Radical Republicans in Congress opposed Abraham Lincoln’s and Andrew Johnson’s plans for Reconstruction and instead implemented its own plan to rebuild the South after the Civil War.

RECONSTRUCTION

• Reconstruction (1865-1877)– def. – period during which the United States began to rebuild after the Civil War and included the process by which the federal government readmitted former Confederate states

PLANS FOR RECONSTRUCTION

• Lincoln and Johnson

• Radical Republicans

LINCOLN AND JOHNSON

• Lincoln’s Ten-Percent Plan – • argued that the southern states

had never left the Union because secession was illegal– one nation indivisible

• when 10% of voters pledged allegiance to the U.S. – state could be readmitted to U.S.

• very lenient – goal was to readmit southern states as quick as possible, not to punish the South• “with malice towards none, with

charity for all…to bind up the nation’s wounds”

• Nothing included about African-Americans

• Johnson’s Presidential Reconstruction – also very lenient toward the South

RADICAL REPUBLICANS

• Radical Republicans – northern members of Congress, led by Charles Sumner and Thaddeus Stevens, who opposed Lincoln’s Ten Percent plan and Johnson’s plan• Wanted to punish the

southern slave owners• Wanted to give African-

Americans the right to vote

LINCOLN’S ASSASSINATION

• http://www.history.com/videos/the-other-side-of-lincoln-lincolns-assassination

CONGRESSIONAL RECONSTRUCTION

• Radical Republicans took control of Reconstruction policy in 1866

• 14th Amendment – states were prohibited from denying equal rights under the law to any American• SIG - granted citizenship rights

to African-Americans

• Reconstruction Act of 1867 – divided former Confederacy into 5 military districts (military occupation), set up new requirements to gain readmission to the Union

CONGRESSIONAL RECONSTRUCTION

• Johnson’s impeachment – Radical Republicans impeached Johnson, but he was not removed from office• Impeach – def. formal charge

of misconduct in office

• 15th Amendment – voting rights were guaranteed regardless of “race, color, or previous condition of servitude”• SIG - gave African American

men the right to vote

POLITICS IN POST WAR SOUTH

• Republican Party in the South relied on 3 groups• African Americans – right to

vote guaranteed by 15th Amendment• Sharecropping – many

African-Americans rented land from plantation owners in return for a share or percentage of the total crop produced

• Scalawags – Southerners who became Republicans

• Carpetbaggers – Northerner Republicans who moved to the South

THE COLLAPSE OF RECONSTRUCTION

• Anti-Black Violence

• Election of 1876

• Compromise of 1877

THE COLLAPSE OF RECONSTRUCTION

• Anti-Black violence – goal was to prevent African Americans from voting• Ku Klux Klan

(KKK) – violent terrorist organization devoted to white supremacy

THE COLLAPSE OF RECONSTRUCTION

• Election of 1876:• Rutherford B. Hayes (Republican) vs.

Samuel Tilden (Democrat)• Tilden won the popular vote, Hayes won the

electoral college• South upset and disputed the election

THE COLLAPSE OF RECONSTRUCTION

• Compromise of 1877 – agreement to settle the disputed election

• Hayes (Republican) = president

• Republicans would end military occupation of the South ended

• White Democrats took control of southern state governments = “Redemption”

• SIG – Reconstruction is ended

• white southern Democrats passed “Jim Crow Laws” – called for segregation of the races throughout the South

• African Americans denied their constitutional rights

CULTURES CLASH ON THE PRAIRIE & SETTLING ON THE GREAT PLAINS

CHAPTER 13

CULTURES CLASH

• Main Idea – The cattle industry boomed in the late 1800s, as the culture of the Plains Indians declined. Settlers on the Great Plains transformed the land despite great hardships.

SETTLERS PUSH WESTWARD

• Background: Following the Civil War, the westward movement of settlers increased in the region between the Mississippi River and the Pacific Ocean.

• Great Plains – def. – the grassy lands that extend through the western-central portion of the United States• Settlers focused on settling and

farming the Great Plains

• SIG – multiple conflicts with Native Americans resulted• Native American groups were

placed on reservations throughout the Great Plains

CATTLE BECOME BIG BUSINESS

• Background: Following the Civil War, railroads reached the Great Plains at the same time that the demand for beef increased in eastern cities.

• Cowboy – def. - herder of cattle on the Great Plains who could round up, rope, brand, and care for cattle during long cattle drives in the American West• Long cattle drive – transporting

of cattle over unfenced grazing lands between Texas and railroad centers on the Great Plains

SETTLERS MOVE WESTWARD TO FARM

• Transcontinental Railroad

• Homestead Act • Oklahoma Land Rush

TRANSCONTINENTAL RAILROAD

• Background: Following the Civil War, railroads became very important in opening western lands to settlers and transporting crops to eastern markets

• Transcontinental Railroad (est. 1869)– linked eastern and western markets and led to increased settlement of western lands from the Mississippi River to the Pacific Ocean

HOMESTEAD ACT

• Homestead Act (1862) – offered 160 acres of land in the West (for free) to any citizen who would settle and farm the land for 5 years• 600,000 families took

advantage of this government offer

• Many homesteaders were southerners – both White and African-American

OKLAHOMA LAND RUSH

• Oklahoma Land Rush (1889) – land-hungry settlers raced to claim lands in a massive land rush, people who left too early = Sooners

• Land Rush (Far and Away)

SUPPORT FOR FARMERS

• New Technology• Agricultural

Education

NEW TECHNOLOGY

• steel-tipped plow – invented by John Deere, helped farmers slice through heavy soil

• mechanical reaper – invented by Cyrus McCormick, increased speed of harvesting wheat

• barbed wire – prevented animals from trampling crops or wandering off from farms

• SIG – made farming more efficient and prosperous

AGRICULTURAL EDUCATION

• Morrill Act (1862) – federal government gave land to states to build agricultural schools (ex: Virginia Tech)

• SIG – innovations and education led to more productive harvests

RESULTS

• Overall – By 1900, the Great Plains and the Rocky Mountain region of the American West was no longer a mostly unsettled frontier, but instead it became a region of farms, ranches and towns

THE EXPANSION OF INDUSTRY & BIG BUSINESS AND LABOR

CHAPTER 14 - SECTIONS 1+3

THE EXPANSION OF INDUSTRY & BIG BUSINESS AND LABOR

• Main Idea – At the end of the 19th century, natural resources, creative ideas, and growing markets fueled an industrial revolution. The expansion of industry resulted in the growth of big business and prompted laborers to form labor unions to better their lives.

POST WAR CHANGES TO FARM AND CITY LIFE

1. Mechanization (ie the Reaper) had reduced farm labor needs and increased production

2. Industrial development in cities had increased labor needs.

3. Industrialization provided access to consumer goods (ie mail order)

INVENTIONS PROMOTE CHANGE

• Bessemer Steel Process

• Light Bulb • Electricity• Telephone• Airplane• Assembly-Line Manufacturing

BESSEMER STEEL PROCESS

• (Henry Bessemer) – def. - new manufacturing process to make steel• SIG - new steel

products used for building railroads and skyscrapers

LIGHT BULB

• (Thomas Edison) – new development to serve as a source for light• SIG – made work

less dependent on natural sunlight

ELECTRICITY

• (Thomas Edison) - new power source for businesses and homes• SIG – electric power

ran industrial machines that could be located anywhere

TELEPHONE

• (Alexander Graham Bell) – revolutionized communications in business• SIG – saved time

and created new clerical jobs for women in business

AIRPLANE

• (Wright Brothers) – allowed for movement of goods and eventually people by air travel• First flight = Kitty

Hawk, NC in 1903• SIG – led to the

creation of a U.S. airmail system by 1920

ASSEMBLY-LINE MANUFACTURING

• (Henry Ford) – broke industrial tasks down into simpler parts and improved efficiency in production of cars• SIG – allowed for

increased efficiency in production for many industrial products

LEADERS OF INDUSTRY (AKA “ROBBER BARONS”)

• Andrew Carnegie • J.P. Morgan • John D. Rockefeller

• Cornelius Vanderbilt

ANDREW CARNEGIE

• Steel Industry• Scottish immigrant who

rose from “rags to riches”

• Carnegie Steel Company – made more steel than any other company in US

• Developed a monopoly – def. – complete control over an industry’s production, wages, and prices when all competitors are bought out

J.P. MORGAN

• Banking and Finance• Formed a holding

company – def. – corporation that did nothing but buy out stock of other companies

• Bought out Carnegie Steel in 1903 to create U.S. Steel = world’s largest business

JOHN D. ROCKEFELLER

• Oil Industry• Standard Oil Company –

controlled 90% of all U.S. oil production

• Controlled other companies by forming a trust – def. – several corporations made an agreement to be run by one executive board that ran the trust like one big company

• Standard Oil

CORNELIUS VANDERBILT

• Railroads• Dominated control

of much of the nation’s railroad lines in the Northeast and Midwest

REACTIONS AGAINST INDUSTRIALISTS

• Carnegie, Morgan, Rockefeller, and Vanderbilt were called “Robber Barons” by critics• Critics said they

were making money in a corrupt manner

CAPTAINS OF INDUSTRY ASSIGNMENT

• You are to read the biographies of the 4 captains of industry and INDIVIDUALLY create your own wanted poster for the captain of industry you pick.

• Please follow the directions on the assignment sheet!

• See the example (Henry Ford) on the bottom of the assignment sheet.

MONOPOLY AND CORPORATION

MONOPOLY

• What is the goal of the game of monopoly?• How is that goal achieved?

Monopoly

Monopoly Example

Phase 1

Strong Steel Company

Carnegie Steel Company

King Steel Company

Monopoly: gaining total control of a type of industry by one person or company.

Vertical Integration: the combining of companies that supply equipment and services needed for a particular industry.

Horizontal Integration: the combining of competing firms into one corporation.

Phase 2

King Steel Company

Carnegie Steel Company

Strong Steel Company

Phase 3

King Steel Company

Carnegie Steel Company

Carnegie offers lower prices and eliminates the competition (King Steel)

Phase 4

Now that Carnegie is the only company, what can they do to their prices?

____________________________________________

Carnegie acquires the means to produce steel more efficiently thus lowering prices and putting strong steel out of business

Uncle Sam’s company

Murphy’s Company

Green house Company

Murphy’s Company asks the public to invest

Murphy’s Company wants to expand to become a Corporation But it need $

Public Invests Money

MC sells company stock

MC gives a % of corporate profits (dividends)

Murphy’s Company becomes a corporation, because it has investors

Creating a CorporationLocal Companies

Corporation: is a business in which investors own a share of the company and the corporation expands as a benefit of the investor’s money.

REACTIONS AGAINST INDUSTRIALISTS

• Sherman Antitrust Act (1890) – made it illegal to form a trust that interfered with or “restrained” free trade • SIG - limited impact at first –

corporations were able to win court cases and continue consolidation tactics

• Unsafe working conditions and low pay caused workers/laborers to form Labor Unions devoted to improving the lives of workers

LABOR UNIONS EMERGE

• Knights of Labor • American Federation of Labor (AFL)

• American Railway Union (ARU)

• International Ladies’ Garment Workers’ Union

KNIGHTS OF LABOR

• founded by Uriah Stephens in 1869• Open to all workers

regardless of skill level, race or gender

• Supported an 8 hour workday

AMERICAN FEDERATION OF LABOR (AFL)

• founded by Samuel Gompers in 1886• Open to skilled workers

only• Favored collective

bargaining – def. – negotiation between management and representatives of labor to reach an agreement on wages, hours, and working conditions

• Used strikes when necessary

AMERICAN RAILWAY UNION (ARU)

• founded by Eugene V. Debs (Socialist)• Open to all workers

within a specific industry (railroads) regardless of skill level

• Used strikes when necessary – involved in the Pullman Strike

INTERNATIONAL LADIES’ GARMENT WORKERS’ UNION

• founded by Pauline Newman• Labor union devoted

to female workers in the textile industry

• Used strikes when necessary

• Triangle Shirtwaist factory fire - New York City in 1911• 146 people (mostly

women) died as a result

STRIKES TURN VIOLENT

• Haymarket Square

• Pullman Strike • Homestead Strike

HAYMARKET SQUARE

• Chicago 1886• Bomb exploded in a

crowd of policemen, police fired into strikers

• public started to turn against labor unions

HOMESTEAD STRIKE

• near Pittsburgh 1892• Carnegie Steel plant

went on strike when wages were cut

• Violence broke out - Pennsylvania National Guard called in to break up the strike

PULLMAN STRIKE

• Chicago 1894• Pullman employees

went on strike after wages were cut

• Violence broke out – U.S. Army sent in by President Cleveland to break up the strike

STRIKES TURN VIOLENT

• SIG – violence in strikes caused the public to turn against labor unions

THE NEW IMMIGRANTSCHAPTER 15 – SECTION 1

NEW IMMIGRANTS

• Main Idea – Immigration reached a new high in the late 19th and early 20th centuries. Most immigrants during this time period came from Southern and Eastern Europe as well as Asia. These immigrants often faced hardships and hostility from native-born Americans.

THE “GOLDEN DOOR”

• Old Immigrants• New Immigrants• Asian Immigrants

THROUGH THE GOLDEN DOOR

• Background: Millions of immigrants entered the U.S. in the late 19th and early 20th centuries• “push” factors (reasons

to leave their homeland) = famine, land shortages, religious or political persecution

• “pull” factors (reason to come to the U.S. ) = economic opportunity, freedom from persecution

• Flip Chart Sort

OLD IMMIGRANTS

• – immigrants who came to the U.S. prior to 1871, usually from countries in Northern and Western Europe• Ex: Great Britain,

Ireland, Germany, Norway, Sweden

• Many worked on canals or railroads, or in textile mills in the North and Midwest

NEW IMMIGRANTS

• – immigrants who came to the U.S. from 1871 to 1921, usually from countries in Southern and Eastern Europe• Ex: Italy, Greece, Poland,

Russia, Austria-Hungary• Many worked in textile or

steel mills, or in coal mines in the Northeast

• Many worked in clothing industry in New York City

Concentration of Immigrant Groups in Cities, 1890 

  Percent in Cities of 25,000 or more 

Native Born Americans  18 Chinese  40 Germans  48 

Irish  56 Poles  57 

Russians  58 

Italians  59 

ASIAN IMMIGRATION

• smaller numbers of immigrants from China and Japan came to the West coast of the U.S. between 1851-1883• Ex: China, Japan• Many Chinese

immigrants helped to build the Transcontinental Railroad

ENTERING THE UNITED STATES

• Ellis Island• Angel Island

ELLIS ISLAND

• – immigration center in New York harbor (1892-1924) • Located near the Statue

of Liberty = first view of U.S. for many immigrants

• Immigrants had to pass inspection to gain entry to the U.S. • Inspection = physical

exam, legal/document inspection, proof of no criminal record, proof of ability to work

• SIG – 17 million immigrants entered the U.S. through Ellis Island

• Interactive Tour

ANGEL ISLAND

• – immigration center in San Francisco (1910-1940)• Inspection process

was more difficult than at Ellis Island

• SIG – 50,000 Chinese immigrants entered U.S. through Angle Island

Li Keng Wong’s experience on Angel

Island• “It is estimated that 175,000 Chinese

immigrants came through Angel Island. Immigrants from Korea, the Philippines, and Japan also came through Angel Island, though they were usually not detained as long as Chinese. Many Chinese were detained in Angel Island anywhere from two weeks to several months because of the Chinese Exclusion Act of 1882. A few people were detained up to two years!

• Some detainees carved Chinese poems on the walls to lament their fate. They were bored, lonely, sad, and isolated in the barracks. By patiently carving poems on the wooden walls, they helped to pass the slow ticking time and to express their frustrations.

• Women and men were segregated in Angel Island, and while we were there, we were locked up in the women's barracks. The barracks had barred doors and windows. Guards wearing green uniforms stood outside and constantly watched us. Our barrack had a handful of women who came before us and were still waiting to learn their fate — would they make it into the United States or return home in shame?

• Each day, we sat and waited to be called for our immigration interview. The waiting was nerve-wracking. There wasn't anything to keep us occupied. We had no books to read and no toys to play with. We didn't study the coaching papers while being detained because we had memorized the questions and answers back in our village.

• Each day, we were escorted to the dining area, where we ate Chinese food. We ate rice, meat, and vegetables. We also ate bread and fruit. The food was good and was supplemented by the government.

• But we were not treated kindly. The officials seldom smiled or acknowledged us. I hated the detention and I was worried that we could be deported, but I did not have to worry for long.

• After a week, we had our immigration interview. We were interrogated separately. Mother was questioned for one day, my older sister Li Hong was questioned for half a day, and I was questioned for two hours. My father had to make the trip from Oakland, taking the ferry to Angel Island, where he was questioned for two days. We didn't even know he was there until later because we had no way to communicate with him!”

• http://teacher.scholastic.com/activities/asian-american/angel_island/chapter5.htm

ASSIMILATION

• Most immigrants settled in urban ethnic neighborhoods = areas with people of the same ethnicity, culture, religion, and language• Made assimilation into

American society easier

• Most immigrants worked hard to learn English, adopt American customs, and become American citizens• Public schools = essential in

the process of assimilating children of immigrants

MELTING POT

• – a mixture of people of different cultures and races who blended together by abandoning their native languages and customs

NATIVISM

• – favoritism of native-born Americans combined with anti-immigrant feelings• Fear that immigrants would

take jobs for lower pay than American workers

• Resentment that many immigrants did not give up their unique cultural identities

• Prejudice based on religious, cultural, and racial differences

IMMIGRATION RESTRICTION LEGISLATION

• Chinese Exclusion Act of 1882 – 10 year ban on all Chinese immigration

• Immigration Restriction Act of 1921 – aimed at severely restricting the immigration totals of Southern and Eastern European immigrants

PROGRESSIVE ERA

MAIN IDEA

• Political, economic, and social change in late 19th century America led to broad progressive reforms.

WHAT IS MEANT BY “GILDED AGE”

• In American history, the Gilded Age refers to substantial growth in population in the United States and extravagant displays of wealth and excess of America's upper-class during the post-Civil War and post-Reconstruction era, in the late 19th century (1865-1901). The wealth polarization derived primarily from industrial and population expansion.

URBANIZATION IN THE GILDED AGE

• Cities grew rapidly throughout the late 19th century as a result of industrial growth• Ex: Chicago (meatpacking),

Detroit (automobile), Cleveland (automobile), Pittsburgh (steel), and New York (textiles)

Urbanization in the Gilded Age

• Centers for manufacturing and transportation – created industrial jobs

• Harsh conditions for laborers in slums and tenements• Need for better public services

• Sewage and water systems were improved• Public transportation systems were improved

• Trolley, streetcar, and subways (NYC) were developed

Deaths per 100,000Boston, New York, New Orleans, and Philadelphia

  Tuberculosis

 Intestinal Disorders

Diphtheria TyphoidTyphus

Smallpox 

1864-1888  365  299  123  66  53 1899-1913  223  196  58  19  25 

Labor

• Labor supply in cities increased- due to immigration and migration from rural farms

GOALS OF PROGRESSIVISM

• Middle-class progressive reformers wanted to fix many of the problems that resulted from industrialization and urbanization in the late 19th century (the Gilded Age)

WORKING CONDITIONS

• working conditions for laborers in factories• dangerous, low wages, long

hours, no job security, no benefits

• child labor common, discrimination against women

• dominance of big businesses and corporations

• government not being responsive to the needs of the people

• SIG – these issues led to the progressive movement – def. – use of government to reform problems created by industrialization and correct injustices in American society

GOALS OF PROGRESSIVE REFORMERS

• Goals of Progressive Reformers• Government controlled by the people• Guarantee economic opportunities through government

regulation• Eliminate social injustices

SOCIAL REFORM

• Prohibition – the movement to ban the of manufacture, sale, and consumption of alcohol• Based on the belief that alcohol consumption was

undermining American morality• 18th Amendment – prohibition of alcohol went into effect• Repealed by the 21st Amendment in 1933• Responses to: Bootlegging, Speakeasies, Organized

Crime (Al Capone)• Cities of the Underworld

• (Show up to 10:32)

IMPORTANT FIGURES IN THE TEMPERANCE MOVEMENT

Frances WillardBecame head of the WCTU in

1879; turned it into a powerful organization

Carry NationShe was so against alcohol

that she famously broke into saloons and took apart

bottles with an axe!

“Temperance is moderation of things that are good and total

abstinence from things that are

foul”

“I smashed five saloons with

rocks before I ever took a

hatchet”

WHAT WAS THE FIRST STATE TO GRANT WOMEN THE RIGHT TO VOTE?

• WYOMING!• Territory – 1869• State – 1890

• By 1919, a total of 15 states allowed women to vote in all elections• In VA, women were

still not allowed to vote

VOTES FOR WOMEN!

• Women’s Suffrage – the movement to give women the right to vote• National American Woman Suffrage Association

(NAWSA)• Benefited from strong leadership – Susan B. Anthony• Encouraged women to enter the workforce during World War

One

• 19th Amendment – granted women the right to vote (suffrage)

ECONOMIC REFORM

• Background: During the Gilded Age (late 1800s), government took a “hands-off” approach to the economy and did not get involved in regulating business = Laissez-faire capitalism• big businesses used power to crush competition

The Gilded Age (1869-1901) was a time of laissez-faire economics: The U. S. government provided handouts to Big Business with a "hands off" policy.

RAKING THE MUCK!

• Muckrakers – def. – journalists who wrote about the corrupt side of business and public life in magazines during the progressive era• Ida Tarbell – “History of the Standard Oil Company”

attacked Rockefeller• Upton Sinclair – The Jungle – exposed horrible

conditions of the meatpacking industry in Chicago• Read excerpts from “The Jungle”

1906 Pure Food and Drug

Act 

Prohibits sale of adulterated or

fraudulently labeled foods and drugs

Meat Inspection

Act 

Enforces sanitary conditions in

meatpacking plants 

TRUST BUSTING

• Clayton Anti-Trust Act – strengthened the Sherman Anti-Trust Act• Outlawed trusts,

monopolies, and price-fixing

• Exempted unions from being prosecuted by the Sherman Anti-Trust Act

POLITICAL REFORM

• Local governments - • need to reform city governments with major problems

that resulted from increased urbanization• Commissioners and city council managers – new ways to

govern cities more efficiently in 250 cities in the U.S.

POLITICAL MACHINES

• An illegal gang that influences enough votes to control a local government.

• Gained support by trading favors for votes.• Bosses gave jobs, cash, or food to supporters.

• Tammany Hall (NYC) and Boss Tweed• Stole enormous amounts of money from the city

• Did some good:• Built parks, sewers, schools, roads, and orphanages

in many cities• Also helped immigrants get settled and find jobs or

homes.

STATE GOVERNMENTS

• Secret ballot – def. – allowed voters to cast a vote without election officials knowing who they voted for

• Initiative – def. – a bill originated by the people rather than lawmakers on the ballot

• Referendum – def. - a vote by the people on a bill that began as an initiative

• Recall – def. – enabled voters to remove public officials from elected positions by forcing them to face another election before the end of their term

• Primary system – def. – voters, rather than politicians, would choose candidates for public office through a special election

NATIONAL GOVERNMENT

• President Teddy Roosevelt’s progressive plan = “Square Deal”• Involved trust-busting and conservation projects

• President Woodrow Wilson’s progressive plan = “New Freedom”• Involved financial reform, increased government regulation of

business

PROGRESSIVE PRESIDENTS

• Theodore Roosevelt• Became President in 1901, after William McKinley’s

assassination• Member of the Bull Moose Party

• Progressive political party• Promised voters a “Square Deal”

• Government will ensure fairness for workers, consumers, and big business

• “trustbuster”…broke up many Monopolies and Trusts• The first environmental President

PROGRESSIVE PRESIDENTS

• William Howard Taft• Elected President in 1908• Supported safety standards for mines and railroads• Supported the 16th Amendment:

• Federal income taxes

• Disappointed progressives in the areas of tariffs and conservation

PROGRESSIVE PRESIDENTS

• Woodrow Wilson• Elected President in 1912• Passed the Federal Reserve Act

• Established the modern banking system• Established the Federal Trade Commission

• Tariff reform• Clayton Antitrust Act:

• Strengthened the Sherman Antitrust Act• “New Freedom”

• promoted antitrust modification, tariff revision, and reform in banking and currency matters.

CHILDREN TO SCHOOL NOT TO WORK!

• Child Labor – progressives wanted to end the use of children in industry• Keating-Owen Act (1916) – outlawed goods being

transported from state to state if those products were produced by child labor

• Later declared unconstitutional

AMENDMENTS OF THE PROGRESSIVE ERA

• 16th Amendment – established a federal income tax• 17th Amendment – direct election of senators

• The people, not state legislatures, would vote on candidates running for the U.S. Senate

• 18th Amendment – Prohibition on the manufacture, sale, and consumption of alcohol

• 19th Amendment – granted women the right to vote (suffrage)

JIM CROW AND SEGREGATION

MAIN IDEA

• Discrimination and segregation against African-Americans intensified and took new forms in the late 19th and early 20th centuries. African Americans disagreed about how to respond to the developments.

AFRICAN-AMERICANS FIGHT LEGAL DISCRIMINATION• Background – During Reconstruction, African-

Americans faced violent opposition to their new constitutional rights, especially voting rights.

• Voting Restrictions – all Southern states passed voting restrictions on African-Americans• Literacy test – def. – difficult reading test given to

African-Americans trying to register to vote• Poll tax – def. – an annual tax that had to be paid by

African-Americans before voting• Grandfather clause – def. – state laws that allowed

people to vote if their grandfather was eligible to vote in 1867

• African-Americans prevented from voting as a result

JIM CROW

• Jim Crow Laws – segregation laws passed throughout the South to separate white and black people in public • SIG - applied to schools, hospitals, parks, and

transportation systems

Vending-machine in Jackson, Tennessee

SEPARATE BUT (UN)EQUAL

• Plessy v. Ferguson (1896) – U.S. Supreme Court ruled that segregation of the races in public accommodations was legal and did not violate the 14th Amendment• Established “separate but equal” doctrine – states could

maintain segregated facilities for blacks and whites as long as they provided equal service.

• SIG – segregation was legal for almost 60 years

AFRICAN-AMERICAN RESPONSES

• “Great Migration” (early 20th century) – def. – movement of African-Americans from the rural South to Northern cities in search of jobs and to escape poverty and discrimination in the South• Racial discrimination still existed in the North and

sometimes resulted in violence

AFRICAN AMERICAN RESPONSES

• Ida B. Wells – led an anti-lynching crusade and called for the federal government to act to stop oppression of African-Americans

• Booker T. Washington – believed the way to equality was through vocational education and economic success• Did not openly challenge segregation• Founded the Tuskegee Institute in Alabama

• W.E.B. Du Bois – believed that education was meaningless without equality• Supported political equality for African-Americans by

helping to form the National Association for the Advancement of Colored People (NAACP)