DOCSLIB.ORG

4 Grade Ohio History Original Suggested Units and Pacing Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
4 Grade Ohio History Original Suggested Units and Pacing Guide Norton City Schools Standards-Based Social Studies Course of Study 2005 4th Grade Ohio History Original Suggested Units and Pacing Guide Scope and Sequence - Ohio: Its Past, Its Location, Its Government The state of Ohio is the focus for fourth grade. Students learn about the geography, history, government and economy of their state. They learn about issues and ways that citizens participate in Ohio’s government. Students develop their research skills through individual and group activities. Unit 1: Early History 30 days End by first week in October The first unit introduces the early history of Ohio from prehistoric peoples through early historic Indians. It also includes the major geographical features of the state. Problem Solving – Patterns & Relationships Unit 2: Territory to Early Statehood 30 days End by Thanksgiving The emphasis is on Ohio’s history as it became a state, including the purposes of government as a foundation for statehood. Economic factors influencing Ohio’s development during this time period are also included. Problem Solving – Patterns & Relationships Unit 3: Industrialization of Ohio 30 days End by the First Semester This unit focuses on the economic development of Ohio. This includes the influence of immigrants, their origins and cultural practices on the economic growth of Ohio. Problem Solving – Patterns & Relationships Unit 4: Modern Ohio 40+ days End by March 31 (Includes 2 weeks of assessments) A study of famous people, who have ties to Ohio, presents an opportunity for in depth research and a review of many earlier indicators. In this section on modern Ohio, it is also important to consider citizenship rights and responsibilities. Problem Solving – Patterns & Relationships Unit 5: Economics Application 20 days End by May 7 (Includes a week for Spring Break) The focus of this unit will be a hands-on, economics entrepreneurship project involving problem solving and decision making. Problem Solving – Patterns & Relationships Unit 6: County Projects 20 days End the Semester The focus of this unit will be independent research on an Ohio county. The research will look at the geography, government, history, culture and economics of the county, pulling together the year’s study. Problem Solving – Patterns & Relationships th Bold indicates student vocabulary mastered at this grade level. 4 - 16 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005 4th Grade Benchmarks (ID= Indicator: These number references will clarify the intent of Indicators in each unit.) History Government A. Construct time lines to demonstrate an understanding of units of time A. Identify the responsibilities of the branches of the United and chronological order. (ID: 1) States government and explain why they are necessary. B. Describe the cultural patterns that are evident in North America today (ID: 1, 2) as a result of exploration, colonization and conflict. B. Give examples of documents that specify the structure of (ID: 2, 3) (ONLY 4-5) state and national governments in the United States and C. Explain how new developments led to the growth of the United explain how these documents foster self-government in (ID: 4, 5, 6) States. a democracy. (ID: 3, 4) (ONLY 4-5) People In Societies A Compare practices and products of North American cultural groups. Citizenship Rights & Responsibities (ID: 1) B. Explain the reasons people from various cultural groups came to A. Explain how citizens take part in civic life in order to North America and the consequences of their interactions with each promote the common good. (ID: 1) other. (ID: 2, 3) B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic Geography government. (ID: 2, 3, 4, 5) A. Use map elements or coordinates to locate physical and human features of North America. (ID: 1, 2, 3, 4) B. Identify the physical and human characteristics of places and regions in North America. (ID: 5, 6, 7) Study Skills & Methods C. Identify and explain ways people have affected the physical A. Obtain information from a variety of primary and secondary environment of North America and analyze the positive and negative sources using the component parts of the source. consequences. (ID: 8, 9) (ID: 1, 2, 3, 4) D. Analyze ways that transportation and communication relate to B. Use a variety of sources to organize information and draw patterns of settlement and economic activity. (ID: 10) inferences. (ID: 5, 6, 7, 8) C. Communicate social studies information using graphs or tables. (ID: 9) Economics D. Use problem-solving skills to make decisions individually A. Explain the opportunity costs involved in the allocation of scarce and in groups. (ID: 10) productive resources. (ID: 1, 2) B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. (ID: 3) Continually check your alignment between the C. Explain how competition affects producers and consumers in a Indicators and the Benchmarks. market economy and why specialization facilitates trade. (ID: 4, 5, 6) th Bold indicates student vocabulary mastered at this grade level. 4 - 17 Norton City Schools June 2005 Fourth Grade: Early History SCESC Unit 1 30 days End the first week of October History Geography Economics Study Skills and Methods Settlement B Location A Obtaining Information A 2. Describe the earliest settlements in Ohio 3. Describe the location of Ohio None 1. Obtain information about state issues from a including those of prehistoric people. relative to other states and variety of print and electronic sources, and countries. determine the relevance of information to a 3. Explain the cause and effects of the Government research topic: frontier wars of the 1790s, including the 4. Use maps to identify the a. atlases; Battle of Fallen Timbers, on American location of major physical and None b. encyclopedia; Indians in Ohio and the United States human features of Ohio c. dictionaries; including: Citizenship Rights d. newspapers; Note: a. Lake Erie; & Responsibilities e. multimedia / electronic sources. Suggested Vocabulary: History b. rivers; 1. chronological order c. plains; 2. Use a glossary and index to locate None historical era d. the Appalachian Plateau; information. intervals e. bordering states; time periods h. Ohio River. 3. Use primary and secondary sources to answer questions about Ohio history. People in Societies Human Environmental Interaction C 4. Describe how archaeologists and historians 8. Identify how environmental processes including glaciation study and interpret the past. Cultures A and weathering and 1. Describe the cultural practices and characteristics including products of various groups who have Thinking and Organizing B landforms, bodies of water, 5. Identify main ideas and supporting details settled in Ohio over time: climate, vegetation influence from factual information. a. the Paleo Indians, Archaic Indians, human settlement and activity Woodland Indians including Adena and in Ohio. 6. Distinguish between fact and opinion. Hopewell and Late Prehistoric Indians including Fort Ancient; 7. Read and interpret pictographs, bar graphs, line graphs and tables. b. historic Indians of Ohio including Ottawa, Wyandot, Mingo, Miami, Problem Solving Shawnee and Delaware. D (Introduce as Indians faced/solved problems ) 10. Use a problem-solving/decision-making Note: Note: The bolded letter process which includes: Students are to apply the Problem at the end of each a. identifying a problem; Solving steps in order to identify organizer heading aligns b. gathering information; Patterns & Relationships. with the Benchmark for c. listing and considering options; the given Standard. d. considering advantages and disadvantages Continually align the of options; e. choosing and implementing a solution; Note: Strategies & Resources: Indicators to the th Benchmark goals page f. developing criteria for judging its See pages 4 – 4 & 7 for teaching ideas and th 4 – 17. effectiveness; materials. g. evaluate the effectiveness of the solution. th Bold indicates student vocabulary mastered at this grade level. 4 - 18 Norton City Schools June 2005 Fourth Grade: Territory to Early Statehood SCESC Unit 2 30 Days End by Thanksgiving History Geography Economics Study Skills and Methods Chronology A Location A Scarcity & Resource Allocation A Obtaining Information A 1. Construct time lines with evenly 4. Use maps to identify the location of major 1. Identify the productive resources 1. Obtain information about state spaced intervals for years, decades physical and human features of Ohio needed to produce a good or service and issues from a variety of print and and centuries to show the order of including: suggest opportunity costs for the electronic sources, and determine the significant events in Ohio history. a. Lake Erie; resources involved. relevance of information to a research b. rivers; topic: c. plains; 2. Explain how the availability of Growth C d. the Appalachian Plateau; productive resources in Ohio promotes a. atlases; 4. Explain how Ohio progressed from e. bordering states; specialization in the production of b. encyclopedia; territory to statehood, including the f. the capital city; goods and services and leads to trade. c. dictionaries; terms of the Northwest Ordinance. g. other major cities; d. newspapers; h. Ohio River. Markets C e. multimedia / electronic sources. 5. Explain how canals and railroads 5. Explain why people in Ohio specialize changed settlement patterns in Ohio Places and Regions B in what they produce and then trade with 2. Use a glossary and index to locate and Ohio’s economic and political status 5. Describe and compare the landforms, others, which then increases the amount information. in the United States. climates, population, vegetation and of goods and services available. economic characteristics of places and 3. Use primary and secondary sources to regions in Ohio. Government answer questions about Ohio history. 7. Explain how resources, transportation 4. Describe how archaeologists and and location influenced the development of Rules and Laws B historians study and interpret the past.
Load more

Recommended publications
  • Rivers & Lakes
    Rivers & Lakes Theme: Water Quality and Human Impact Age: Grade 3-6 Time: 3 hours including time for lunch Funding The Abington Foundation has funded this program for the STEAM Network to include all third grade classes in the Network. This grant covers professional development, pre and post visit activities, Lakes & Rivers program at the aquarium, transportation, and a family event with the Greater Cleveland Aquarium. The Greater Cleveland Aquarium Splash Fund is the recipient and fiscal agent for this grant from The Abington Foundation. The final report is due November 2015. Professional Development A one and a half hour teacher workshop is in place for this program. It was first presented to 4 teachers at the Blue2 Institute on July 30 by Aquarium staff. We are prepared to present it again this fall to prepare teachers for this experience. Teachers were presented with lesson plans, pre and posttests, and a water quality test kits to prepare their students to the Lakes and Rivers program. Lakes & Rivers program Overview Explore the rich history of Ohio’s waterways while journeying through Lake Erie, and the Cuyahoga River. This program will explore the deep interconnection that Ohio has with its freshwater systems through time. Students will use chemical tests to determine the quality of Cuyahoga River water and learn about Ohio’s native fish, amphibians, reptiles, through hands-on activities that teach students the importance of protecting our local waters. Standards Ohio’s Learning Standards Content Statements in science, social studies and math covered in Lakes and River s are listed below.
    [Show full text]
  • Viewing an Exhibition
    Winter 1983 Annual Report 1983 Annual Report 1983 Report of the President Much important material has been added to our library and the many patrons who come to use our collections have grown to the point where space has become John Diehl quite critical. However, collecting, preserving and dissemi- President nating Cincinnati-area history is the very reason for our existence and we're working hard to provide the space needed Nineteen Eight-three has been another banner to function adequately and efficiently. The Board of Trustees year for the Cincinnati Historical Society. The well docu- published a Statement of the Society's Facility Needs in December, mented staff reports on all aspects of our activities, on the to which you responded very helpfully with comments and pages that follow clearly indicate the progress we have made. ideas. I'd like to have been able to reply personally to each Our membership has shown a substantial increase over last of you who wrote, but rest assured that all of your comments year. In addition to the longer roster, there has been a are most welcome and carefully considered. Exciting things heartening up-grading of membership category across-the- are evolving in this area. We'll keep you posted as they board. Our frequent and varied activities throughout the develop. year attracted enthusiastic participation. Our newly designed The steady growth and good health of the quarterly, Queen City Heritage, has been very well received.Society rest on the firm foundation of a dedicated Board We are a much more visible, much more useful factor in of Trustees, a very competent staff and a wonderfully the life of the community.
    [Show full text]
  • Along the Ohio Trail
    Along The Ohio Trail A Short History of Ohio Lands Dear Ohioan, Meet Simon, your trail guide through Ohio’s history! As the 17th state in the Union, Ohio has a unique history that I hope you will find interesting and worth exploring. As you read Along the Ohio Trail, you will learn about Ohio’s geography, what the first Ohioan’s were like, how Ohio was discovered, and other fun facts that made Ohio the place you call home. Enjoy the adventure in learning more about our great state! Sincerely, Keith Faber Ohio Auditor of State Along the Ohio Trail Table of Contents page Ohio Geography . .1 Prehistoric Ohio . .8 Native Americans, Explorers, and Traders . .17 Ohio Land Claims 1770-1785 . .27 The Northwest Ordinance of 1787 . .37 Settling the Ohio Lands 1787-1800 . .42 Ohio Statehood 1800-1812 . .61 Ohio and the Nation 1800-1900 . .73 Ohio’s Lands Today . .81 The Origin of Ohio’s County Names . .82 Bibliography . .85 Glossary . .86 Additional Reading . .88 Did you know that Ohio is Hi! I’m Simon and almost the same distance I’ll be your trail across as it is up and down guide as we learn (about 200 miles)? Our about the land we call Ohio. state is shaped in an unusual way. Some people think it looks like a flag waving in the wind. Others say it looks like a heart. The shape is mostly caused by the Ohio River on the east and south and Lake Erie in the north. It is the 35th largest state in the U.S.
    [Show full text]
  • Records and Sources of Ohio Law from 1787-1850 William H
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Cleveland-Marshall College of Law Cleveland State University EngagedScholarship@CSU Cleveland State Law Review Law Journals 1968 Records and Sources of Ohio Law from 1787-1850 William H. Vodrey Follow this and additional works at: https://engagedscholarship.csuohio.edu/clevstlrev Part of the Legal Writing and Research Commons How does access to this work benefit oy u? Let us know! Recommended Citation William H. Vodrey, Records and Sources of Ohio Law from 1787-1850, 17 Clev.-Marshall L. Rev. 583 (1968) This Article is brought to you for free and open access by the Law Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Cleveland State Law Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. 583 Records and Sources of Ohio Law From 1787-1850 William H. Vodrey* TABLE OF CONTENTS (Sequence) Preface ------------------------------------------------------ 584 Records and Sources I. Basic Documents A. Northwest Territory --- --------------- 585 B. Ohio Constitutional Convention ------------------------- 585 II. Laws of Ohio A. Miscellaneous Compilations ---------------------------- 586 B. Indexes ---------------------------------------------- 588 III. Reports of Ohio Cases A. Senate ------------------------------------------------ 589 B. Supreme Court --------------------------------------- 590 C. Common Pleas Courts --------------------------------- 592 D. Federal
    [Show full text]
  • Ohio's Food Systems – Farms at the Heart of It
    Crossroads Resource Center 7415 Humboldt Ave. S. / Minneapolis, Minnesota 55423 / 612.869.8664 [email protected] www.crcworks.org Tools for Community Self-determination Ohio’s Food Systems – Farms At The Heart Of It All By Ken Meter Crossroads Resource Center March 30, 2011 Commissioned by the University of Toledo Urban Affairs Center with funds from the Ohio Department of Agriculture Ohio’s Food Systems — Farms at the Heart of It All — Ken Meter, March, 2011 Table of Contents EXECUTIVE SUMMARY........................................................................................................................4 A NOTE ON METHODOLOGY AND APPROACH.......................................................................... 10 DEMOGRAPHIC OVERVIEW ............................................................................................................. 11 ELEMENTS OF THE FOOD AND FARM ECONOMY OF OHIO ................................................. 15 A BRIEF HISTORY OF FOOD IN OHIO........................................................................................... 18 RECENT TRENDS IN OHIO FOOD AND AGRICULTURE ..........................................................35 EMERGING FOOD BUSINESS CLUSTERS ......................................................................................58 ATHENS SETS THE TONE .............................................................................................................................................. 58 FRESH MILK BUILDS CLUSTERS OF BUSINESSES........................................................................................................
    [Show full text]
  • Education in Ohio, 1780-1903 Explore Ohio’S Local, State and National Influence in Terms of the Development of General Education and in Higher Education
    Education in Ohio, 1780-1903 Explore Ohio’s local, state and national influence in terms of the development of general education and in higher education. Legislation The history of education in the state of Ohio begins with the Land Ordinance of 1785, passed by Congress to establish a system for selling land in the Northwest Territory. In accordance with the ordinance, land was divided into townships made up of 36 sections, each six miles square. One section in each township was designated to support public schools. During the first half-century of statehood, state government did not play an active role in establishing the educational system in Ohio. Although the General Assembly enacted several laws regulating schools, most financial and administrative activity that impacted education took place at the township, county, or city level. The school law of 1853 required school boards to establish one or more separate schools for African American children if there were more than thirty of them, although boards could operate integrated schools if no parents objected. The law changed in 1878, when boards of education were required to provide free education to all, although they were still allowed segregated schools. An 1887, school law revoked the authority to maintain separate schools, requiring school boards to provide the same educational opportunities to students of all races. Early Schools The first schools in what would later become Ohio were operated by Moravian missionaries, who established schools for American Indian children a few years before the first white settlers arrived in the area. The earliest schools for white children opened in Marietta soon after Ohio Company settlers arrived there in the late 1780s.
    [Show full text]
  • And Others TITLE County by County in Ohio Genealogy. INSTITUTION Ohio State Library, Columbus
    DOCUMENT RESUME ED 351 040 IR 054 244 AUTHOR Khouw, Petta; And Others TITLE County by County in Ohio Genealogy. INSTITUTION Ohio State Library, Columbus. PUB DATE 92 NOTE 235p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Census Figures; Death; *Family History; *Genealogy; *Information Sources; Library Collections; Library Services; Local History; Marriage; State History; State Libraries IDENTIFIERS *Ohio; Vital Statistics ABSTRACT This comprehensive sourcebook and bibliography lists Ohio genealogical materials available at the State Library of Ohio for each county in the state. It serves as a guide to Ohio genealogical resources, including 14,000 volumes and 15,000 microforms in the non-circul.qing genealogy collection. The library's genealogy collection consists of a broad spectrum of resources including census microfilms and indexes; cemetery, death, and marriage records; family, church and Bible records; and county histories. Statewide genealogical sources are also listed, including research and resource guides, cemetery directories, census statistics, geographical information, land development, military history, and early tax records. While the strongest component of the collection is the Ohio materials, there is some additional coverage for the 17 states that preceded Ohio into statehood, in particular, Virginia, Maryland, Kentucky, and Pennsylvania. For patrons unable to visit the library, the department offers limited research service via correspondence. (KRN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONALRESOER URCES CENT (ERICINFORMATION Ms document has been reproduced as rece.ved from the person or organaaPon ongtnahng tt MnO,J changes ha.e been made to improve reproduction auaht y Points or v ma.
    [Show full text]
  • John Lindsey of Brown County, Ohio B
    John Lindsey of Brown County, Ohio b. 1774, d. 1847 Report prepared by Susan Grabek 16th June 2011 http://mimpickles.com/lindsey/hezekiah/proof/john_lindsey_report.pdf Proof that John Lindsey, b. 1774, was the son of Hezekiah Lindsey, b. 1747 John Lindsey was born in Westmoreland County, Pennsylvania on 25 February 1774. 1,3 He died in Brown County, Ohio in 1747. 2 In this report, it will be proved that John Lindsey was the son of Hezekiah Lindsey, who was born in Virginia in 1747. Hezekiah Lindsey moved to Westmoreland County sometime in the early 1770’s. He served as a Revolutionary War soldier in the Fort Pitt area of today’s southwestern Pennsylvania. 3 After the war, Hezekiah Lindsey settled in Campbell County, Kentucky. 4 He moved across the Ohio River to Clermont County, Ohio in the early 1800’s. 5 Hezekiah’s son, John Lindsey, settled nearby in Brown County, Ohio. 6 Hezekiah Lindsey died intestate in Clermont County circa 1826. 7 To date, no probate record has been found for Hezekiah. Though there is no probate record, proof that John Lindsey was the son of Hezekiah can be found in several source documents. In 1839, John Lindsey of Brown County, Ohio made an affidavit for Alice Beasley Chalmers to help her obtain a widow’s pension for the Revolutionary War service of her husband, Andrew Chalmers. In his affidavit, John Lindsey stated that he had lived in Westmoreland County, Pennsylvania as a young boy. John also stated that his father’s farm in Westmoreland County was adjacent to land owned by John Callahan, the stepfather of Andrew Chalmers.
    [Show full text]
  • Along the Ohio Trail (PDF)
    Along The Ohio Trail A Short History of Ohio Lands Dave Yost • Auditor of State Dear Ohioan, Join your trail guide Simon for a hike through Ohio’s history! As you read Along the Ohio Trail, you’ll learn about what makes our state different from all the others and how we got to where we are today. The first stop on the trail teaches you about Ohio’s geography; some of the things you see every day and what’s in the ground underneath you. Next on our journey, you’ll find out what Ohio was like in pre-his- toric times and about the first people to make the land their home. Simon’s tour continues through a time when Native Americans lived here and when Europeans came to discover the area. Finally, you’ll learn about the process by which Ohio became the 17th state in the Union and the events that made Ohio the place you call home. I hope you enjoy your adventure in discovering the great state of Ohio! Sincerely, Dave Yost Ohio Auditor of State Along the Ohio Trail Table of Contents page Ohio Geography . .1 Prehistoric Ohio . .8 Native Americans, Explorers, and Traders . .17 Ohio Land Claims 1770-1785 . .27 The Northwest Ordinance of 1787 . .37 Settling the Ohio Lands 1787-1800 . .42 Ohio Statehood 1800-1812 . .61 Ohio and the Nation 1800-1900 . .73 Ohio’s Lands Today . .81 The Origin of Ohio’s County Names . .82 Bibliography . .85 Glossary . .86 Additional Reading . .88 Did you know that Ohio is Hi! I’m Simon and almost the same distance I’ll be your trail across as it is up and down guide as we learn (about 200 miles)? Our about the land we call Ohio.
    [Show full text]
  • PAST PURSUITS: Genealogy and Local History News at the Akron-Summit County Public Library
    PAST PURSUITS: Genealogy and Local History News at the Akron-Summit County Public Library A Publication of the Special Collections Division Volume 2 Number 1 January-February 2003 Happy New Year to all! Special Collections looks forward to another busy and productive year as we enhance our collections, offer more genealogy classes, and continue to provide the highest level of reference service to all of our customers, new and returning. The response to the first issue of Past Pursuits has been overwhelmingly positive, and we are continuing to add new subscribers daily. Please let us know what you think about our new publication, and feel free to offer suggestions about what you would like to see in future issues. If you missed the first issue and would like to receive it, let us know. Email: [email protected] or call 330-643-9041. Genealogy Collection Highlights and Updates Adding to the Ohio Death Certificate Collection, 1908-1944 In our last issue of Past Pursuits, we announced that we had ordered the Ohio Death Certificates on microfilm from the Ohio Historical Society. We currently have the microfilm reels for the time period covering late December of 1908 through 1928, and expect to receive 1928-1944 in the near future. Calling Alabama Researchers We are happy to announce that we have placed our order for the entire United States Federal Population Schedules for Alabama up to and including the year 1930. An exact shipping date is unknown. If you want to be notified when it arrives, please email Marie Herlevi at [email protected] with “Alabama” in the subject line of your email.
    [Show full text]
  • Ohio Lands Book
    THE OFFICIAL OHIO LANDS BOOK Written by Dr. George W. Knepper THE OFFICIAL OHIO LANDS BOOK Written by Dr. George W. Knepper Cover art by Annette Salrin This book is a publication of The Auditor of State 88 East Broad Street Columbus, Ohio 43216-1140 www.auditor.state.oh.us First paperback edition 2002 Printed in the United States of America i Table of Contents Auditor’s Message . .v The First Arrivals on Ohio Land Prehistoric Indians . .1 Historic Indians of Ohio . .2 Congress Creates the Public Domain . .7 Land Ordinance of 1785 . .9 Seven Ranges . .10 Northwest Ordinance . .13 Statehood for Ohio . .14 Getting Started as a State Boundaries of the New State . .18 Privately Conducted Original Surveys Virginia Military District . .19 Connecticut Western Reserve . .23 Firelands (Sufferers’ Land) . .25 Land Sales to Private Groups Ohio Company of Associates . .26 Donation Tract . .29 Symmes Purchase (Miami Purchase) . .30 Federal Land Offices and Sales in Ohio Harrison Land Act, May 10, 1800 . .35 United States Military District (USMD) . .39 Congress Lands Lands East of the Scioto River . .43 Lands West of the Miami River . .43 North of the Seven Ranges . .44 Congress Lands in Northwest Ohio South and East of the First Principal Meridian and Base Line . .45 North and East of the First Principal Meridian and Base Line . .45 iii Table of Contents Michigan Survey . .46 Federal Land Grants for Specific Purposes. Moravian Indian Grants . .48 French Grants . .49 Refugee Tract . .50 Zane’s Tract . .52 Dohrman Grant . .53 Other Grants to Individuals . .53 Federal Military Reservations Fort Washington .
    [Show full text]
  • Columbus, Ohio 1812-1992
    DOCUMENT RESUME ED 366 735 CE 065 546 AUTHOR Van Tine, Warren R. TITLE A History of Labor in Columbus, Ohio 1812-1992. INSTITUTION Ohio State Univ., Columbus. Center for Labor Research. REPORT NO CLR-WP-010 PUB DATE 93 NOTE 78p. PUB TYPE Historical Materials (060) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Adult Education; Employer Employee Relationship; *Labor Conditions; *Labor Demands; Labor Economics; Laborers; Labor Force; *Labor Relations; Strikes; Union Members; *Unions; Work Environment IDENTIFIERS Labor Studies; *Ohio (Columbus) ABSTRACT While the building and printing industries flourished in pre-Civil War Columbus, manufacturing languished. The manufacturing base grew and diversified from 1820 to 1850. Few unions emerged, and those that did seldom lasted long. During the Civil War business and manufacturing increased to serve the camps and prisons established in Columbus. When the war ended, Columbus's workers launched the first concerted effort to build a labor movement. In August 1869 the arrival of the first train of the Hocking Valley Railroad introduced a new chapter in the city's industrial history. By World War I, industry had migrated out of the downtown area. Workers were excluded from a major say in city affairs, confined to overcrowded and inadequately served neighborhoods, and trapped in low-paying, dirty, demanding jobs. The characteristic pattern of the labor movement until the 1930s emerged: workers unionized during prosperity and retreated with recessions. World War I stimulated the economy; peace brought a depression. But because of the city's diverse economic base, it did not feel the depression as severely as other locations; nor did it experience the prosperity of the 1920s to the same degree as other communities; hence, increasingly, the word "moderate" described all national trends as they applied to Columbus.
    [Show full text]