chapter 19 - mr. hutson's 7th/8th grade history...

536

CHAPTER

19The United States,1860–1920The United States,1860–1920Section 1 A Time of GrowthSection 2 Life at the Turn of the CenturySection 3 An Era of ReformSection 4 Becoming a World Power

EPILOGUEEPILOGUE

Crowds of people walk, work,and shop on Mulberry Streetin New York’s Lower East Side.

537

How would you solvethese problems?

It is 1901, and the

nation is at a crossroads.

Its population and econ-

omy are growing. It is

also gaining territories

and becoming a world

power. But there are

serious problems at

home. You’re anxious to

see how your national

leaders will address

these issues.

What Do You Think?• Which problem shown

in the collage is mostimportant?

• Are domestic issuesmore important thaninternational ones?

• What should govern-ment, business, or otherorganizations do toaddress these issues?

Interact with History

1860USAWorld

Child labor—Childrenwork in a Pennsylvaniacoal mine.

Homelessness—Children sleep in the street.

Poverty—Family earnsmoney by making artificialflowers in its tenement.

Poor sanitation—Deadhorse rots in city streetwhere children play.

1920

1876Rutherford B. Hayes

wins disputedelection and

becomes president.

1882Thomas Edisoninstalls electric

lights in NewYork City.

1892Immigrationcenter opens

on Ellis Island.

1910Mexican

Revolutionbegins.

1869Suez Canal

opens in Egypt.

1885Berlin Conferenceon African affairs

divides Africaamong European

nations.

1896First modern

Olympic gamesare held in

Athens, Greece.

1896Supreme Court

establishes “separatebut equal” doctrinein Plessy v. Ferguson

decision.1862The HomesteadAct encourages

westernsettlement.

1898United States

defeats Spain inSpanish–American

War. 1901President WilliamMcKinley isassassinated andTheodore Rooseveltbecomes president.

1912WoodrowWilson is

electedpresident.

1917United Statesenters WorldWar I.

192019th

Amendmentensures

women theright to

vote.

1914First WorldWar breaks

out in Europe.

1918AlliesdefeatCentralPowersto winWorldWar I.

1900Boxer Rebellion

against foreignersbegins in China.

READ AND TAKE NOTES

Chapter Epilogue SETTING THE STAGE19

What Do You Know?What do you think of when youhear the following terms associ-ated with the late 1800s andearly 1900s: “wild west,” “indus-trialization,” “progressivism,”“imperialism?”

THINK ABOUT• what you already know about

these terms from your readingor experience with them fromthe popular media

• why they might be associatedwith an era in which Americaunderwent dramatic changes

What Do You Want to Know?What questions do you haveabout the United States at

the turn of the century? Recordthese questions in your notebookbefore you read the chapter.

Reading Strategy: Sequencing EventsSequencing means putting events in the order inwhich they happen in time. In learning about U.S.history between the Civil War and World War I, itwill be helpful to list important events in the order

in which they occurred. You might record the eventand its date in a graphic organizer such as the onebelow. Copy this organizer in your notebook. Fill itin as you read the chapter.

See Skillbuilder Handbook, page R4.

538 CHAPTER 19 EPILOGUE

Previewing the ThemeExpansion This chapter examines the tremendous growth theUnited States experienced during the late 1800s and early 1900s.The nation expanded physically as Americans settled in the West,built an overseas empire, and increased their influence around theglobe. Meanwhile, the nation experienced industrial and populationgrowth, created new ways of life, and renewed efforts to improveconditions for its citizens.

Passage of HomesteadAct, 1862

U.S. enters World War I,1917

19th Amendment grants women the right

to vote, 1920

Wilson elected president,1912

NAACP founded, 1909

Hayes elected president,1876

Allies win World War I,1918

Plessy v. Ferguson, 1896

Roosevelt Corollary, 1904

Red Scare, 1919

Chinese Exclusion Actmade permanent, 1902

Spanish–American War,1898

The growth of railroads wasjust one of the factors thatspurred the nation’s westwardexpansion and industrialgrowth, especially after the Civil War.

BEFORE YOU READ

The United States, 1860–1920 539

11

MAIN IDEA WHY IT MATTERS NOW

A Time of GrowthA Time of Growth TERMS & NAMESfrontier

Great Plains

Homestead Act

Dawes Act

Gilded Age

urbanization

new immigrants

Westward ExpansionIn the decades following the Civil War, more Americans began to settleon the frontier. The frontier was the sparsely populated area on thewestern side of the nation. Aside from Native Americans, few peoplelived there. It included the Great Plains, the area from the MissouriRiver to the Rocky Mountains.

American settlers migrated westward for several reasons. The discov-ery of gold in California drew numerous fortune seekers to the West. Agrowing demand for beef in the nation’s cities prompted ranchers to seek

During the second half of the 19thcentury, the nation experiencedtremendous growth.

The changes that the United Statesunderwent helped transform it intothe modern nation it is today.

ONE AMERICAN’S STORYNat Love was born a slave in Tennessee in 1854. After the Civil War, he

was one of thousands of African Americans who left the South and

went west. In 1869, Love headed for Dodge City, Kansas. He was 15

and now free.

Love’s horse-taming skills landed him a job as a cowhand. For 20

years, he took part in the cattle drives that brought Texas cattle to

Kansas stockyards. He became well known for his expert

horsemanship. In his autobiography, Love offered a lively but

exaggerated account of his life. He told how he braved hailstorms, wild

animals, and human attackers.

A VOICE FROM THE PAST

I carry the marks of fourteen bullet wounds on different parts of my body,most any one of which would be sufficient to kill an ordinary man. . . .Horses were shot from under me, men killed around me, but always Iescaped with a trifling wound at the worst.

Nat Love, The Life and Adventures of Nat Love

During the second half of the 19th century, the United States

underwent a time of tremendous growth. Americans such as Nat Love

contributed to this growth.

Nat Love was an African-Americancowhand who became a rodeo star.

land for raising cattle. In addition, thousands of families sought to starta new life as frontier farmers.

The federal government encouraged western settlement by passingthe Homestead Act in 1862. This law offered 160 acres of free land toanyone who agreed to live on the land for five years and improve it.

Railroads also played a key role in extending U.S. control over Westernlands. Trains carried the natural resources of the West—minerals, timber,crops, and cattle—to markets in the East. In turn, trains brought miners,ranchers, and farmers west to develop these resources further.

This western movement forced changes to Native American ways oflife. As white settlers continued to move farther onto the frontier, theyfrequently clashed with Native Americans over land and resources. Bythe 1880s, most Native American tribes had been forced onto reserva-tions, land set aside for them by the U.S. government.

Many well-meaning reformers felt that assimilation was the only wayfor Native Americans to survive. In other words, the reformers wantedNative Americans to adopt the culture of white Americans. Passed in1887, the Dawes Act was intended to encourage Native Americans togive up their traditional cultures and become farmers. The U.S. govern-ment sent many Native American children to boarding schools to be“Americanized.” In the end, the Dawes Act did little to benefit NativeAmericans. Not all of them wanted to be farmers. Those who did lackedthe tools, money, or other resources to be successful.

The Growth of IndustryAs thousands of Americans forged new lives in the West, much of therest of the nation experienced the Industrial Revolution. In the yearsafter the Civil War, a number of factors boosted the pace of industrial-ization in the United States.

1. Plentiful natural resources. The United States had abundant rawmaterials, including forests, water, coal, iron, copper, silver, and gold.

2. Improved transportation. Since the early 1800s, steamboats, canals,and railroads made it ever easier to ship items over long distances.

A. MakingInferences Whywere railroads soimportant to theWest?A. PossibleAnswer TheybroughtAmericans to theWest and shippedWestern productsback to the East.

540

These laborers areworking in afoundry, a placewhere metal is cast.

3. Growing population. From 1860 to 1900, the U.S. populationgrew from 31.5 million to 76 million—due in large part to a waveof immigration. This increase provided millions of workers tomake products and consumers to buy them.

4. New inventions. New technologies and inventions made industrymore efficient.

5. Investment capital. Banks and wealthy peopleinvested in businesses so they could improve facto-ries and equipment. Such improvements madebusiness more successful. The government alsoprovided help, such as subsidies, to businesseswishing to expand.

Industrialization led to the rise of powerful business-men. John D. Rockefeller, for example, led the oilindustry. Andrew Carnegie controlled the steel indus-try. They and others made millions—often throughruthless tactics.

The late 1800s become known as the Gilded Age. Togild is to coat an object with gold leaf. Gilded decora-tions were popular during the era. But the name has adeeper meaning. Just as gold leaf can disguise an objectof lesser value, so did the wealth of a few people masksociety’s problems, including corrupt politics and wide-spread poverty.

Many of the nation’s poor were workers who laboredin factories. Eventually, angry workers organized to try toimprove their lives. They formed labor unions—groups of workers thatnegotiated with business owners to obtain better wages and workingconditions. By standing up to employers, unions won shorter workinghours and better pay for workers.

Cities Grow and ChangeThe Industrial Revolution, which transformed how people worked, alsochanged where people worked. During the late 1800s, more and morepeople moved to cities to find jobs.

Factories sprouted in cities because they offered good transportationand plentiful workers. Increasing numbers of factory jobs appeared inU.S. cities, followed by more workers to fill those jobs. The growth ofcities that resulted from these changes is called urbanization.

As people flocked to cities, overcrowding became a serious problem.Many poor families lived in rented apartments or tenements. A tene-ment is an apartment house that is usually run-down and overcrowded.Many tenements were dangerous and unhealthy places to live.

Many Americans were disgusted by the poverty and slums in thecities. Some people, known as urban reformers, sought changes thatcould solve these problems. Some reformers helped to ease the problems


Vocabularycapital: moneyand propertyused in abusiness

Business leaderJohn D. Rockefelleris shown as awealthy king.Notice whichindustries are the“jewels in hiscrown.”

Vocabularynegotiate: to dis-cuss something inorder to reach anagreement

of urban life by opening settlement houses. These facilities offered services such as daycare, education, and health care to needy people inslum neighborhoods.

Political machines were another type of organization that addressedthe problems of the city. A political machine is an organization thatinfluences enough votes to control a local government. Although oftencorrupt, political machines did some good things for cities. They builtparks, sewers, schools, roads, and orphanages in many cities. In addi-tion, machine politicians often helped city dwellers find jobs or homes.

The New ImmigrantsMany of those who lived in the nation’s growing cities were immigrants.Throughout the late 1800s and early 1900s, the United States experi-enced a wave of immigration. Until the 1890s, most immigrants to theUnited States came from northern and western Europe. But after 1900,fewer northern Europeans immigrated, and more southern and easternEuropeans did. This later group of immigrants came to be known as thenew immigrants.

Immigrants settled where they could find jobs. Many found work inU.S. factories. They tried to assimilate, or become part of American


Community ServiceSince the United States began, citizens have shared concernsabout their communities. Many citizens have identified problemsand proposed solutions to them.

In 1993, sixth-grader David Levitt asked his principal if the leftover food from the school cafeteria could be sent to a program to feed needy people. David was told that many restrictions prevented giving away the food.

Determined to get food to people who needed it, David talked to the school board,the state health department,and private companies to con-vince them to back his pro-gram. Today, more than500,000 pounds of food fromschools has been given tohungry people in theSeminole, Florida, area.

How Do You Participatein Your Community?1. In a small group, think

about problems within yourcommunity. Make a list of those problems.

2. Choose one problem to work on.

3. Gather information about theproblem. Keep a log of your sources to use again.

4. After you gather information,brainstorm solutions to theproblem. Create a plan to carryout one solution.

5. Present the problem and your plan to the class.

See the Citizenship Handbook, page 270.

For more about community service . . .

RESEARCH LINKSCLASSZONE .COM

David Levitt carries supplies for his food pantry program.

B. Comparingand ContrastingHow were settle-ment houses andpolitical machinessimilar? Howwere they different?B. Answer Theywere similar inthat they tried tosolve urban prob-lems and helpimmigrants. Theywere different inthat the politicalmachines werecorrupt.

http://www.classzone.com/books/ca_recon/page_build.cfm?id=links52&ch=19

society. At the same time, however,they also were changing America.Immigrants did not give up their cul-tures right away. Bits and pieces ofimmigrant languages, foods, and musicworked their way into the rest ofAmerican culture.

Despite their efforts to assimilate,immigrants faced prejudice fromnative-born Americans. Many native-born Americans feared they would haveto compete with immigrants for jobs.In 1882, Congress passed laws torestrict immigration. Nonwhites faceddeeper prejudice than European immi-grants did. Asians faced some of theworst prejudice. In 1882, Congresspassed the Chinese Exclusion Act. Itbanned Chinese immigration for tenyears. The Chinese Exclusion Act wasrenewed in 1892. In 1902, Congressmade the ban permanent. It was notrepealed until 1943.

The Chinese Exclusion Act was notthe only example of prejudice in theUnited States around 1900. As you willread in the next section, racial discrim-ination was very much a part of life inAmerican society at the dawn of the20th century.

2. Taking NotesUse a cluster diagram like theone below to list the factorsthat contributed to industrialgrowth in the United States.

3. Main Ideasa. What drew large numbersof people to the West in thedecades after 1860?

b. What urban problems didreformers try to solve?

c. How were the new immi-grants different from earlierimmigrants?

4. Critical ThinkingRecognizing Effects Howwere the effects of theDawes Act different fromwhat was intended?

THINK ABOUT• the goals of the act• the impact on the land use

and independence of thePlains people

1. Terms & NamesExplain the

significance of:• frontier• Great Plains• Homestead Act• Dawes Act• Gilded Age• urbanization• new immigrants

Section Assessment

ACTIVITY OPTIONS

MATHGEOGRAPHY

Research immigration to your city or state. Create a spreadsheet of this information or draw a map showing immigration routes.

1

SKILLBUILDER Interpreting Graphs1. About how many immigrants came to the United

States from 1841 to 1860?2. About how many southern and eastern European

immigrants came to the United States from 1881to 1900?

Northernand western Europe

1841–1860 1881–1900

Southernand eastern Europe

Americas

Asia

All others

CONNECTIONS TO MATH

Factors


SkillbuilderAnswers1. about 4.3 million2. about 2.8 million

0.7%0.5%1%

1.5%2%3.3% 6%

31%

93% 61%

1841–1900

U.S. Immigration, 1841–1900

Source: Historical Statistics of the United States

1841–1850 1851–1860 1881–1890 1891–1900

Years

Imm

igra

nts

(in m

illio

ns)

2

1

0

6

5

4

3

Origins of Immigrants


Industry in the MidwestThe Midwest is the region around the Great Lakes and theUpper Mississippi Valley. The region saw explosive growth dur-ing the 1800s. The first wave came after 1825, when the ErieCanal linked the East with the Great Lakes region. The secondwave, caused by investments in products related to the CivilWar (1861–1865), saw a boom in mining, farming, forestry, andmeat-packing. By 1890, 29 percent of the country’s manufac-turing employment was in the Midwest, and the next big waveof growth was just beginning. New industries included steeland steel products, such as train rails and skyscraper beams.

Transportation and resources spurred the region’s growth.Coal, oil, iron ore, limestone, and lumber were abundant, and the land was fertile. Trains, rivers, and lakes connected the Midwest to markets in the East and South and brought in raw materials from the West. The map on page 545 shows the resources of the lower Great Lakes and how transportation by rail and water joined regions.

The industries of the Midwest usedraw materials that came both fromtheir own region and from otherregions of the country. For example,the cattle in this photograph of theChicago stockyards came by rail fromthe ranches of the West. In contrast,the logs being floated down the rivercame from the pine forests of Michiganand Wisconsin.

REGION AND HUMAN-ENVIRONMENT INTERACTION

Affordable Housing People began tobuild with wooden siding over a frameof wooden two-by-fours. These homeswere cheap and quick to construct.

A Quick Dinner Midwesternmeat-packing companies advertisedcanned meats as a way to savetime feeding a hungry family.


CONNECT TO GEOGRAPHY1. Region What advantages did

the Midwest have that helped itbecome highly industrialized?

2. Human-EnvironmentInteraction How did thedevelopment of railroads addto the region’s advantages?

See Geography Handbook, pages 4–5.

CONNECT TO HISTORY3. Analyzing Causes Chicago

was a big meatpacking center.Why do you think that industrychose to locate there?

The Chicago Historical Society in Chicago, Illinois, contains photographs,documents, and artifacts such as thisWestern Electric typewriter, made in 1900.Typewriters enabled office workers toproduce neat, clean documents quickly.

For more about the Midwest . . .


Mississippi R

.

L a k e S u p e r i o r

La

ke

Mi c h

i ga

n

L a k eH

u r o n

L a k e E r i e

Lake

On tario

Ill i

noi

sR

.

Ohi

o R.

Erie Canal

Chicago

Madison

St. Paul

MinneapolisGreen

Bay

Milwaukee

DubuqueGalena

St. Louis

South Bend

Indianapolis

SpringfieldCincinnati

Columbus

Toledo

DetroitGrandRapids Lansing

Cleveland

Pittsburgh

Buffalo

Titusville

YoungstownPhiladelphia

New York

WISCONSIN

MICHIGAN

ILLINOIS

INDIANA

OHIO

PENNSYLVANIA

NEW YORK

MINNESOTA

IOWA

MISSOURI

KENTUCKY

VIRGINIA

DELAWAREMARYLAND

NEW JERSEY

WESTVIRGINIA

NORTH CAROLINA

VERMONT

NEWHAMPSHIRE

MAINE

MASS.

R.I.CONN.

C A N A D A

0

0

100 Miles

200 Kilometers

Timbered regionPrairie regionPetroleumSawmill centerIron and steel centerMeatpackingShippingCanalRailroad

Iron ore from the Lake Superior regionand coal from southern Illinois wereused to manufacture steel.



22 Life at the Turn of the CenturyLife at the Turn of the Century

TERMS & NAMESmass culture

leisure

vaudeville

ragtime

Jim Crow

segregation

Plessy v. Ferguson

NAACP

ONE AMERICAN’S STORYAbigail Scott was born in Illinois in 1834. She was told that her

mother remarked at the time, “Poor baby! She’ll be a woman

some day! . . . A woman’s lot is so hard!” At 17, Abigail moved to

Oregon by wagon train with her family. Her mother died on the

journey. In Oregon, Abigail taught school until she married a

farmer named Benjamin Duniway in 1853. When he was disabled

in an accident, Abigail assumed the support of her family. She

wrote about a day on a pioneer farm with its endless chores.


[W]ashing, scrubbing, churning . . . preparing . . . meals in our lean-to kitchen . . . [having] to bake and clean and stew and fry; to be inshort, a general pioneer drudge, with never a penny of my own,was not pleasant business.

Abigail Scott Duniway, in her autobiography, Path Breaking

The long days of hard work for the frontier pioneers represented

only one example of life in the United States at the turn of the

20th century. In the East, industrialization and new technologies

were creating a distinct urban culture. At the same time, racial

minorities across the country continued to face discrimination.

Life in the WestLife in the West was tough. Farmers, such as Abigail Duniway, facedmany challenges. The Plains were nearly treeless. Farmers were forced tobuild their first homes from blocks of sod, or prairie soil. For fuel, thefarmers burned corn cobs or “cow chips” (dried manure). In many places,farmers had to dig wells more than 280 feet deep to reach the only water.Blizzards, prairie fires, hailstorms, tornadoes, grasshoppers, and droughtadded to the misery of life on the plains.

New inventions helped farmers to meet some of these challenges. Thesteel plow, for example, sliced through the tough sod. Windmills adaptedto the plains pumped water from deep wells to the surface. Barbed wire

Around the turn of the century, massculture emerged and the nationcontinued to grapple with racism.

Americans continue to participate ina mass culture and issues of racecontinue to affect society.


Like Abigail Scott Duniway,this pioneer woman workedlong and hard. She is shownhere with buffalo chips shehas collected on the treelessprairie to use as fuel.

allowed farmers to fence in land and livestock. Meanwhile, reapers madethe harvesting of crops much easier, and threshers helped farmers to sep-arate grain or seed from straw. These inventions also made farm workmore efficient. For example, from 1860 to 1890, farmers doubled theirproduction of wheat.

The West was also home to numerous cowhands, who helped herdcattle. The cowhands drove the cattle to cowtowns, where they would be shipped on trains tothe meat markets of the East. Cowhands spentmost of their days in the saddle. They ate aroundcampfires and slept under the stars.

In addition to farms and ranches, a number ofcities grew in the West. Gold and silver strikesmade instant cities of places like Denver in theColorado Territory and brought new life tosleepy towns like San Francisco inCalifornia. These cities prospered whilemuch of the area around them remainedbarely populated. San Francisco grew froma small town to a city of about 25,000 injust one year following the 1849 gold rush.

The railroads also brought rapid growthto some towns in the West. Omaha,Nebraska, flourished as a meat-processingcenter for cattle ranches in the region.Portland, Oregon, became a regional mar-ket for fish, grain, and lumber.

Women in the WestWestern life provided a few new opportu-nities for women. Most women whoworked held traditional jobs. They wereteachers or servants or helped support theirfamilies by taking in sewing or laundry.However, a few became sheriffs, gamblers,and even outlaws. In mining camps andcow towns, some women ran dance hallsand boarding houses.

Western lawmakers recognized the con-tributions women made to Western settle-ment by giving women more legal rightsthan they had in the East. In most territo-ries, women could own property and con-trol their own money. In addition, in 1869,the Wyoming Territory led the nation ingiving women the vote.


A. SummarizingWhat inventionshelped farmersto meet the challenges of the prairie?A. Answer steelplow, windmills,barbed wire,reapers, threshers

San Francisco,1850

San Francisco,1847

Denver

Omaha

Portland

San Francisco

2,603*

1,883

2,874

56,802

CITY 1860 1890

106,713

140,452

46,385

298,997

SKILLBUILDER Interpreting ChartsWhich city had the largest increase in numberof people from 1860 to 1890?

*1861 Territorial CensusSources: Population Abstract of the United States;

Colorado Republic

Population of Western Cities

SkillbuilderAnswerSan Francisco—142,195 people

Society and Mass CultureFar from the frontier, life for residents of the nation’surban centers was rapidly changing. During the late1800s, the growth of large cities and other changeshelped create an American mass culture—a commonculture experienced by large numbers of people.

In what became one of the nation’s most popularshared activities, more and more Americans began toread newspapers. Newspapers had a wide influence onAmerican life, including the rise of modern advertis-ing. Advertisers used images of celebrities in newspa-pers and magazines to tempt people to buy products.Advertisements also helped people learn about newproducts. At the turn of the century, new inventions,such as the electric washing machine, promised tohelp people do their household chores more easily.Because women did most of these chores as well asmost of the shopping, manufacturers marketed thesenew devices to women.

New Leisure ActivitiesAdvertising and shopping were not the only dailyactivities changing at this time. Leisure, or free time,activities also changed. In cities, new parks providedentertainment for people. The increasing number ofpeople who worked in factories and offices liked to goto parks for sunshine and fresh air. Parks helped bringgrass and trees back into city landscapes.

Central Park in New York City is the nation’s best-known urban park. Opened in 1876, Central Parkwas built to look like the country. Trees and shrubsdotted its gently rolling landscape. Winding walk-ways let city dwellers imagine they were strolling inthe woods. People could also ride bicycles and playsports in the park.

In addition to urban parks, amusement parks pro-vided a place people could go for fun. World’s fairsprovided another wildly popular form of entertain-ment for Americans. Between 1876 and 1916, severalU.S. cities, including Philadelphia, Chicago, St.Louis, and San Francisco, hosted world’s fairs.

During this time, spectator sports also becamepopular entertainment. Baseball, football, boxing, andmany other sports drew thousands of people to fieldsand gymnasiums around the country as spectators aswell as participants.


Coney IslandVisitors to New York’sConey Island cool off inthe Steeple-chase Pool.

FootballExcited fans watch the 1881 Harvard–Yale footballgame at the Polo Grounds in New York.

World’s FairVisitors to the 1893 world’sfair in Chicago saw exoticsights, such as elephants.

Leisure Activities

In addition to sports, other forms of live entertainment attracted largeaudiences. Vaudeville, for example, featured a mixture of song, dance,and comedy. New types of music also began to be heard. Ragtime, ablend of African-American and European musical forms, was an impor-tant new type of music. Early in the 20th century, movies began to com-pete with live entertainment. The first movies were silent and wereadded as the final feature of a vaudeville show. Soon, storefront theatersappeared that showed only movies.

Segregation and DiscriminationMany Americans at the turn of the century enjoyed the freedom to partic-ipate in the emerging mass culture. For the nation’s racial minorities, how-ever, racism and segregation often limited their economic, political, andsocial freedom. As you read in earlier chapters, racist attitudes had beendeveloping in America for centuries. Such attitudes ledwhites to discriminate against nonwhites around thecountry. The most obvious examples of racial discrimination were in the South. AfricanAmericans experienced political power in theSouth during Reconstruction. (See Chapter 18.)But when Reconstruction ended in 1877,Southern states passed laws to restrict AfricanAmericans’ rights.

For example, Southern states passed laws thatset up literacy, or reading, tests and poll taxes toprevent blacks from voting. White officials madesure that blacks failed the tests by giving unfairexams. For instance, white officials might give blackstests written in Latin.

In addition to voting restrictions, AfricanAmericans faced Jim Crow laws. Jim Crow lawsenforced segregation, or separation, of white andblack people in public places. As a result, separate schools, restrooms,and seating in public places were common throughout the South. In1896, the Supreme Court upheld the practice of segregation in its deci-sion in Plessy v. Ferguson by declaring that “separate but equal” facilitiesdid not violate the Fourteenth Amendment.

African Americans OrganizeA number of African-American leaders worked to overcome discrimi-nation. Booker T. Washington, a former slave, urged blacks to improvetheir lives by learning trades and gaining economic strength. In 1881, hefounded Tuskegee Institute in Alabama to achieve this goal. AtTuskegee, Washington hired talented teachers and scholars, such asGeorge Washington Carver.

To gain white support, Washington did not openly challenge segre-gation. Some black leaders, however, disagreed with this approach.


B. MakingInferences How do youthink movies contributed tomass culture?B. Answer Unlikelive performances,the same moviecould be shownall over thecountry at thesame time.

Segregation often forcedAfrican Americans to useseparate entrances from whites.

W. E. B. Du Bois (doo•BOYS) encouraged AfricanAmericans to reject segregation.


Is it possible . . . that nine million men can make effectiveprogress in economic lines if they are deprived of politicalrights? . . . If history and reason give any distinct answer tothese questions, it is an emphatic NO.

W. E. B. Du Bois, The Souls of Black Folk

In 1909, Du Bois and other reformers founded theNational Association for the Advancement of ColoredPeople, or the NAACP. The NAACP played a majorrole in ending segregation in the 20th century.

Discrimination in the WestOther minorities also faced discrimination in the UnitedStates. Chinese immigrants who came to the AmericanWest in the late 1800s endured low wages and even vio-lence. In 1885, white workers in Rock Springs, Wyoming,refused to work in the same mine as Chinese workers.Thewhite people stormed through the Chinese part of town,shooting Chinese people and burning buildings. Duringthe attack, 28 Chinese were killed and 15 were wounded.

As difficult as life was for the country’s minorities, theywere not the only ones who struggled. As you will read inthe next section, the nation’s farmers fought for a strongervoice in government. And a number of Americans stroveto improve conditions for workers and reform many ofsociety’s ills during the late 1800s and early 1900s.


2. Taking NotesUse a diagram such as theone below to note what fac-tors contributed to the emer-gence of a mass culture atthe turn of the century.

3. Main Ideasa. How did life on the fron-tier provide greater opportu-nities for women?

b. What were Jim Crowlaws?

c. What did Chinese immigrants and Mexicanimmigrants have in common?

4. Critical ThinkingSolving Problems Whatcould have been done toend racial discriminationagainst nonwhites in theUnited States around 1900?

THINK ABOUT• attitudes of whites about

nonwhites• the efforts of nonwhites

to find jobs and security• competition for jobs


significance of:• mass culture• leisure• vaudeville• ragtime• Jim Crow• segregation• Plessy v. Ferguson• NAACP

Section Assessment2

ACTIVITY OPTIONS

LANGUAGE ARTSTECHNOLOGY

Research a civil rights leader from the turn of the century. Write a short biographyof that person or design a Web site devoted to the work of that person.

W. E. B. DU BOIS

1868–1963

W. E. B. Du Bois grew up in amiddle-class home. He went tocollege and earned his doctorateat Harvard. Du Bois became oneof the most distinguished scholars of the 20th century.

Du Bois fought against segre-gation. He believed that the bestway to end it would be to haveeducated African Americans leadthe fight. He referred to thisgroup of educated AfricanAmericans as the “TalentedTenth”—the most educated 10 percent of African Americans.

Why do you think Du Boisbelieved the Talented Tenthshould lead the fight againstsegregation?

C. MakingInferences Inwhat way didWashington andDu Bois disagreeabout how toachieve AfricanAmericanprogress?C. PossibleResponse Theywere instructed toexplore the riverand find a waterroute across thecontinent.


33


An Era of ReformAn Era of Reform TERMS & NAMESPopulist Party

William JenningsBryan

progressivism

TheodoreRoosevelt

William HowardTaft

Woodrow Wilson

The Rise of PopulismBy the 1870s, many of the nation’s farmers faced serious economic prob-lems. Aided by new tools and techniques, farmers grew increasingamounts of food. As supplies of farm products grew, their prices fell. Atthe same time, farmers had to spend more to run a farm. New farmmachinery and railroad rates were especially costly. Railroads, for exam-ple, charged the farmers high fees to carry their crops to market.

Farmers eventually began to work together to seek solutions to theirproblems. In 1890, several farm groups organized to try to gain politicalpower. They formed the Populist Party, or People’s Party. The Populistswanted the government to adopt a free silver policy, that is, the

During the late 1800s and early1900s, Populists and progressivesworked for social reform.

Many of the reforms supported byPopulists and progressives remain inplace today.

ONE AMERICAN’S STORYJournalist Nellie Bly worked for The New York World. In 1887, Bly

wanted to investigate the Women’s Lunatic Asylum in New York City.

An asylum is a place where people with an illness can get help. She

faked mental illness and fooled doctors so that she could become a

patient there. After spending ten days in the asylum, Bly wrote a

newspaper article about what she had witnessed. She described being

forced to take ice cold baths.


My teeth chattered and my limbs were goose-fleshed and blue with cold. Suddenly I got, one after the other, three buckets of water over my head—ice-cold water, too—into my eyes, my ears, my nose and my mouth.

Nellie Bly, quoted in Nellie Bly: Daredevil, Reporter, Feminist

Bly also wrote about poor conditions in slums, factories, prisons,

and nursing homes—all in an attempt to right the wrongs of American

society. She was not alone. During the late 1800s and early 1900s,

many Americans worked to reform American institutions and improve

life in the United States. Nellie Bly

unlimited coining of silver. Since silver was plentiful, more money wouldbe put in circulation. Populists believed that increasing the supply ofmoney would raise crop prices. Higher prices would help farmers payback the money that they had borrowed to improve their farms.

Opponents of free silver wanted to keep the gold standard. Under thegold standard, the government backs every dollar with a certain amountof gold. Since the gold supply is limited, fewer dollars are in circulation.This protects the value of money and keeps prices down.

In 1892, the Populist Party platform called for free silver, governmentownership of railroads, shorter working hours, and other economicreforms. The Populist presidential candidate, James B. Weaver wonmore than a million votes. But he still finished a distant third behindRepublican Benjamin Harrison, the incumbent president, andDemocrat Grover Cleveland, who won the election.

Supply and DemandCONNECT TO HISTORY1. Recognizing Effects Suppose

farmers found a new market for their wheat—the people inanother country, for instance.What effect would that have on price? Why?

See Skillbuilder Handbook, page R11.

CONNECT TO TODAY2. Comparing How does the

price of blue jeans show the law of supply and demand?

For more about supply and demand . . .


Farmers in the West faced serious economic problems in the 1880s.The supply of food was increasing rapidly, but consumer demandwas growing slowly. To attract more consumers, farmers had todrop the prices of their products.

The farmers were confronting the law of supply and demand.The amount of economic goods available for sale is the supply. Thewillingness and ability of consumers to spend money for goods andservices is demand. The price of goods is set by the supply of thatgood and the demand for that good.

At a lower price, businesses produce less of a good because theywill make less money. As the price rises, they produce more.Consumer demand works in the opposite way. Consumers want tobuy more of the good when the price is lower—after all, it costs themless. They buy less when the price is higher. The actual price of a goodresults from a compromise—how much consumers are willing to payand how little businesses are willing to take for the good.

Prices are high.1

Producerswant toincreasesupply.

2More goods pushprice down.3

Demandincreases.4

Price decreases again.6Producer supplies less.7

Pricesincrease anddemand falls

8

Producer increases supply.5



The Election of 1896In 1893, the nation experienced a depression that lasted until 1897. Inthe face of tough economic times, the Democrats nominated WilliamJennings Bryan of Nebraska for president in 1896. In a speech at theDemocratic convention, Bryan urged his listeners to support free silver.


Burn down your cities and leave our farms, and your cities will spring up againas if by magic; but destroy our farms and the grass will grow in the street ofevery city in the country. . . . [We] . . . answer their demand for a goldstandard by saying . . . : You shall not press down upon the brow of labor thiscrown of thorns. You shall not crucify mankind upon a cross of gold.

William Jennings Bryan, “Cross of Gold” speech, July 8, 1896

The Populists hoped the weak economy would increase support fortheir candidate in the 1896 presidential election. Because Bryan, theDemocratic nominee, supported free silver, thePopulists joined the Democrats in supporting Bryan.Meanwhile, the Republicans nominated Ohio governorWilliam McKinley. Although Bryan received heavysupport from farmers in the South and the West,McKinley won the election. Bryan’s defeat marked thebeginning of the end for the Populist Party.

Progressivism EmergesAs you saw in Section 1, the rapid growth of cities andindustries in the United States at the turn of the centurybrought many problems. Among them were poverty, thespread of slums, and poor conditions in factories. Inaddition, corrupt political machines had won control ofmany city and state governments. Big corporations hadgained power over the economy and government. Toattack these problems, a varied set of reform movementsemerged. These reform movements are commonlygrouped under the label progressivism.

The progressive reformers shared at least one of threebasic goals: first, to reform government and expanddemocracy; second, to promote social welfare; third, tocreate economic reform.

In the 1890s and early 1900s, progressive leaders in anumber of states sought to expand democracy.They pro-posed reforms that gave voters more control over theirgovernment. For example, an Oregon newspapermanpushed his state to accept three reforms known as theinitiative, the referendum, and the recall. The initiativeand the referendum allowed voters to propose and passlaws directly without going through the legislature. The


A. AnalyzingPoints of ViewWhat point wasWilliam JenningsBryan makingabout the impor-tance of farms?A. PossibleResponse Bryanwas saying thatfarms are moreimportant thancities and thatwithout farms thecountry could notsurvive.

B. Answer Theyaimed to give voters a largervoice in the government.

B. Finding MainIdeas What wasthe main goalbehind the pro-gressive reformsof government?

JANE ADDAMS

1860–1935

Jane Addams founded Hull Houseas an “effort to aid in the solu-tion of the social and industrialproblems which are [caused] bythe modern conditions of life in a great city.”

In addition to her involvementwith Hull House, Addams wasactive in many other areas. Shefought for the passage of lawsto protect women workers andoutlaw child labor. She alsoworked to improve housing andpublic health. In 1931, she wasawarded a share of the NobelPeace Prize for her efforts.

Why did Jane Addams foundHull House?

recall allowed the people to vote an official out of office. In addition,reformers pushed for the direct primary, which allowed voters rather thanparty conventions, to choose candidates to run for public office.

To promote social welfare, progressives tackled problems such aspoverty, unemployment, and poor working conditions. For example, JaneAddams was leader in the settlement house movement. Settlementhouses aimed to help people, such as immigrants and the poor, overcomethe social problems they faced.

The third progressive goal was to create economic reform. Economicreform often meant limiting the power of big business and regulating itsactivities. The Sherman Antitrust Act of 1890 made it illegal for corpo-rations to form trusts. Trusts were combinations of businesses that couldcontrol a market and squeeze out competition.

An important aspect of progressivism was the role that women playedin the movement. Educated middle-class women led many of the socialreform movements of the era. As these women worked to better the lives

of others, they also sought to improve their own statusin society. Many women progressives were active in thestruggle for woman suffrage, or the right to vote. Theyfinally achieved this goal in 1920, when the states rati-fied the Nineteenth Amendment to the Constitution.

Progressive PresidentsMany Americans supported progressive reforms andthey elected presidents who also supported reform. Thefirst progressive president was Theodore Roosevelt.Roosevelt saw government as an umpire. Its purposewas to ensure fairness, or a “square deal,” for workers,consumers, and business.

Roosevelt began his reforms with an effort to breakup trusts. He thought industries should be regulated forthe public interest. He acted to regulate the meatpack-ing industry and signed the Pure Food and Drug Act.This law banned the sale of impure foods and medi-cines. Roosevelt also fought for conservation to protectAmerica’s natural resources. He preserved more than200 million acres of public lands and doubled the num-ber of national parks in the United States.

Roosevelt’s successor, William Howard Taft, had areputation as a conservative. But he also advanced someprogressive causes. During his four years in office, Taftpursued almost twice as many antitrust suits asRoosevelt had in nearly eight years in office.

Taft also oversaw the passage of two progressiveamendments to the Constitution. The SixteenthAmendment, passed in 1909 and ratified in 1913, gaveCongress the power to establish income taxes. It was


THEODORE ROOSEVELT

1858–1919

From his youth on, TheodoreRoosevelt lived what he calledthe “strenuous life.” He rodehorses, hiked, boxed, wrestled,and played tennis. In winter, heswam in the icy Potomac River.He hunted rhinoceros in Africa,harpooned devilfish in Florida,and boated down the Amazon.

Americans loved reading of hisexploits and affectionatelyreferred to him as “Teddy” or“T.R.” Once, on a hunting trip, herefused to shoot a bear cub. Newsof the event resulted in a newtoy—the teddy bear.

How did Roosevelt’s activestyle of living carry over intohis presidency?

BackgroundTheodore Rooseveltbecame presidentafter McKinley wasassassinated in1901. Roosevelt wasreelected in 1904.


2. Taking NotesUse a chart to list examplesof progressive reforms.

3. Main Ideasa. What problems in the late1800s led farmers to takepolitical action?

b. What did PresidentRoosevelt mean by a “squaredeal” and how did he try toachieve it?

c. What were three progres-sive amendments and whatdid each do?

4. Critical ThinkingRecognizing EffectsIn what ways do the reformsthat Theodore Roosevelt pro-moted affect your life today?

THINK ABOUT• the quality of the food

you eat• natural resources that

have been preserved

1. Terms & NamesExplain thesignificance of:

• Populist Party• William Jennings

Bryan• progressivism• Theodore Roosevelt• William Howard Taft• Woodrow Wilson

Section Assessment

ACTIVITY OPTIONS

ARTGEOGRAPHY

Do research on one of the natural areas that President Roosevelt preserved.Create a travel brochure or an illustrated map of the area.

3

intended to spread the cost of government more fairly among the peo-ple. The Seventeenth Amendment also was ratified in 1913. Thisamendment provided for the direct election of U.S. senators by the vot-ers in each state. It gave people a more direct voice in the government.

Woodrow Wilson was elected president in 1912. He also established aprogressive record. At Wilson’s urging, Congress passed the ClaytonAntitrust Act of 1914. This law banned business practices that reducedcompetition. In addition, during Wilson’s tenure, reform of the nation’sfinancial system took effect. The Federal Reserve Act was passed in 1913.It improved the nation’s monetary and banking system.

What Wilson and the other progressive presidents failed to do, how-ever, was try to improve life for African Americans. In fact, Wilsonapproved the segregation of black and white employees in the federalgovernment. Throughout the Progressive Era, few white politicians pro-moted civil rights for African Americans.

Shown at the leftis Upton Sinclair’snovel, The Jungle,which discusseddangerous andunhealthy meat-packing practices.The photographshows immigrantworkers stuffingsausages in aChicago meat-packing house.

GoalsTo expand democracyTo protect social welfareTo create economic reform

Reforms

C. Answer TheSixteenthAmendmenthelped spread thecosts of govern-ment more fairly.The SeventeenthAmendmentaddressed the progressive goal of expandingdemocracy.

C. DrawingConclusions Whyare the Sixteenthand Seventeenthamendmentsconsideredprogressive?


44 TERMS & NAMESimperialism

Spanish-AmericanWar

yellow journalism

Platt Amendment

Panama Canal

Roosevelt Corollary

Fourteen Points

Great Migration

ONE AMERICAN’S STORYAlfred Thayer Mahan joined the U.S. Navy in the 1850s and served

for nearly 40 years. In the 1890s, he made use of his decades of

experience to write several books on the historical importance of

sea power. In one passage, he discussed the economic importance

of trading stations and colonies.


The trading-station . . . [was] the same as the . . . colony. In bothcases the mother-country had won a foothold in a foreign land,seeking a new outlet for what it had to sell, a new sphere for itsshipping, more employment for its people, and more comfort andwealth for itself.

Alfred Thayer Mahan, The Influence of Sea Power upon History,1660–1805

Mahan encouraged government officials to build up American

naval forces so that the United States could compete with other

powerful nations. In this section, you will learn how the United

States began to extend its influence beyond its boundaries and

become a world power.

Growth of U.S. ImperialismBy the 1880s, several European nations were expanding their overseasempires. Many Americans believed the United States should also followa policy of imperialism—the policy of extending economic, political, ormilitary control over other nations. Three factors helped to fuel thedevelopment of American imperialism.

1. Economic Interests. Economic leaders argued that expansionwould increase U.S. financial prosperity. Many business leaders sawnew colonies as a potential source of cheap raw materials and newmarkets for their products.

2. Military Interests. In his books, Mahan had argued that economicinterests went hand-in-hand with military interests. Foreign policy

The United States extended itsglobal influence and fought withthe Allies in World War I.

The United States continues to be aglobal power today.


Naval historian Alfred Thayer Mahanat the turn of the century

Becoming a World PowerBecoming a World Power

experts agreed. They urged U.S. leaders to follow the Europeanexample and establish a military presence overseas.

3. Belief in Cultural Superiority. Many white Americans believedthat their government, religion, and even race were superior tothose of other societies. Some people hoped to spread democracyand Christianity overseas.

During the late 19th century, the United States began to gain controlover more territories. In 1867, the United States purchased Alaska fromRussia. In 1893, U.S. Marines helped American planters in Hawaii over-throw the Hawaiian queen and set up their own government. The UnitedStates then annexed Hawaii.

The Spanish-American WarAmerica’s overseas empire grew dramatically as a result of the Spanish-American War of 1898. The war began after Cubans rose up in rebel-lion against Spain, who had colonized the island. The United Statesjoined the side of the Cuban rebels. Americans were influenced in partby newspaper stories that described—and often exaggerated—newsabout Spanish cruelty. This sensational style of reporting the newsbecame known as yellow journalism.

The war was fought on Spain’s colonies in the Caribbean and thePhilippine Islands. One of the more famous American fighting units

A. MakingInferences Whymight economicand militaryinterests go handin hand?A. PossibleResponse If acountry’s eco-nomic interestswere threatened,the militarywould be neededto protect them.

Detecting Bias in the MediaModern journalists try to report the news without bias—that is,without letting their personal opinions or those of their employerinfluence what they write. Unbiased reporting is one of the responsi-bilities of a free press. It allows citizens to weigh the facts and cometo their own understanding of issues and events.

As you have read, journalists and their employers do not alwaysavoid bias. In fact, in the 1890s, journalists were not concerned withbias. Before the United States declared war on Spain in 1898, ‘yellowjournalists’ exaggerated stories to help sell newspapers. These storieshelped turn U.S. public opinion in favor of war against Spain. Theyused words and images to reflect their bias that the United Statesshould declare war on Spain—and sell more papers along the way.

Can You Find Bias inthe Media?1. With a small group, collect

news stories from differentsources that cover the sameissue or event.

2. Record any differences in theway a specific issue or event iscovered by the oral, written, orvisual sources you haveselected.

3. Review the differences anddecide whether any of theauthors of the sources showedbias in their coverage.

4. Write a report that describesany bias you might detect.Explain why the biased sourcemight have reported the storythe way it did.

See Citizenship Handbook, page 268.

For more about the news media . . .


William RandolphHearst ran thisheadline in hisNew York Journalbefore authoritieshad a chance todetermine thecause of theMaine’s explosion.

557


was known as the Rough Riders. Led by Theodore Roosevelt, its recruitsincluded cowboys, miners, college students, New York policemen, ath-letes, and Native Americans. The Rough Riders helped the Americanscapture Santiago, a key Spanish stronghold in southern Cuba.

Within months, Spain surrendered. As a result of the war, the UnitedStates gained the Spanish colonies of Puerto Rico, Guam, and thePhilippines. While Cuba won its freedom, the United States insistedthat Cubans add the Platt Amendment to their constitution. Thisamendment gave the United States the right to intervene in Cubanaffairs anytime the U.S. government believed “life, property, and indi-vidual liberty” were in danger.

Some Americans opposed the taking of colonies. They formed theAnti-Imperialist League. Members of the League believed thatAmericans should not deny other people the right to govern themselves.Most Americans, however, favored the creation of an overseas empireand the power and prestige it brought.

U.S. Influence ExpandsIn the years following the Spanish-American War, the United Statesincreased its presence on the world stage. It did so by expanding itsinfluence in Asia and Latin America.

During the late 1800s, the United States joined other countries incompeting for access to China. In 1899, Secretary of State John Hayasked nations interested in the region to follow an Open Door Policy.This policy intended that the nations with interests in China leave openthe door for other nations to trade with China. Although some peopledid not think Hay’s policy would work, no nation rejected it.

Meanwhile, the United States became more involved in the affairs ofLatin America. In 1904, the United States began construction of thePanama Canal to create a shorter trade route between the Atlantic and


B. Finding MainIdeas Why didthe Anti-ImperialistLeague opposeU.S. efforts toestablish coloniesB. Answer TheLeague believedpeople shouldgovern them-selves.

The explosion ofthe Maine andaccounts of theevent by yellowjournalists ledmany Americans to favor waragainst Spain.

How the Panama Canal WorksEngineers faced a problem in building the Panama Canal. Because of theregion’s different landscape elevations, no waterway would remain level.They solved this dilemma by building three sets of locks—water-filledchambers that raise or lower ships to match a canal’s different water levels.

CONNECT TO HISTORY1. Drawing Conclusions Why

did the United States want ashorter route between theAtlantic and Pacific oceans?

CONNECT TO TODAY2. Researching What is the

economic and political status of the Panama Canal today?

For more about the Panama Canal . . .


The locks, whose steel gates rise sixstories high, can hold as much as 26million gallons of water—enough tosupply a major U.S. city for one day.

1

2

3

This cross-section shows the different elevations and locks that a shipmoves through on the 8–9 hour trip through the canal. Before thecanal was built, a trip around South America could take two months.

●1 The lock gates open on one end to allow the ship to enter.

●2 The gates close, and water is pumped in or out dependingon whether the ship is moving up or down.

●3 Once the water in the chamber and the canal ahead is level, the second gate opens and the ship moves on.

51 miles

AtlanticOcean

PacificOcean

GatúnLake

Culebra Cut Pedro Miguel Locks

MirafloresLocks

Gatún LocksMiraflores

Lake

559


Pacific oceans. In addition, numerous U.S. businesses began establishingrelationships with Latin American countries.

As economic interests drew the United States deeper into LatinAmerica, U.S. leaders took a more active role in influencing the region’spolitical affairs. In 1904, President Roosevelt added the RooseveltCorollary to the Monroe Doctrine—the U.S. policy opposing Europeanintervention in Latin America. The Roosevelt Corollary extended theMonroe Doctrine to authorize the United States to intervene in LatinAmerican domestic affairs if the United States believed it was necessaryto maintain stability.

World War IBy the early 1900s, the United States had become a global power.Perhaps nothing demonstrated this more than the decisive role thenation played in deciding the outcome of the greatest conflict the worldhad yet seen—World War I.

The war began in 1914. On one side were the Central Powers:Austria-Hungary, Germany, the Ottoman Empire, and Bulgaria. On theother side were the Allied Powers, or Allies, including Serbia, Russia,France, Great Britain, and Italy. The war had several long-term causes.Competition for colonies, an intense arms race, and growing feelings ofnationalism had combined to raise international tensions in Europe.These tensions eventually led to war.

When the war first broke out, the United States announced a policyof neutrality, refusing to take sides in the war. As time passed, many

Vocabularycorollary: a state-ment that followslogically from anearlier statement

Soldiers scrambleout of their trenchto attack theenemy during aWorld War I battle.


Vocabularynationalism:devotion to theinterests and culture of one’snation

Americans developed a greater sympathy for the Allies. And, in 1917,the United States entered the war on the side of the Allies. U.S. forcestipped the balance in favor of the Allies. In 1918, the Allies were clearlywinning the war. In November, Germans mutinied and their emperorgave up the throne. The new German government asked for peace.

World War I had been the most devastating conflict the world had yetknown. About 8.5 million soldiers died in the war, and about 21 millionwere wounded. The war also lead to the deaths of millions of civilians inEurope, Asia, and Africa—often due to starvation and disease.

Postwar AmericaDuring the war, President Woodrow Wilson had announced a plan for alasting peace. The plan became known as the Fourteen Points. Most ofthe points dealt with specific border placements. Others proposed rules forinternational relations, such as banning secret agreements. For Wilson, thefourteenth point mattered most. It called for an association of nations tosettle disputes peacefully. The other Allied leaders did not support muchof Wilson’s plan. However, the Treaty of Versailles, which ended the war,still provided for an international organization to address disputesbetween countries. This organization was called the League of Nations.

Many U.S. citizens and legislators, however, opposed the League.They feared that further involvement in Europe would lead them into


Som me R.

Seine R.

Marne

R.

Aisne R.

Mose

lleR.

Rhine

R.

Meuse R

.

E n g l i s h

C h a n n e l

Ypres, 1st battle, 19142nd battle, 19153rd battle, 1917

Cantigny, 1918

Belleau Wood, 1918

Château-Thierry, 1918 St. Mihiel, 1918

Verdun,1916

Meuse-Argonne,1918

Marne, 1st battle, 1914

Marne, 2nd battle, 1918

Somme, 1916

ARGONNEFOREST

Brussels

Lille

Metz

Paris

Amiens

2°E 4°E

6°E

50°N

FRANCE

BELGIUM GERMANY

LUXEMBOURG

0

0

50 Miles

100 Kilometers

Deepest German advance, July 18, 1918Allied drive, late summer and autumn 1918Armistice line, November 1918Major battle sites, 1914–1918

The Western Front, 1914–1918

GEOGRAPHY SKILLBUILDER Interpreting Maps1. Location What three battles occurred closest to the Armistice line?2. Movement In what two directions did the Allied drives move?

SkillbuilderAnswers1. Meuse-Argonne,Verdun, St. Mihiel2. east end north

more conflicts. As a result, the U.S. Senate refused to ratify the Treatyof Versailles. The nation instead made a separate peace agreementwith Germany.

After the war, Americans wanted to focus on domestic affairs. Shortlyafter the war ended, the United States experienced a number of laborstrikes. Some Americans saw efforts to organize labor unions as thework of radicals, people who favor extreme measures to bring aboutchange. The strikes sparked fears of a communist revolution. In1919–1920, this fear created a wave of panic called the Red Scare.(Communists were often called Reds.)

Americans also saw a rise in racial tensions after thewar. For a few decades, African Americans had beenleaving the rural South to escape Jim Crow. During thewar, this movement, known as the Great Migration,grew as African Americans filled war-related jobs incities, especially in the North. African Americansenjoyed better-paying jobs and the relative lack of seg-regation in the North. But in cities where blacks settledin large numbers, racial tensions rose over housing, jobcompetition, and segregation. During the summer of1919, race riots flared in 25 cities around the country.

By 1920, when the nation held its presidential elec-tion, Americans were ready for a break from turmoil athome and abroad. Republican candidate Warren G.Harding of Ohio offered them one. He promised thenation a “return to normalcy” and the voters responded.Harding won a landslide victory. In the next chapter, youwill learn about American life in the 1920s and beyond.


2. Taking NotesUse a chart like the oneshown here to record causesof U.S. expansion overseas inthe late 1800s.

Causes Effect

3. Main Ideasa. How did the RooseveltCorollary change U.S. foreignpolicy?

b. What were the long-termcauses of World War I?

c. Why did many Americansoppose joining the League ofNations?

4. Critical ThinkingForming Opinions Did theUnited States betray itsdemocratic principles whenit established overseascolonies?

THINK ABOUT• the public’s response to

yellow journalists and U.S.military victories

• the work of the Anti-Imperialist League


significance of:• imperialism• Spanish-American

War• yellow journalism• Platt Amendment• Panama Canal• Roosevelt Corollary• Fourteen Points• Great Migration

Section Assessment4

ACTIVITY OPTIONS

SCIENCEMATH

Research the Panama Canal. Build a simple model of the canal or create a graphthat shows how many ships use the canal each year.

THE FLU EPIDEMIC

In 1918, flu victims often camedown with pneumonia and diedwithin a week. Today, bacterialinfections such as pneumoniaresulting from the flu can be con-trolled with antibiotics.

The 1998 discovery of thefrozen remains of a 1918 flu vic-tim in an Alaskan cemetery mayone day lead to a better under-standing of the virus. Scientistshave found a genetic link be-tween the 1918 flu virus andswine flu, a virus first found inpigs. The Alaskan find may helpscientists develop vaccines to pro-tect against future flu outbreaks.

C. AnalyzingCauses Whydidn’t the UnitedStates ratify theTreaty ofVersailles?C. Answer ManyAmericans fearedratification wouldforce the UnitedStates into theLeague of Nations.

UnitedStates

expansion

caption

The Fourteen Points

1. covenants: bindingagreements.

2. armaments: weaponsand supplies of war.

3. integrity: the conditionof being whole orundivided; completeness.

1. Main Ideasa. Why should diplomacy avoid private dealings and proceed in public view?

b. How might equality of trade be important to keepingthe peace?

c. What must nations join together to guarantee?

2. Critical ThinkingEvaluating The first five points address issues thatWilson believed had caused the war. How successful doyou think Wilson’s ideas have been in the rest of the20th century?

THINK ABOUT• other conflicts since World War I• peacekeeping efforts around the world

Interactive Primary Source Assessment

Setting the Stage Nine months after the United States entered WorldWar I, President Wilson delivered to Congress a statement of war aims. This statement became known as the “Fourteen Points.” In the speech,President Wilson set forth 14 proposals for reducing the risk of war in the future. Numbers have been inserted to help identify the main points, as well as those omitted. See Primary Source Explorer A CLOSER LOOK

THE VALUE OF OPENNESS

The first of Wilson’s pointsattempts to solve one of the prob-lems that caused the outbreak ofWorld War I—agreements betweennations arrived at in secret.

1. How might agreementsarrived at in public preventanother world war?

A CLOSER LOOK

BALANCING CLAIMS

Wilson frequently appeals to fair-ness, balance, and impartiality insettling competing claims.

2. What might be unusual abouta leader such as Wilson callingfor an impartial adjustment ofcolonial claims?

All the peoples of the world are in effect partners . . . , and for our own partwe see very clearly that unless justice be done to others it will not be done tous. The program of the world’s peace, therefore, is our program; and that pro-gram, . . . as we see it, is this:

[1] Open covenants1 of peace, openly arrived at, after which there shall beno private international understandings of any kind but diplomacy shall pro-ceed always frankly and in the public view.

[2] Absolute freedom of navigation upon the seas . . . in peace and in war. . . .[3] The removal, so far as possible, of all economic barriers and the estab-

lishment of an equality of trade conditions among all the nations. . . .[4] Adequate guarantees given and taken that national armaments2 will be

reduced. . . .[5] A free, open-minded, and absolutely impartial adjustment of all colonial

claims, based upon . . . the principle that . . . the interests of the populationsconcerned must have equal weight with the . . . claims of the governmentwhose title is to be determined.

[6–13: These eight points deal with specific boundary changes.][14] A general association of nations must be formed under specific

covenants for the purpose of affording mutual guarantees of political inde-pendence and territorial integrity3 to great and small states alike.

—Woodrow Wilson

A CLOSER LOOK

LEAGUE OF NATIONS

Wilson proposes that nations join a formal organization to protectone another.

3. Why did Wilson believe thatsuch an organization would benefit the world?


TERMS & NAMESBriefly explain the significance of each of the following.

1. frontier 6. Populist Party

2. Homestead Act 7. progressivism

3. mass culture 8. imperialism

4. Jim Crow 9. Roosevelt Corollary

5. Plessy v. Ferguson 10. Fourteen Points

REVIEW QUESTIONSA Time of Growth (pages 539–545)

1. What caused conflict between Native Americansand white settlers on the Great Plains?

2. Why was the late 1800s known as the Gilded Age?

3. Where did most immigrants to the United Statescome from around 1900?

Life at the Turn of the Century (pages 546–550)

4. What is mass culture?

5. Why was Plessy v. Ferguson an important SupremeCourt decision?

An Era of Reform (pages 551–555)

6. Why did farmers favor a free silver policy?

7. What problems did progressivism address?

Becoming a World Power (pages 556–563)

8. Why did Americans become interested in overseasexpansion in the late 1800s?

9. What territories did the United States take controlof as a result of the Spanish-American War?

10. Why did the U.S. Senate reject the Treaty ofVersailles?

CRITICAL THINKING1. USING YOUR NOTES

Using your completed chart, answer the questions.

a. Why were the Sixteenth and Seventeenthamendments considered progressive?

b. Why did some Americans oppose the taking ofoverseas colonies?

2. THEME: EXPANSION

How did U.S. expansion at the end of the 19th centurycompare with expansion that occurred earlier?

3. ANALYZING LEADERSHIP

Think about the actions of Booker T. Washington andW. E. B. Du Bois. Which approach did each take againstdiscrimination? Whose approach was more effective?

4. APPLYING CITIZENSHIP SKILLS

What issues did progressive reformers address around1900? What issues would they address today?

5. FORMING OPINIONS

How did “yellow journalism” influence U.S. foreignpolicy at the turn of the century? How does modernmedia, such as television, shape public opinion today?

How did your solution to one of the problems of theProgressive Era compare with those proposed byreformers?VISUAL

SUMMARY


19Chapter EPILOGUE ASSESSMENT

The United States, 1860–1920

Interact with History

Western MigrationMiners, ranchers, cowhands, and farmerssettle in the West; Native Americans areforced onto reservations.

Industrial GrowthNumerous factors, such as natural resourcesand inventions, lead to industrialization,which prompts the growth of cities.

Reform MovementsAmericans increase their efforts to reformsociety’s ills and improve conditions for farmers, workers, and other Americans.

A Global PowerThe United States becomes a global poweras it expands its influence in other lands andhelps the Allies win World War I.

EXPANSION

Passage of HomesteadAct, 1862

U.S. enters World War I,1917

19th Amendment grants women the right

to vote, 1920

Wilson elected president,1912 NAACP founded, 1909

Hayes elected president,1876

Allies win World War I,1918

Plessy v. Ferguson, 1896

Roosevelt Corollary, 1904

Red Scare, 1919

Chinese Exclusion Actmade permanent, 1902

Spanish–American War,1898

HISTORY SKILLS1. INTERPRETING GRAPHS

Study the graph below. Then answer the questionsthat follow.

a. What percentage of the popular vote did Eugene V. Debs win?

b. How many electoral votes did Woodrow Wilson win?

c. Who won the second greatest total of popular votes?

2. INTERPRETING PRIMARY SOURCES

Following is an excerpt from Woodrow Wilson’s firstinaugural address, delivered on March 4, 1913. Readthe excerpt and then answer the questions that follow.

There can be no equality of opportunity . . . if men andwomen and children be not shielded in their lives . . .from the consequences of great industrial and socialprocesses which they cannot alter, control, or singlycope with. . . . Sanitary laws, pure-food laws, and lawsdetermining conditions of labor which individuals arepowerless to determine for themselves are intimateparts of the very business of justice and legal efficiency.

Woodrow Wilson, First Inaugural Address, March 4, 1913

a. What is Wilson promoting in this passage?

b. What values are reflected in this passage?

ALTERNATIVE ASSESSMENT1. INTERDISCIPLINARY ACTIVITY: MathMaking a Graph Do research to determine the num-ber of immigrants who came from various countriesbetween 1880 and 1914. Find out where immigrantscome from today. Make a graph that displays yourfindings. Explain your graph to the class.

2. COOPERATIVE LEARNING ACTIVITY

Performing Dramatic Readings Drawing on themany journals, diaries, and other primary sources leftby sodbusters, create a Voices of the Plains play.Working in small groups, have students research suchtopics as “the journey west,” “first impressions,”“dugouts and soddies,” “farming the plains,”“women’s work and worries.” Within groups, memberscan create presentations using these suggestions.

• Choose and research a topic.

• Select quotations related to the topic.

• Pick writers to compose lines to introduce and maketransitions between quotations, and choose readersto perform readings.

3. TECHNOLOGY ACTIVITY

Creating a Multimedia Presentation World War Iwas the most destructive war the world had yet seen.Use the Internet, books, and other resources todevelop a multimedia presentation on the war.For more information about World War I . . .

Using presentation software, consider including thefollowing content:• descriptions or images of battles• the views of American troops as well as the troops of

other nations• public opinion about the war in the United States

and other nations• statistics of casualties suffered by all sides during the

conflict

4. HISTORY PORTFOLIO

Review the questions that you wrote for WhatDo You Want to Know? on page 538. Then write

a short report in which you explain the answers toyour questions. If any questions were not answered,do research to answer them. Add your answers to yourportfolio.

CLASSZONE .COMINTERNET ACTIVITY

42%Woodrow Wilson

27%Theodore Roosevelt

23%William H. Taft

6%Eugene V. Debs

SocialistRepublican

ProgressiveDemocratic

*Other candidates received about 2% of the popular vote.

Election of 1912

Electoral VoteWilson 435Roosevelt 88Taft 8Debs 0

Popular Vote*Wilson 6,296,547Roosevelt 4,118,571Taft 3,486,720Debs 900,672


Additional Test Practice,pp. S1–S33

TEST PRACTICECLASSZONE .COM

http://www.classzone.com/books/ca_recon/page_build.cfm?id=assessment&ch=19

http://www.classzone.com/books/creating_america_sh/oltp_map_select.cfm

chapter 19 - mr. hutson's 7th/8th grade history...

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