Unit 5: Late 1800S Early 1900S

Unit 5: Late 1800s – Early 1900s

LABOR UNIONS (page 453) 1. Based on your notes on factory work, why were factory workers often unhappy with their jobs?

2. Define: collective bargaining –

3. Define: socialism –

4. Why would socialism appeal to some workers?

5. Who founded the Knights of Labor and When?

6. What type of workers could join the Knights of Labor?

7. What was the union devoted to?

8. Who founded the American Federation of Labor (AFL) and when?

9. What type of workers could join the AFL?

10.What did the AFL focus on?

11.Why was it called a “bread and butter” union?

12.Who was excluded from the AFL?

On the bottom of this page, create a Venn diagram – One circle is the Knights of Labor and the other is the AFL. List 4 characteristics in each part of the Venn diagram. Unit 5: Late 1800s – Early 1900s

STRIKES (page 454) 1. Why did Railroad workers strike in 1877?

2. What were workers protesting for on May 1, 1886?

3. What happened at Haymarket Square in Chicago on May 4th?

4. List 2 legacies (effects) of the Haymarket Riot.

5. Why did workers strike at Carnegie Steel in Homestead, Pennsylvania?

6. Who were the Pinkertons and what did they do at Homestead?

7. Why was there an epidemic of steelworkers’ and miners’ strikes?

8. When and where did the Pullman strike occur?

9. Why did workers go on strike?

10.What happened to the workers who tried to negotiate with George Pullman?

11.What stopped as a result of the Pullman strike?

12.Who led the Pullman strike?

13.How did President Grover Cleveland respond to the strike?

14.What trend did the Pullman strike set?

On the bottom, create a timeline with the years of the following events: Pullman Strike, Haymarket Riot, Railroad Strike and Homestead Strike. Unit 5: Late 1800s – Early 1900s BIOGRAPHY: TYCOONS The late 1800s saw the rise of big business and big business leaders, often called tycoons. A tycoon is defined as a businessman of exceptional wealth and power. ♦As you read the following biographies, compare and contrast the experiences of the businessmen described. Then answer the questions that follow.

Andrew Carnegie (1835-1919) Andrew Carnegie was born into a poor family in Scotland. He came to the United States with his parents as a child and soon went to work in a cotton factory at the age of 12. During that time, he educated himself and attended night school. Later, he joined the Pennsylvania Railroad, where he was promoted several times and began investing in the steel and oil industries. In 1865, he left the railroad to run his own business. By 1900, Carnegie Steel Corporation controlled most of the U.S. steel industry. Carnegie sold the company in 1901 and spent the rest of his life setting up charitable foundations.

J. P. Morgan (1837-1913) J. P. Morgan was born into a wealthy American banking family. Morgan attended esteemed schools in Boston and Switzerland and then followed in his father’s footsteps, first joining his father’s bank in London and later starting the private bank J. P. Morgan & Co. in New York. After the Civil War, Morgan helped reorganize the railroad industry. He also helped finance U.S. Steel, the company created from Carnegie Steel Corporation after Carnegie sold it. Morgan devoted much of his money and time to patronage of the arts. Upon his death, Morgan donated his art collection and his book collection.

John D. Rockefeller (1839-1937) John D. Rockefeller started his career as a clerk and bookkeeper in Cleveland, Ohio, but later became interested in oil refining. In 1865, he and his brother William started Standard Oil Works. The Rockefellers quickly bought up most other oil refining companies and formed the Standard Oil Trust. The corporation so dominated the industry that both the Supreme Court of Ohio and the U.S. Supreme Court ordered the breakup of the trust. Rockefeller balanced his vast accrual of wealth with philanthropic donations.

QUESTIONS TO THINK ABOUT 1. In what industries did the tycoons make their fortunes?

2. Compare Which tycoons started with little and worked their way up the economic ladder?

3. Link Past and Present Identify two modern tycoons in industries such as computer technology and entertainment. In what ways are they similar to Carnegie, Morgan, and Rockefeller? Unit 5: Late 1800s – Early 1900s

Industrialization in the United States brought a wave of new wealth, innovation, and improved standards of living. Still many people struggled to get by. Workers-in factories and mines, on railroads and ships-faced long hours, low wages, unsafe working conditions, and poor and crowded housing. These circumstances drove many workers to demand change. ♦AS you read the following biographies, think about what each labor leader hoped to accomplish. Then answer the questions that follow.

Eugene V. Debs (1855-1926) At age 14, Eugene V. Debs went to work in the railroad shops of Terre Haute and Indianapolis, Indiana. From there, he went on to help organize a branch of the Brotherhood of Locomotive Firemen. Debs was committed to organizing industrial workers according to industry rather than according to craft. To this end, he helped start the American Railway Union, which represented railroad workers who held many different jobs, and became its president. The American Railway Union experienced many successes and failures. Debs’ imprisonment in connection with the 1895 Pullman strike made him more determined to fight for workers’ rights. Debs, convinced that politics and labor rights were connected, ran for president on the Socialist ticket five times. In 1920, Debs received more than 900,000 votes for president, despite the fact that he was in prison for criticizing government enforcement of the Espionage Act.

Samuel Gompers (1850-1924)

In 1863, at the age of 13, Samuel Gompers left his home in England to come to the United States. Like his father, he went to work as a cigar maker in New York City and joined the Cigar makers’ Union. Nearly 10 years later, Gompers went on to lead the American Federation of Labor. Gompers encouraged workers to organize by craft. He avoided party politics, convinced that labor unions should focus on increasing wages, gaining benefits, and improving working conditions through written contracts and collective bargaining. However, he did support presidential hopeful William Jennings Bryan in 1918 in order to protect unions from greater restrictions. He also delved into politics during World War I, when he formed the War Committee on Labor to encourage national unity. Gompers led the AFL from 1886 through 1894 and again from 1896 through his death in 1924.

QUESTIONS TO THINK ABOUT 1. Which labor leader was the first president of the American Federation of Labor?

2. Which labor leader started out in the railroad industry?

3. Contrast How did Gompers’ approach to labor unions differ from that of Debs?

2. What is a pull factor?

3. Describe the trip across the Atlantic Ocean.

4. What requirements did immigrants have to meet in order to enter the U.S.?

5. Where did most European immigrants enter the country?

6. Who was sent to Ellis Island?

7. What happened to them once they were at Ellis Island?

8. Where did most Asian immigrants enter the country?

9. What did the Chinese immigrants have to prove?

Use the infographic on page 470 to answer the following questions on Ellis Island? 10.Why did the US inspect immigrants before allowing them to enter the country?

11.Why did medical personnel check immigrants for illnesses?

12.Why was it important to determine whether immigrants could support themselves?

13.Look at the photos. In what ways might Ellis Island have been an intimidating place?

14.Why were single women not allowed to leave Ellis Island without an escort?

More than 12 million immigrants passed through Ellis Island at this time – and immigrants entered the US through other ports as well. 15.Why did the US welcome so many immigrants to its shores when many other nations did not?

16.Overall, do you think passing through Ellis Island was a positive or traumatic experience for most immigrants? Unit 5: Late 1800s – Early 1900s

URBAN LIVING CREATES PROBLEMS (page 476)

HOUSING CONDITIONS DETERIORATE

1. What is a tenement?

2. What is the purpose of a tenement?

3. Why were tenements unhealthy and dangerous?

WATER AND SANITATION POSE RISKS

4. Why did cities need to hire street cleaners?

5. An epidemic is the rapid spread of a disease from person to person. Why were epidemics a concern?

6. How did governments begin improving water quality and public health?

FIRE, CRIME AND CONFLICT

7. Why did cities develop professional firefighting teams?

8. Why did cities hire police officers?

9. What developed because of the tension between the various ethnic and racial groups? Unit 5: Late 1800s – Early 1900s

WESTWARD EXPANSION AND THE AMERICAN INDIANS (Page 496) 1. What did the buffalo provide for the Plains Indians?

2. How did the Indian view of nature differ from the white person’s view?

3. By the late 1860’s, where were Indians being forced to? What did this cause?

4. What two other factors threatened Native American Civilization?

5. What happened in the fall of 1864 at the Sand Creek Massacre?

6. Why did the Sioux, led by Chiefs Crazy Horse and Sitting Bull, assemble to drive out settlers in 1875?

7. In the Fort Laramie Treaty what did the government agree to? the Native Americans?

8. What happened at the Battle of Little Big Horn in 1876?

9. What did practitioners of the Ghost Dance hope would happen?

10.What happened at Wounded Knee, South Dakota in 1890?

11.What did Helen Hunt Jackson write about in her book A Century of Dishonor?

12.Define: assimilation

13.What law attempted to speed up the assimilation of Native Americans? Unit 5: Late 1800s – Early 1900s

VIDEO: THE PROGRESSIVE MOVEMENT 1. What word do you see inside the word Progressive?

2. Based on what we have learned so far in this unit, what are some areas in society that needed improving?

From the Video 3. What was the role of women in the Progressive Movement?

4. What settlement house did Jane Addams found? What happened there?

5. What areas did they focus on reforming?

6. Why did many immigrants resist reforms made by Progressives?

7. What was a muckraker?

8. What was the “Treason of the Senate”?

9. Who unveiled the “Treason of the Senate” to the public?

10. How did Progressives react to city “bosses”?

11. How did voting and elections change during the Progressive Era?

12. What is “trust-busting”?

13. Who helped unveil the actions of Standard Oil to the public?

14. Who wrote “The Jungle”? What was the book about?

15. What actions did President Theodore Roosevelt take towards trusts and powerful industries? (Name some of the laws and agencies he helped to create) Law Agency Unit 5: Late 1800s – Early 1900s

16. How did Roosevelt react to President Taft’s method of “trust-busting”?

17. What approach did Presidential nominee Woodrow Wilson advocate?

18. What was the Supreme Court decision in Plessy v. Ferguson?

19. What group was the target of lynching (hanging) in the Progressive Era?

20. According to Booker T. Washington, what type of skills should blacks develop?

21. What did W.E.B Dubois demand for African Americans?

22. According to the Socialists, who should own American businesses?

23. What political change occurred for women during the Progressive Movement?

24. What ended the Progressive Movement?

25. List the “Progressive” Amendments and a short explanation

16th –

17th –

18th-

19th - Unit 5: Late 1800s – Early 1900s THEY’VE BEEN WORKING ON THE RAILROAD 1. The railroad was the putting together of the two existing ideas of ______and ______.

2. Who were the first people to put together “railroads”?

3. What did John Stevens propose?

4. What did Congress pass as a result of John Stevens’ ideas?

5. What was the first successful railroad in America?

6. What did Peter Cooper call his new engine?

7. Why were they called trains?

8. What were some of the problems with the early railroads?

9. What was the purpose of a “sandbox”?

10.What was the purpose of a “cowcatcher”?

11.What event in American History made the country realize there was a need for a transcontinental railroad?

12.What did the railroad companies get to help finance the building of the railroads?

13.Who provided cheap labor?

14.How did one Indian, Paiutes, convince the Chinese to quit the railroad work? Unit 5: Late 1800s – Early 1900s 15.How many rails could they lay in a minute?

16.Railroads made a profit by….

17.How much did it cost to build one line?

18.How much did the Durant charge the company?

19.How was the US to learn that the rails were connected?

20.Where is the Golden Spike now? Unit 5: Late 1800s – Early 1900s THE JUNGLE, UPTON SINCLAIR [T]he meat would be shoveled into carts, and the man who did the shoveling would not trouble to lift out a rat even when he saw one—there were things that went into the sausage in comparison with which a poisoned rat was a tidbit. There was no place for the men to wash their hands before they ate their dinner, and so they made a practice of washing them in the water that was to be ladled into the sausage. There were the butt-ends of smoked meat, and the scraps of corned beef, and all the odds and ends of the waste of the plants, that would be dumped into old barrels in the cellar and left there. Under the system of rigid economy which the packers enforced, there were some jobs that it only paid to do once in a long time, and among these was the cleaning out of the waste barrels. Every spring they did it; and in the barrels would be dirt and rust and old nails and stale water—and cartload after cartload of it would be taken up and dumped into the hoppers with fresh meat, and sent out to the public’s breakfast. Explanation for Quotation 2 This long description from Chapter 14 is among the most famous and influential passages in the novel and helps to explain why the book caused so much public furor upon its publication. Sinclair intended the book to raise public consciousness about the plight of the working poor, but he relied on a pseudo-naturalistic technique that emphasized the physically revolting filth and gore of the stockyards. As a result, the novel caused outrage about the unsanitary quality of the meat that was sold in stores rather than the oppression of the poor. The public pressed less for the socialist reforms that Sinclair backed than the public reform to food laws. The image of all kinds of waste being dumped in with the consumer’s product is surely revolting; that it is dumped in without any regard for the consumer by greedy capitalists is infuriating. Sinclair himself stated: “I aimed at the public’s heart, and by accident I hit it in the stomach.”

1. Based on reading this passage, if you were sitting at your dining room table eating steak, reading this article in the newspaper in the early 1900’s, describe what you would be feeling.

2. Because of this book, how do you think many Americans forced the government to respond? What changes do you think need to be made? Unit 5: Late 1800s – Early 1900s

BIOGRAPHY: IDA TARBELL Among the muckrakers of the Progressive Era, none surpassed the careful reporting, clever pen, and moral outrage of Ida Tarbell. She took on the nation’s most powerful trust-Standard Oil-and its creator-the nation’s wealthiest man, John D. Rockefeller-in 18 installments of McClure’s magazine. As you read, think about how Ida Tarbell’s writing influenced her country’s history.

Ida Tarbell developed her moral outrage at skill as a reporter and her experience with Standard the Standard Oil trust through personal family Oil, McClure assigned her to the story. Her father, experience. Soon after her birth in 1857 on a farm recalling the trust’s ruthless tactics, pleaded, “Don’t in Pennsylvania, oil was discovered in nearby do it, Ida.” Others also tried to warn her away from Titusville. Her father, Franklin, saw an opportunity the trust’s “all-seeing eye and the all-powerful to make money in this promising new field. He reach,” predicting, “they’ll get you in the end,” but became the first manufacturer of wooden tanks for Tarbell would not be stopped. For the next two the oil industry and established a prosperous years, she researched the business practices of business. Standard Oil and then began writing her series. In In time, however, the Standard Oil the first installment, she described the hope, Company began to force other oil suppliers out of confidence, and energy of pioneer oil men. “But business. Standard Oil became Franklin’s only suddenly, at the very heyday of this confidence, a client, and refused to pay his prices. The business big hand reached out from nobody knew where, to failed and Franklin’s partner committed suicide. Ida steal their conquest and throttle their future.” Tarbell would never forget her father’s pain or its The big hand, she revealed, belonged to cause. John D. Rockefeller. In subsequent articles she After graduating from Allegheny College in documented his practices of demanding rebates 1880, Ida pursued a career in magazine editing and from railroads that shipped his oil, of forcing writing, which eventually took her to France. competitors out of business through coercion, and Impressed by her writing, a young magazine even of robbing widows of the true worth of what publisher, S. S. McClure, tracked her down in Paris they owned. Rockefeller was incensed, but the and persuaded her to return to New York to write public outcry against him and Standard Oil could for him. McClure would later boast that the not be stilled. Congress launched an investigation founding of McClure’s and the discovery of Ida and later the Supreme Court ruled that the trust Tarbell were his proudest achievements. must be broken up. Tarbell became famous as the Tarbell’s writing began boosting the reporter who had successfully taken on John D. magazine’s circulation immediately. McClure, Rockefeller. She remained active into her wishing to capitalize on reader interest in seventies, and died at the age of 86. muckraking articles, decided to publish an exposé of the Standard Oil Company. Because of Tarbell’s

Questions to think about 1. How was Ida Tarbell first introduced to the oil industry?

2. Recognizing Bias (a) Why was she warned against writing about the Standard Oil Company? (b) Why might Ida Tarbell have been accused of bias against Standard Oil? Unit 5: Late 1800s – Early 1900s

©Prentice-Hall, Inc. Unit 5: Late 1800s – Early 1900s VIDEO: IMMIGRATION & CULTURAL CHANGE 1. How many million immigrants came to the U.S in the late 1800s-early 1900s?

2. What does the Statue of Liberty lift her lamp beside?

Immigration: Cultural Change 3. Why did the new immigrants come to the U.S.?

4. How many Italians?

Jews? Polish?

Bosses, Unions, & Industrialization 5. How did employers divide workers? BY

6. Who was Samuel Gompers & what was he the president of?

7. As an immigrant himself, did his organization help immigrants?

8. What is an Italian Padrone?

The Squalor of the Cities 9. Give several descriptions of the squalor & horrid conditions of the city.

10.In NYC, what % of Italian babies died before their first birthday?

Family & Community 11.Who did immigrants depend upon first?

12.What is the next level of support for immigrants?

A Melting Pot 13.What did public schools do to help Americanize immigrants?

14.Why did immigrant children’s parents send their children to parochial/private schools?

Clash of Generations 15.What were “green horn” ways?

Closing the Golden Door 16.Who were “yellow peril” according to California workers?

17.What was “scientific racism”? Unit 5: Late 1800s – Early 1900s Unit 5: Late 1800s – Early 1900s VIDEO: INDUSTRIALIZATION AND URBANIZATION

Railroads 1. How did railroads effect America’s development?

2. Where was the final spike of the transcontinental railroad driven?

3. Describe the importance of the completion of the transcontinental railroad:

Rise of Heavy Industry 4. What was the purpose of the 1876 centennial exposition?

5. What were some of the inventions displayed at the exposition?

6. What did Alexander Graham Bell exhibit?

7. What Thomas Edison inventions transformed the way people lived?

Modern Corporations 8. How did corporations help business expand in the 19th century?

9. What industry did Andrew Carnegie control 60% of?

10. What was the name of John Rockefeller’s corporation?

11. Why were corporate leaders called “captains of industry”?

12. Explain the term “robber barons” to describe corporate leaders:

The West 13. How did the invention of barbed wire support cattle ranching?

14. What effects did industrialization have on the environment? Unit 5: Late 1800s – Early 1900s

Unit 5: Inventions, Trains and the West I. New Inventions (late 1800’s, early 1900’s) of ______A. ______B. ______C.______

II. Railroads Impact the Nation (p. 440) A. encouraged ______1. ______2. ______3. ______B. established ______C. made ______D. transport large amounts of ______E. businesses could ______F. led to ______G. helped settle ______

III. Transcontinental Railroad “Central Pacific” “Union Pacific” ______Immigrants ______Immigrants

______, CA ______, NE

______, UT May 10, 1869

Results: ______Unit 5: Late 1800s – Early 1900s

IV. Big Business Leaders ______: Steel ______: Standard Oil ______: Banking

A. Robber Baron or Captain of Industry  ______ ______ ______ ______and ______ Used ______and allowed the US economy to grow ______to destroy  ______other ______(giving $ to charity)

V. The Labor Force A. Factory Work: ______work in ______working conditions (low light, no ventilation, crowded) for ______pay and ______hours B. Families in the workforce: ______C. Living in Company Towns: owned by ______who controlled all costs of ______in the town (rent, goods, etc) D. Definitions: Collective bargaining: ______Socialism: ______E. AFL: Founded by ______, in 1886 for ______workers focusing on specific needs for their workers like: 1. 2. 3. ______and ______were not included. Unit 5: Late 1800s – Early 1900s

F. Strikes 1. Haymarket Riot: ______Effect: people began associating ______Employers became concerned ______2. Pullman Strike: Chicago, 1894  workers were ______, pay was ______for others, costs in company town ______ Pullman ______workers who tried to ______with him  mail service was ______when the railroads stopped  Pres. Cleveland sent in ______to force the strikers back to work Effect:  employers ______for rulings to end strikes  the government took the side of ______for the next 30 years

VI. “New” Immigration (1890-1914)

Old Immigrants New Immigrants Place of Origin N & W Europe S & E Europe, Asia Language English Native tongue Religion Protestant Roman Catholic Race White White, Yellow 50% in cities Where they settled East Coast, 13 colonies (Boston, NY, Chicago, Philadelphia) Integration Melting Pot (blended together) Salad Bowl (separate)

Why were the new immigrants resented? 1. they would work ______2. they lived in ______

VII. African Americans in the Progressive Era 1896 Plessy v. Ferguson: ______Segregation is ______BOOKER T. WASHINGTON W. E. B. DUBOIS Unit 5: Late 1800s – Early 1900s  Achieve econo  Blacks should demand full and  immediate equality   mic equality first

NAACP:  ______ Purpose: ______ Strategy: ______ Barriers to voting 1. ______2. ______3. ______Whites were excluded Unit 5: Late 1800s – Early 1900s

VOCABULARY SSUSH11 Examine connections between the rise of big business, the 1. Monopoly growth of labor unions, and technological innovations. 2. Trust a. Explain the effects of railroads on other industries, including steel and oil. 3. Robber baron b. Examine the significance of John D. Rockefeller and Andrew Carnegie in 4. Social Darwinism the rise of trusts and monopolies. 5. Sweatshop c. Examine the influence of key inventions on U.S. infrastructure, including 6. Nativism but not limited to the telegraph, telephone, and electric light bulb. 7. Urbanization d. Describe Ellis and Angel Islands, the change in immigrants’ origins and 8. Tenement their influence on the economy, politics, and culture of the United States. 9. Assimilate e. Discuss the origins, growth, influence, and tactics of labor unions 10. Jim Crow Laws including the American Federation of Labor. 11. Progressivism 12. Muckraker SSUSH12 Evaluate how westward expansion impacted the Plains Indians 13. Initiative and fulfilled Manifest Destiny. 14. Referendum a. Examine the construction of the transcontinental railroad including the use 15. Recall of immigrant labor. 16. Settlement house b. Evaluate how the growth of the western population and innovations in 17. Direct primary farming and ranching impacted Plains Indians. 18. NAACP 19. 18TH Amendment c. Explain the Plains Indians’ resistance to western expansion of the United States and the consequences of their resistance. 20. 19th Amendment SSUSH13 Evaluate efforts to reform American society and politics in the Progressive Era. a. Describe the influence of muckrakers on affecting change by bringing attention to social problems. b. Examine and explain the roles of women in reform movements. c. Connect the decision of Plessy v. Ferguson to the expansion of Jim Crow laws and the formation of the NAACP. d. Describe Progressive legislative actions including empowerment of the voter, labor laws, and the conservation movement.

PEOPLE EVENTS Thomas Edison Upton Sinclair Transcontinental Railroad John Rockefeller Jane Addams Pullman Strike Andrew Carnegie Ida Tarbell Wounded Knee Samuel Gompers W. E. B. Dubois NAACP formed Sitting Bull Booker T. Washington The Jungle published Unit 5: Late 1800s – Early 1900s

1. What did Thomas Edison invent? How did these inventions change life for Americans? 2. How did railroads change the way people lived? How did railroads change the way products were moved throughout the country? 3. What happened at Promontory Point, Utah on May 10, 1869? What were the results of this event? What two groups of people were responsible for building the transcontinental railroad? 4. What is meant by the term “big business”? What impact did the railroad have on developing big business? 5. Who was John D. Rockefeller? What industry is he associated with? 6. Who was Andrew Carnegie? What industry is he associated with? 7. Who was J. P. Morgan? What industry is he associated with? 8. What is a robber baron? Why does the term have a negative meaning? 9. What is a captain of industry? Why does the term have a positive meaning? 10.What is Ellis Island? What happened there? 11. Where did most immigrants come from at this time? What language did most “new” immigrants speak? In what cities did most new immigrants live? How did most immigrants integrate into society? 12.Why did “native” born Americans resent the new immigrants? 13.Describe what it was like to work in a factory? What was a company town? 14.What is socialism? 15.What is collective bargaining? 16.What is the AFL? What did they ask for? Who was its leader? 17.What effect did the Haymarket Riot have on labor unions? 18.What happened at the Pullman Strike? Why did President Cleveland intervene in the Pullman Strike? What effect did the Pullman Strike have on labor unions? 19.How were the Plains Indians impacted by new farming/ranching methods? 20.Who was Sitting Bull? What happened at the Battle of Wounded Knee? 21.What was a muckraker? 22.Who wrote “The Jungle”? What was it about? 22. What did Jane Addams do? 23.What were Jim Crow laws? 24.What was the court decision in Plessy v. Ferguson? 25.What robber baron and company did Ida Tarbell expose? 26.What was the 17th Amendment? 27.Define: recall 28.Define: referendum 29.What was the goal of the PROGRESSive movement? Unit 5: Late 1800s – Early 1900s 30.What did the Chinese Exclusion Act of 1882 say? 31.What were the 18th and 19th Amendments? Unit 5: Late 1800s – Early 1900s PROBLEMS ARISE AS CITIES GROW Directions: Read the summary below. Then use the information to answer the questions that follow. You will then understand some of the problems urban America faced in the late nineteenth and early twentieth centuries.

Urbanization, the movement of people from the African Americans were forced to live in country to the city, occurred mainly in the northeastern ghettos, the worst sections of the cities, as a United States. Workers came to cities to work in result of de facto segregation-segregation factories, mills, transportation systems, and trade and supported by custom rather than by law. De service occupations. Many people came from farms, facto segregation developed because of the while others came from abroad. prejudice and competition for jobs. In the This rapid growth caused problems for the ghettos, some African Americans started cities. City workers often lived in boardinghouses or businesses that served their own people-for apartment houses. The first apartment house was example, hairdressing, undertaking, and life built in New York City in 1870. Middle-class people, insurance sales. As a result, a black middle however, preferred row houses. Row houses had class developed in the nation’s cities. indoor toilets, constant and regular heat, gas or electric lights, and sometimes, refrigerators. 1. What is urbanization? Poor people lived in multifamily dwellings called tenements, which were overcrowded and dirty. New York City had the nation’s worst tenements. In 2. What are three occupations that brought 1879 a law calling for the construction of dumbbell workers to the cities? tenements-long, narrow buildings in which each room had an outside window-was passed. These new tenements were supposed to be an improvement in 3. What three types of housing were available in that light and air were available in each apartment. cities? However, because of overcrowding and poor sanitation, dumbbell tenements sometimes became worse than other tenements. 4. What was a dumbbell tenement? Transportation in the cities was also a problem. Horse-drawn cars were small and slow. New York was the first city to build an elevated railway to 5. How did New York City improve improve transportation. In 1873 San Francisco transportation? installed a cable-car system pulled by a moving underground chain. 6. What sanitation problem did people in the Cities also had sanitation problems. Sewers cities have? emptied directly into nearby rivers, creating a health hazard. As the cities grew, so did crime. Pickpockets, 7. What were three improvements cities made in shoplifters, and counterfeiters were active. Violent fighting fires? crime increased as well. The small police forces found it difficult to prevent crime in the streets. Fire was an ever-present hazard. The 1871 8. What city first paid its firefighters? fire in Chicago left one-third of that city’s people homeless. Many other American cities also suffered major fires during the 1870s and 1880s. In 1853, the 9. What is de facto segregation? city of Cleveland, Ohio, established the nation’s first salaried fire department. Other cities followed Cleveland’s example. The automatic fire sprinkler, 10. What developed as African Americans started invented in 1877, was an aid to firefighters. Over time, businesses that served other African wooden buildings were replaced by ones made of Americans? brick, stone and concrete, which posed less danger of fire. ©McDougal, Littell & Company Unit 5: Late 1800s – Early 1900s DEMANDS GROW FOR RESTRICTIONS ON IMMIGRATION Directions: Read the information in the boxes carefully. Then use it to complete the sentences that follow. You will then understand the movement toward restricting immigration

People feared radical influences from People feared the growing Racial prejudice arose. Anglo- foreign extremists. Catholic political influence. Saxonism, the belief in the superiority of the Anglo-Saxon race, was strong in New England.

Immigration Growth Anti-European Acts Brings Nativism  The Immigration Restriction League was a group that wanted to keep out ‘undesirable classes’ from southern and eastern Europe.  It proposed using a literacy test as a way to exclude immigrants; President Cleveland vetoed the bill.

Anti-Asian Acts  Anti-Chinese feeling in California grew as a result of the depression of 1873, which caused intense competition for jobs.  Congress passed the Chinese Exclusion Acts of 1882 and 1892, which prohibited Chinese people from entering the United States.  In 1902 Chinese immigration was suspended indefinitely.  In 1906, to distract attention from a municipal scandal, officials in San Francisco chose to stir up anti-Japanese feelings.  Chinese, Japanese, and Korean children were removed from neighborhood schools and put in segregated schools.  When anti-American protests occurred in Japan, Roosevelt instructed San Francisco officials to withdraw the segregation order.  Roosevelt convinced Japan to exert its own control of emigration with the Gentlemen’s Agreement of 1907- 1908.  The Alien Land Law, passed in 1913 by the California legislature, prohibited Asians from owning agricultural land.

1. The large number of immigrants resulted in renewed feelings of ______.

2. People feared immigrants would spread ______influences.

3. People feared the growing political influence of ______.

4. ______vetoed the proposal for a literacy test to exclude immigrants.

5. The depression of 1873 increased anti-______feeling in California.

6. The ______of 1882 and 1892 prohibited Chinese from entering the United States.

7. In 1902 Congress stopped the immigration of all ______.

8. In San Francisco, officials stirred up feelings against ______immigrants to cover up a city scandal.

9. In the ______of 1907-1908, Japan agreed to limit emigration.

10. The ______prohibited Asians from owning agricultural land in California.