Modern America Emerges - Heizer Middle...

CHAPTER XX Chapter Title524

Why It Matters

Modern AmericaEmerges

1877–Present

Decorative flag, computer art

The InternationalSpace Station

As you study Unit 7, you will learnhow new technology and industries

thrust the United States into the mod-ern era. America’s role in two world

wars during the twentieth centurymade the nation a superpower. Today,

the United States continues as a lead-ing nation that strives to meet chal-

lenges at home and abroad.

Primary Sources LibrarySee pages 604–605 for primary source

readings to accompany Unit 7. Use the American history

Primary Source Document LibraryCD-ROM for primary sources about

Modern America.

“America, at its best,is compassionate.”

—President George W. Bush, 2001 Inaugural Address

526

Reshapingthe Nation

1877–1929Why It Matters

Growth has been a constant part of the American experience. Beginning as a smallcluster of colonies on the Atlantic coast, the nation expanded beyond the Mississippi

River to the Pacific Ocean. As it became powerful, the United States moved beyond itsterritorial limits in search of new markets and colonies. The United States also began

to take a major role in shaping world affairs.

The Impact TodayThe nation’s responsibilities as an international power demand open attitudes to new

ideas. Americans adjust to these ideas in ways that assure the future of a free anddemocratic society.

The American Republic to 1877 Video The chapter 18 video, “TheBuilders of Our Railroads,” examines the life and hardships that immigrants facedas workers on the railroads.

1869• First transcontinental

railroad completed

1886• Statue of Liberty

dedicated

1866• Transatlantic telegraph

line successfully completed

1869• Suez Canal opens 1895

• José Martí leadsrevolt in Cuba

1879• Edison invents

electric light

CHAPTER 18 Reshaping the Nation

1870 1885 1900

Grant1869–1877

Hayes1877–1881

Garfield1881

Arthur1881–1885

Cleveland1885–1889

B. Harrison1889–1893

Cleveland1893–1897

McKinley1897–1901

1898• U.S. goes to war

with Spain

527

1901• President

McKinley assassinated

1927• Charles Lindbergh

flies across Atlantic

1905• Albert Einstein

announces theoryof relativity

1914• World War I

begins

1919• Treaty of

Versaillessigned

1928• Alexander Fleming

discovers penicillin

1917• U.S. enters

World War I

1920• Nineteenth

Amendmentgrants womansuffrage

HISTORY

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New York City, East Side 1900 New arrivals crowded into America’scities and brought with them the cultural heritage of their homelands.

CHAPTER 18 Reshaping the Nation

1915 1930

Taft1909–1913

Wilson1913–1921

Harding1921–1923

Coolidge1923–1929

T. Roosevelt1901–1909

The WesternFrontier after

Civil War

American

Reforms and

Imperialism

American

Industries a

nd

Cities G

row

World

War I

Step 1 Mark the midpoint of a side edge of onesheet of paper. Then fold the outside edges in totouch at the midpoint.

Step 2 Fold in half from side to side.

Step 3 Open and cut along the inside fold linesto form four tabs. Label your foldable as shown.

Cut alongthe fold lineson both sides.

Organizing Information Study FoldableThe content of Chapter 18 covers a large timespan and many important events in Americanhistory. To help you understand a large amountof information, you must first organize it. Makethis foldable to help you.

Reading and Writing As you read the chapter,write down key ideas under each appropriate tab.

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1869First transcontinentalrailroad completed

1876Battle of LittleBighorn

1890Populist Partyorganized

1896McKinley electedpresident

Main IdeaFollowing the Civil War, settlers beganto move west, which led to conflictwith Native Americans.

Key Termsboomtown, transcontinental,vaqueros, reservation

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the significance ofeach of the following.

Read to Learn• why settlers moved west.• why settlers came into conflict with

Native Americans.

Section ThemeGeography and History Railroadsled the way west and opened theGreat Plains to settlement.

The WesternFrontier

“We’ll cross the bold Missouri, and we’ll steer for the West,And we’ll take the road we think is the shortest and the best,We’ll travel over plains where the wind is blowing bleak,And the sandy wastes shall echo with—Hurrah for Pikes Peak.”

—“The Gold Seekers’ Song”Miners sang this hopeful song in 1859 as they headed for Pikes Peak, Colorado,

where gold had been discovered.

There remained one last frontier for Americans to settle—the Trans-Mississippi West. This area lay between the Mississippi River and the SierraNevada Mountains and included the Great Plains, the Rocky Mountains, andthe Great Basin. The first white settlers were fur traders who had started moving into the West in the early 1800s. By the time of the Civil War, however,mineral discoveries had drawn another type of pioneer to the West—the miner.Soon, the whole region was a mining frontier.

Gold nuggets

528 CHAPTER 18 Reshaping the Nation

Preview of Events

Guide to Reading

✦1870 ✦1880 ✦1890 ✦1900

Significance

Promontory Point

Homestead Act

Farmers’ Alliance

Settling the WestMiners, ranchers, and farmers settled on the

Great Plains, despite resistance from NativeAmericans. With the closing of this last frontier,the United States fulfilled the dream of ManifestDestiny.

The Mining BoomIn 1858, prospectors found gold in Colorado

and Nevada. The gold strikes created boom-towns—towns that grew up almost overnightnear mining sites—as thousands of prospectorsheaded to the region. The miners soon foundother metals as well, including copper, lead,and zinc.

The discovery of valuable minerals helpedbring the railroads west. Gold, silver, and otherore had little value unless it could be shippedeast to factories. Miners also needed food andsupplies. Wagons and stagecoaches could notmove goods fast enough, but railroads could.

Railroad construction was often supported bylarge government subsidies—loans and landgrants from the government. The first task fac-ing the railroads was to build a transcontinentalrail line—one that would span the continent andconnect the Atlantic and Pacific coasts. TheUnion Pacific Company began laying trackwestward from Nebraska, while the CentralPacific worked eastward from California. OnMay 10, 1869, the two sets of tracks met atPromontory Point, Utah. The railroads broughta wave of new settlers to the West—ranchersand farmers.

The Cattle KingdomWhen the Spanish settled the Southwest, they

brought with them a breed of cattle called long-horns that gradually spread across Texas. At thesame time, the Civil War had caused a shortageof beef in the east, driving prices up. To get thecattle to market, the Texas ranchers organizedcattle drives—herding hundreds of thousandsof cattle north to the railroad.

The sudden increase in the longhorns’ valueset off what became known as the Long Drive—the herding of cattle 1,000 miles or more to meetthe railroads. In the late 1860s, the Chisholm

Trail extended from San Antonio, Texas, to Abi-lene, Kansas. The Goodnight-Loving Trail,named for ranchers Charlie Goodnight andOliver Loving, swung west through New Mex-ico Territory and then turned north. During thepeak years of the “Cattle Kingdom,” from thelate 1860s to the mid-1880s, the trails carriedmillions of cattle north:

“At the end of the trail, cattle crowded thestockyards. Railroad cities—Omaha, Abilene,Kansas City, Chicago—flourished during the 20-year heyday of cattle driving.”

Life on the TrailCattle driving was hard work. Cowhands rode

in the saddle up to 15 hours every day, in drivingrain, dust storms, and blazing sun. The life waslonely, too. Cowhands saw few outsiders.

Many cowhands were veterans ofthe Confederate army. Some, likeNat Love, were African Ameri-cans who moved west in searchof a better life after the CivilWar. Others were Hispanics. Infact, the tradition of cattleherding began with Hispanicranch hands in the SpanishSouthwest. These vaquerosdeveloped many of theskills—riding, roping, andbranding—that cowhandsused on the drives.

CHAPTER 18 Reshaping the Nation 529

Nat Love was one of manyAfrican Americans whorode the cattle trails.

GeographyThe Cattle Kingdom Ends

The open-range cattle industry collapsed evenmore quickly than it had risen. Too many ani-mals on open ranges resulted in overgrazing,depriving both livestock and wild animals offood. Overproduction drove prices down, andsheepherders and farmers competed with ranch-ers for land. Finally, two severe winters in themid- and late-1880s killed thousands of animals.The cattle industry survived, but the day of largeherds on the open range ended. From then on,ranchers raised herds on fenced-in ranches. Withthe end of the Cattle Kingdom, another group ofsettlers arrived on the Plains—the farmers.

Farmers Settle the PlainsThe early pioneers who reached the Great

Plains did not believe they could farm the dry,treeless area. In the late 1860s, however, farmersbegan settling there and planting crops. In a shorttime, the Plains changed from “wilderness” tofarmland. In 1872 a Nebraska settler wrote,

“One year ago this was a vast houseless,uninhabitable prairie. . . . Today I can see morethan thirty dwellings from my door.”

Several factors brought settlers to the Plains.The railroads made the journey west easier andcheaper. Above-average rainfall made thePlains better suited to farming. New lawsoffered free land.

In 1862 Congress passed the Homestead Act,which gave 160 free acres of land to any settlerwho paid a filing fee and lived on the land for5 years.

Homesteading lured thousands of new settlersto the Great Plains. Some were immigrants whohad begun the process of becoming American cit-izens and were eligible to file for land. Otherswere women. Although married women couldnot claim land, single women and widows hadthe same rights as men—and they took advan-tage of the Homestead Act to acquire property.

To survive on the Plains, the farmers—knownas sodbusters—had to find new ways of doingthings. Lacking wood, they cut sod into bricks tobuild houses. They used windmills to pumpwater and barbed wire to fence in their property.

The Oklahoma Land RushThe last part of the Plains to be settled was the

Oklahoma Territory, which Congress had desig-nated as “Indian Territory” in the 1830s. Afteryears of pressure from land dealers and white set-tlers, the federal government opened Oklahomato homesteaders in 1889. Settlement had changedthe Plains dramatically. No one felt these changesmore keenly than the Native Americans who hadlived on the Plains for centuries.

Explaining What was the purposeof the Long Drive?


On the Great Plains Living on the Plains meant settlers hadto build houses that did not require lumber on this treelessland. A Plains family’s first home was usually made of sod.

531CHAPTER 18 Reshaping the Nation

tion policy. Some clashed with settlers. Soon,fighting began between the United States Armyand various Native American groups.

Little BighornThe Sioux received lands in the Black Hills of

South Dakota. Yet soon crews and settlers dis-covered gold in the Black Hills, and minersswarmed onto the reservation.

The government reduced the size of mostreservations or moved the Native Americans tolands less desirable. The Sioux decided theyshould not have to honor government policywhen whites did not. Sitting Bull and CrazyHorse led their people off the reservation. Nearthe Little Bighorn River in southern MontanaTerritory, they joined forces with several thou-sand other Sioux and Cheyenne.

About 200 Sioux and 25 soldiers were killed at Wounded Knee.

Sioux warriors ambush U.S.troops on December 21, 1866.

The massacre of thebuffalo changed the livesof the Plains Indians.

Sitting Bull's and Crazy Horse'swarriors defeated Custer and 200U.S. troops at Little Bighorn.

N

SE

W

ROUTEOF NEZPERCE

1877

Battle ofWounded Knee

1890

Sand CreekMassacre 1864

Geronimosurrenders1886

Battle of LittleBighorn 1876

FettermanMassacre 1866

PaCIFic

Ocean

MEXICO

CANADA

WASH.

OREGON

CALIF.NEV.

ID.

MONT.

WYO.

COLO.

N. MEX.TERR.

ARIZ.TERR.

TEXAS

OKLA.TERR. UNORG.

TERR.

KANSAS

NEBR.

S.D.

N.D.

MINN.

WISC.

ILL.

MICH.

KY.

TENN.

IOWA

MO.

ARK.

MISS.

UTAHTERR.

IND.

LA.

ALA. GA.

FLA.

OHIO

Yakima

WallaWalla

Shoshone

Paiute

Spokane

BlackfootNezPerce

Mojave

Ute

ArapahoShoshone

Sioux

Sioux

Sioux

Chippewa

Cherokee

Creek ChoctawChickasawComanche

Arapaho

Chippewa

ApacheHopi

ApacheApache

Navaho

Pueblo

Western Native American Lands, 1860–1890

Indian reservations in 1890

Battle

Native American StrugglesMany Native American groups lived on the

Plains. The buffalo that roamed there providedmost of the essentials the Plains peoples neededfor daily living. As railroads, miners, ranchers,and farmers spread west, however, vast num-bers of buffalo were slaughtered.

The federal government recommended mov-ing the Native Americans to reservations. Reser-vations were tracts of land set aside for NativeAmericans. Many refused to accept the reserva-

During the late 1800s, Native Americans and the United StatesArmy fought many battles over land.1. Location In what present-day state was the Battle of

Little Bighorn fought?2. Analyzing Information Which Native American

nations resettled in or near the Oklahoma Territory?

MotionIn

in their native Northwest. Unused to the climateand terrain, many of them died.

A group of Apache, led by Geronimo, becamethe last Native American nation to resist. By thetime the Americans captured Geronimo in 1886,American troops had confined every NativeAmerican nation to reservations.

Wounded KneeOne final episode of Native American resist-

ance took place in the Dakota Territory. In Decem-ber 1890 United States soldiers tried to disarm alarge band of Plains Native Americans gatheredat Wounded Knee on the Pine Ridge Reservationin South Dakota. The result was a massacre inwhich more than 200 Native Americans and 25soldiers lost their lives. Wounded Knee markedthe end of armed conflict between the UnitedStates government and Native Americans.

New PoliciesDuring the 1880s the plight of Native Amer-

icans led to calls for more humane policies. Sen-timent for reform grew with the publication ofHelen Hunt Jackson’s book, A Century of Dis-honor. Jackson wrote about the broken treatiesand mistreatment Native Americans endured atthe hands of the government and settlers.

Congress changed government policy in theDawes Act in 1887. The act proposed to break upthe reservations and to end individual identifi-cation with a tribal group. Each Native Ameri-can would receive a plot of reservation land. Thegoal was to encourage the Native American peo-ple to become farmers. Eventually, they wouldbecome American citizens. Native Americanchildren would be sent to white-run boardingschools. Some of the reservation lands would besold to support this schooling.

Over the next 50 years, the governmentdivided up the reservations. Speculators acquiredmost of the valuable land. With Native Americanresistance at an end, nothing remained to stopwhite settlers. In 1890 the census report statedthat the Trans-Mississippi West was so broken upby acres of settlement that a frontier line could nolonger be identified. The last frontier, and with itthe Old West, had disappeared.

Identifying Who led the Nez Perceon their journey of escape?

In June 1876 Lieutenant Colonel GeorgeCuster and more than 200 troops sent to roundup the Sioux faced an unexpected group ofseveral thousand. In the battle, the NativeAmericans killed Custer and all of his troops.The Sioux and Cheyenne won the battle, butwithin months government soldiers had forcedthem to surrender.

The Nez Perce and the ApacheIn the 1870s other Native American people

beside the Sioux and Cheyenne resisted themove to reservations. One of these was the NezPerce of eastern Oregon. In 1877 the governmentordered the Nez Perce to move to a smallerreservation in Idaho. The Nez Perce attemptedto flee, led by Chief Joseph. They evaded cap-ture for nearly two months before surrenderingto United States troops just 40 miles from theCanadian border. In advising his people to giveup, Chief Joseph said:

“….I am tired. My heart is sick and sad. Fromwhere the sun now stands, I will fight no moreforever.”

The government forced the Nez Perce onto anOklahoma reservation instead of resettling them


“If we mustdie, we diedefendingour rights.”

—Sitting Bull

Farmers in ProtestAfter the Civil War, farming expanded in the

West and South. The supply of crops grew fasterthan the demand for them, however, and pricesfell steadily. At the same time, farmers’expenses—for transporting their goods, forseed, and for equipment—remained high.

Organizing Farmers blamed their troubles on the high

shipping rates of the railroads. To solve theirproblems, farmers formed self-help groups,such as the Farmers’ Alliance. In 1890, membersof the Alliance established the Populist Party.

The Party urged the federal government tohelp keep prices for farmers’ crops high. It alsocalled on government to nationalize, or takeover, public transportation and communication.Populists hoped that nationalization wouldfinally end the railroads’ high rates.

Most important, the Populists demanded thatthe government expand the money supply by per-mitting silver to become, along with gold, the basisfor money. America maintained the gold standardin which each paper dollar was redeemable ingold. To make sure it had enough gold, the gov-ernment limited the amount of paper money. Thislimited the amount of money available. Mean-while, the population increased. As each dollargained in value, farmers earned less as pricesdropped and the value of their debts increased.

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: boomtown, transconti-nental, vaquero, reservation.

2. Reviewing Facts Who was ChiefJoseph?

Reviewing Themes3. Geography and History What was

the transcontinental railroad? Howdid it influence settlement?

Critical Thinking4. Drawing Conclusions In what ways

did the government reservation policyignore the needs of Native Americans?

5. Organizing Information Re-createthe diagram below and list new waysfarmers adapted to life on the Plains.

Analyzing Visuals6. Geography Skills Study the map of

Western Native American Lands onpage 531. When did the Battle ofWounded Knee occur? Where werethe Shoshone reservations located?


Art Create a poster that the UnitedStates government might have usedto encourage farmers to movewest. Display your posters in class.

Farming on the Plains

Poster celebratingthe farmer, 1876

Election of 1896In the presidential election of 1896, the major

issue was whether the government shouldaccept silver for making coins. The Democratsnominated William Jennings Bryan, a strongsupporter of silver. The Republicans nominatedWilliam McKinley, a strong supporter of gold.The Populists also endorsed Bryan, but theDemocrat lost. Big business backed the Republi-can McKinley, as did factory workers. UrbanAmerica now had more political strength thanrural America. America was changing from afarming nation to an industrial nation.

Describing What actions did thePopulist Party want government to take regarding the rail-road industry?

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1879Thomas Edison developsfirst practical lightbulb

1886American Federationof Labor forms

1889Jane Addams foundsHull House

1903Wright brothersfly at Kitty Hawk

Main IdeaDuring the late 1800s, the UnitedStates experienced tremendous indus-trial growth.

Key Termshorizontal integration, trust,monopoly, vertical integration, collective bargaining, settlementhouse

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and explain the importance ofthese individuals.

Read to Learn• how American cities and industries

had changed at the turn of the century.

• what challenges immigrants to theUnited States faced.

Section ThemeScience and Technology New inven-tions promoted economic growth.

Invention and Industry


Preview of Events

Guide to Reading

✦1880 ✦1890 ✦1900 ✦1910

Importance

Thomas Edison

Samuel Gompers

Jane Addams

Rugged construction gangs labored on the Union Pacific and other railways duringthe transportation boom of the late 1800s. A favorite song was:

Well, every morning at seveno’clock

There were 20 tarriers [drillers] a-workin’ at the rock,

And the boss comes round and hesays “Kape still!”

And come down heavy on the castiron drill,

And drill, ye tarriers, drill!” Drill, ye tarriers, drill!For it’s work all day for sugar in

your tay,Down behind of the railway and,Drill, ye tarriers, drill!And blast!And fire!

Train song sheet

Even as settlers moved west to farm the last American frontier, farmers inother parts of the country moved to the cities. They took jobs in the new urbanindustries that recent inventions made possible. The United States was chang-ing from a rural nation into a modern, industrial nation.


The Growth of IndustryThe nation’s rich farmlands, great forests, and

mighty rivers helped the early colonists developa strong agricultural economy. As the nationgrew, Americans developed resources of a differ-ent kind. In addition to talented inventors, theyhad eager investors, willing workers, and a pro-business government. These new resources madethe expansion of American industry possible.

GeographyRich Natural Resources

The United States also possessed other nec-essary ingredients for industry—plenty of nat-ural resources. Large deposits of coal lay inwestern Pennsylvania, the Mississippi Valley,and Appalachia. The shores of Lake Superiorheld major supplies of iron ore. Mines in west-ern states contained gold, silver, lead, zinc, andcopper.

These minerals formed the base of heavyindustry in the United States. A heavy industryproduces materials such as iron or steel. Out ofthese materials, Americans built railroads,bridges, skyscrapers, and machinery for the fac-tories that transformed the nation. By the late1800s, the United States had become the world’snumber one manufacturing nation.

Railroads Lead the WayDuring the Civil War, trains carried troops,

weapons, and supplies to the front. After thewar, railroads became a driving force behind

America’s economic growth. Railroad construc-tion increased the demand for iron, steel, coal,timber, and other goods, which created thou-sands of new jobs for Americans.

The railroads allowed American industry toexpand into the West. They moved rural peopleto the cities and brought homesteaders to thePlains. They united the nation’s regions andhelped bring American society together.

American InventionsDuring the late 1800s, an invention boom

spurred the growth of industry. The governmentgranted many patents—licenses protecting peo-ple’s rights to make, sell, or use their inventions.

Two discoveries revolutionized the iron andsteel industries. The first was the use of coke(soft coal with the impurities removed). Cokewas an excellent fuel for iron-smelting blast fur-naces. The second was the Bessemer Process,discovered independently by William Kelly andHenry Bessemer. The process used blasts of coldair to burn off impurities from heated iron.Because steel could now be made cheaply, steelproduction soared.

Cheap, durable steel then became the basisfor other industrial advances. Train rails madeof steel lasted much longer than iron rails. Steelbeams supported bigger, heavier bridges andbuildings. Steel was used for making newmachinery and many other products.

Americans also developed new sources ofpower. Thomas Alva Edison led others in build-ing the first large power plant to furnish elec-

Their first flight at Kitty Hawk, North Carolina, encouraged the Wright brothersto continue their experiments. Soon, they would have a practical aircraft and theworld would have a new form of transportation.

tricity to entire cities. By the turn of the century,electric power lit homes and offices and ranstreetcars, elevators, and factories.

CommunicationsImportant inventions appeared in communi-

cations. The telegraph had already brought rapidchanges before the Civil War. Then in 1866,Cyrus Field laid a transatlantic telegraph cable.Now a message sent to someone in Europearrived in minutes instead of weeks. The tele-phone was developed by Alexander GrahamBell, a young teacher of the deaf, who filed for apatent in 1876. A few years later, the AmericanBell Telephone Company was established.

Experiments were beginning in radio com-munication as well. In 1895 Italian inventorGuglielmo Marconi transmitted the first mes-sages, and, by 1902, radio messages were beingsent for thousands of miles.

Transportation Two other inventions began a transportation

revolution in the United States—the automobileand the airplane. In the early 1900s, Henry Forddeveloped a gasoline-powered automobile thatcould be built cheaply using an assembly line. In1903, Orville and Wilbur Wright built and testedthe first successful engine-powered aircraft atKitty Hawk, North Carolina. Their success markedthe beginning of the modern aircraft industry.

EconomicsAn Age of Big Business

With the economy growing, many railroadsand other businesses looked for ways to expand.To do so, they needed to raise capital, or money,to buy equipment and hire workers. One way acompany could raise capital was by becoming acorporation—a company that sold shares, orstock, of its business.

One major industry that grew rapidly duringthis era was the oil industry. In 1870, John D.Rockefeller organized the Standard Oil Com-pany. To build Standard Oil, Rockefeller usedhorizontal integration—the combining of com-peting companies into one corporation. Rocke-feller also increased his control of the oil industryby forming a trust—a group of companies man-aged by the same board of directors. Using a trustenabled Rockefeller to create a monopoly—almosttotal control of an industry by one company.

The steel industry also became a huge busi-ness in the late 1800s. The leading figure in theearly steel industry was Andrew Carnegie. Hiscompany became powerful through verticalintegration—acquiring companies that pro-vided the materials he needed. Carnegie boughtcoal and iron mines, warehouses, ships, andrailroads to gain control of all parts of the steel-making process.

Industrial WorkersIndustrial growth in the late 1800s created

new jobs and raised the standard of living formany workers. Laborers, however, worked 10 to12 hours a day, six days a week. Factories andmines were often noisy, polluted, and unsafe.

Dissatisfied workers organized into groups,called labor unions, to demand better pay andworking conditions. In 1869, America’s firstlarge industrial union, called the Knights ofLabor, was organized and grew to more than700,000 members. After some of its memberswere accused of using violence, the Knights lostmembers and influence in the 1890s.

In 1886, a group of unions joined together toform the American Federation of Labor (AFL).The AFL represented skilled workers. Its firstleader was Samuel Gompers. The AFL pushed

$


1912 Model T Ford


for higher wages, better working conditions,and the right to bargain collectively. In collec-tive bargaining, unions represent workers inbargaining with management.

Many workers used strikes to achieve theirgoals. They refused to do their jobs until theiremployers agreed to certain demands. In 1877 anational railroad strike became the first of manyviolent confrontations between workers andemployers. Few strikes succeed between 1865and 1900, however. Employers usually hiredother workers or waited until the strikers ranout of money and returned to work. Most Amer-icans viewed labor unions in a negative mannerand government authorities usually sided withemployers against strikers.

By the end of the 1800s most workers foundthemselves with less political power and controlof the workplace. Meanwhile, the big businessesmanaged to protect their interests and wealth.

Identifying Who developed thetelephone?

The Growing CitiesAs people moved to the cities to take factory

jobs, they transformed America from a ruralcountry into an urban nation. The cities alsogrew because of the arrival of new immigrants.

The New ImmigrantsAfter the Civil War, many immigrants arrived

from southern and eastern Europe. Others camefrom China, Japan, and Mexico. When theyarrived they were processed at governmentreception centers. The two most famous wereEllis Island in New York Harbor, and AngelIsland in San Francisco Bay.

Most immigrants settled in cities and lookedfor factory work. People ofthe same ethnic group—with the same languageand customs—tended toform communities. Neigh-borhoods of Jewish, Ital-ian, Polish, Chinese, andother groups developed inlarge cities.

Immigrant children learned Americanways in the classroom.

HISTORY

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Immigrants Face DiscriminationNot all Americans welcomed newcomers to

their country. The immigrants’ languages andcustoms seemed strange to some Americans andaroused distrust and discrimination.

Many Americans wondered if immigrantscould ever be assimilated into American life.Some people, especially workers, blamed immi-grants for low wages. Employers found thatimmigrants would accept lower wages thannative Americans. Others resented the differentcultures and religions of the many immigrants.

In the late 1800s hostility grew toward manyof the new racial and ethnic groups coming intothe country. Immigrants became easy targets ofhostility for Americans disturbed by the rapidsocial changes.

Life in the CitiesCities were exciting places that offered jobs,

stores, and entertainment. However, there wasalso substandard housing and desperate poverty.The gap between the rich and the poor was stag-gering.

Tenement Life People poured into the cities faster than hous-

ing could be built. The poor often lived in tene-ments—huge apartment buildings—with asmany as four people living in each of the small,dark rooms. The rapid growth of cities producedother serious problems as well, including dis-ease, crime, and poor sanitation.

The Middle Class and the Upper ClassThe cities also had a growing middle class.

The middle class included the families of profes-sional people such as doctors, lawyers, and min-isters. An increasing number of managers andsalaried office clerks also became part of themiddle class.

The middle class enjoyed a comfortable life.Many families began moving from cities to thesuburbs, residential areas that sprang up out-side of city centers.

At the top of the economic and social ladderstood the very rich. Wealthy people lived verydifferently than did most Americans. They builtenormous mansions in the cities and hugeestates in the country. The term “Gilded Age”—‘gilded’ refers to something covered with athin layer of gold—became associated withAmerica of the late 1800s. The Gilded Age sug-gested both the extravagant wealth of the timeand the terrible poverty that lay underneath.

Cities in CrisisThe rapid growth of the cities produced seri-

ous problems. Terrible overcrowding in tene-ment districts created sanitation and healthproblems. Garbage accumulated in city streets.Filth created a breeding ground for disease.

The poverty in the cities also led to crime.Orphans and homeless children sometimesresorted to picking pockets and other crimes.Gangs roaming the poor neighborhoods com-mitted more serious crimes.

Seeking SolutionsReligious groups, such as the Salvation

Army, set up soup kitchens to feed the hungryand opened shelters for the homeless. The pooralso received help from settlement houses.


Urban and Rural PopulationGrowth, 1860–1900

Source: Historical Statistics of the United States.

Popu

latio

n (in

mill

ions

)

1860 1870 1880 1890 1900

50

40

30

20

10

0

Year

RuralUrban

The gap between the urban and rural populationsnarrowed in the late 1800s.

Comparing About how many more people livedin urban areas in 1900 than in 1860?

These houses provided education, medical care,playgrounds, nurseries, and libraries to the poor.One famous settlement house was Hull House

in Chicago, founded by JaneAddams in 1889. Addams

explained:

“We were ready toperform the humblestneighborhood serv-ices. We were askedto wash the new-born babies, and toprepare the dead forburial, to nurse thesick, and to ‘mind the children.’ ”

A Danish immigrant named Jacob Riis shockedmany Americans with his photographs of thehorrible living conditions in New York. He chal-lenged his readers to renew the face of the cities.

During the 1880s and 1890s, many reformersaccepted Riis’s challenge. They campaigned forclean water and better sewage systems. Theydemanded better ventilation, plumbing in allnew buildings, and mandatory vaccinations.These improvements meant that fewer peopledied of diseases like typhoid and smallpox.

Education Most Americans in 1865 had attended school

for an average of only four years. Governmentand business leaders and reformers believedthat for the nation to progress, the peopleneeded more schooling. Toward the end of the1800s, education became more widely availableto Americans.

By 1914 nearly every state required childrento have at least some schooling. More than 80percent of all children between the ages of 5 and17 were enrolled in elementary and secondaryschools.

A Changing American CultureMany Americans began to enjoy increasing

amounts of leisure time. The large crowds in thecities increased the popularity of spectatorsports—including baseball, football, basketball,and boxing. People also flocked to nickelodeontheaters, which charged 5 cents to see a movie.

New types of music and literature developedat the turn of the century. Band music, jazz, andragtime became popular. Writers such as MarkTwain, Stephen Crane, and Jack London pro-duced stories that described the real lives of peo-ple at the time. More and more people began toread newspapers and magazines.

Describing What did settlementhouses provide?

Checking for Understanding1. Key Terms Write a paragraph about

American corporations. Use the fol-lowing terms: horizontal integra-tion, vertical integration, trust.

2. Reviewing Facts Where is EllisIsland? What purpose did it serve?

Reviewing Themes3. Science and Technology Which of

the inventions in Section 2 do youthink is the most valuable to today’sworld? Explain.

Critical Thinking4. Making Comparisons Explain how

the Knights of Labor and the Ameri-can Federation of Labor were alikeand how they were different.

5. Organizing Information Re-createthe diagram below and write threeways in which cities were changing atthe turn of the century.

Analyzing Visuals6. Graph Skills According to the graph

on page 538, about how many more people lived in rural than in urbanareas in 1860? What conclusion canyou draw about total populationbetween 1860 and 1900?


Art Create a collage illustrating theorigins of immigrants who came tothe United States in the late 1800sand early 1900s.

Jane Addams

Changing Cities



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1890Sherman AntitrustAct passed

1909W.E.B. Du Bois helpsfound the NAACP

1920Nineteenth Amendment giveswomen the right to vote

Main IdeaProgressive reform affected manyareas of life and the United Statestook a more active role in inter-national affairs.

Key Termsmuckraker, suffragist, imperialism,yellow journalism

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe these amend-ments and laws.

Read to Learn• how the Progressive movement

changed America.• why the United States sought to

expand overseas.

Section ThemeGroups and Institutions Progressivereformers worked to extend votingrights, improve working conditions,and promote temperance.

Reform at Home,Expansion Abroad

Newspaper reporter Jacob Riis shocked Americans in 1890 with his book How theOther Half Lives. With words and powerful photographs, Riis vividly portrayed immi-grant life in New York City’s crowded tenements. Said Riis: “We used to go in the smallhours of the morning into the worst tenements to count noses and see if the lawagainst overcrowding was violated and the sights I saw gripped my heart until I felt thatI must tell of them, or burst.”

The reform spirit gained strength during the late 1800s and flourished duringthe early 1900s. Some reformers believed that rapid social and economic changehad resulted in a disordered and corrupt society. These reformers, called pro-gressives, believed that the efforts of individuals and government could makesociety better and more fair. As progressive leaders reached positions of powerin government, they passed laws affecting government employees, businesspractices and public health. These progressive laws form the basis for modernideas of the role of government.

Jacob Riis


Preview of Events

Guide to Reading

✦1890 ✦1900 ✦1910 ✦1920

Contributions

Seventeenth Amendment

Nineteenth Amendment

Sherman Antitrust Act

The Progressive Movement Progressives believed that urban problems

were caused by corruption. Political machines—powerful organizations linked to political par-ties—controlled many cities. Political bossesgained votes for their parties by doing favors forpeople. Although some did help people, manybosses were dishonest. To break the power ofpolitical bosses, reformers founded groups thatworked to make city governments more honestand efficient.

Cities troubled by poor management or cor-ruption tried new forms of government. After thetidal wave of a hurricane devastated Galveston,Texas, in 1900, the task of rebuilding the city over-whelmed the mayor and city council. Galveston’scitizens persuaded the state legislature toapprove a new charter that placed the city gov-ernment in the hands of five commissioners. Thenew commission efficiently rebuilt the city. By1917 commissions governed nearly 400 cities.

Controlling BusinessProgressives also believed that government

had to keep large combinations of companiesfrom becoming too powerful. In 1890, Congresspassed the Sherman Antitrust Act, making it ille-gal for companies to limit competition. Duringthe 1890s, the government rarely used the Sher-man Act to curb business. Instead, it applied theact against labor unions, claiming that unionstrikes interfered with trade. Not until the early1900s did the government win cases againsttrusts with the Sherman Act.

Reformers also called for regulations on rail-road rates. In 1887 Congress passed the Inter-state Commerce Act, which required railroads tocharge “reasonable and just” rates. The act alsocreated the Interstate Commerce Commission(ICC) to supervise the railroad industry and,later, the trucking industry.

The New ReformersSome journalists, nicknamed muckrakers,

helped progressives by exposing injustices.Magazine writer Lincoln Steffens was one ofthe most effective muckrakers. Steffens exposed

“It is theduty ofthe publicto know.”—Ida Tarbell, 1905


corrupt political machines in New York,Chicago, and other cities. His articles strength-ened the demand for urban reform.

Another writer, Ida Tarbell, described theunfair practices of the oil trust. Her articles ledto public pressure for more government controlover big business.

In his novel The Jungle (1906), Upton Sinclairdescribed the horrors of the meatpacking indus-try. His shocking descriptions of unhealthfulpractices in meatpacking spurred Congress topass the Meat Inspection Act and the Pure Foodand Drug Act.

Identifying What are trusts?

Expanding DemocracyIn the early 1900s, progressives backed a

number of reforms to expand the people’s directcontrol of the government. Oregon took the leadin giving voters more power. The reformsincluded a direct primary election, and the ini-tiative, the referendum, and the recall.

The initiative allowed citizens to place a meas-ure or issue on the ballot in a state election. Thereferendum gave voters the opportunity toaccept or reject measures that the state legislatureenacted. The recall enabled voters to remove

giving voting rights to freed men—but not towomen. Some leading abolitionists became suf-fragists—men and women who fought forwoman suffrage, or women’s right to vote.

Suffragists won their first victories in theWest. Wyoming led the nation in giving womenthe vote. Between 1910 and 1913, five otherstates adopted woman suffrage. In the mean-time suffragists continued their struggle to winthe vote everywhere.

In 1919 the Senate voted in favor of the Nine-teenth Amendment, which allowed woman suf-frage. The amendment was ratified in 1920, intime for women to vote in that year’s presiden-tial election. For the first time, American womenwere able to participate in the election of theirnational leaders.

unsatisfactory elected officials from their jobs.These reforms were called the Oregon system.Other western states soon adopted the reforms.

Progressives also changed the way UnitedStates senators are elected. The Constitution hadgiven state legislatures the responsibility, butparty bosses and business interests often con-trolled the process. The Seventeenth Amend-ment provided for the direct election of senators.Ratified in 1913, the amendment gave the peoplea voice in selecting their representatives.

CitizenshipThe Fight for Suffrage

Women at the Seneca Falls Convention in 1848had called for the right to vote. After the CivilWar, Congress passed the Fifteenth Amendment,

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By 1919 a total of 15 states allowed women to vote in all elections.1. Place What state was the first to grant women equal

suffrage?2. Comparing What was the status of woman suffrage in

your state by 1919?

“Is there no redress, no peace, no justice in this land for us? Tell the world the facts.”—Ida B. Wells


A Progressive in the White HouseThe wave of progressive reform that began to

sweep across the United States eventuallyreached the level of presidential politics. Thefirst progressive president was RepublicanTheodore Roosevelt, who took office after Pres-ident McKinley was assassinated. Beginning in1902, Roosevelt began to take action againstcompanies that had violated the ShermanAntitrust Act. His administration sued trusts inthe railroad, beef, tobacco, and oil industries.Roosevelt also believed strongly in the need forconservation—the protection and preservationof natural resources.

Reform ContinuesRoosevelt’s successor, William Howard Taft,

continued many of Roosevelt’s policies.Woodrow Wilson, who became president afterTaft, introduced his own progressive reforms.He convinced Congress to create the FederalReserve—a system of 12 regional banks sup-ported by a central board based in Washington.Wilson also established the Federal Trade Com-mission to investigate corporations for unfairtrade practices.

Prejudice and Discrimination Despite progressive reforms, many Ameri-

cans still faced discrimination—unequal treat-ment because of their race, religion, ethnicbackground, or place of birth.

Some Americans faced discriminationbecause of their religion. Many Americansfeared that Catholic immigrants threatened theAmerican way of life.

Many Jewish immigrants came to America toescape prejudice in their homelands. Somefound the same anti-Semitic attitudes in theUnited States. Landlords, employers, andschools discriminated against Jews.

Discrimination was also based on race. In Cal-ifornia and other western states, Asians strug-gled against prejudice and resentment. WhiteAmericans claimed that Chinese immigrants,who worked for lower wages, were taking awayjobs. Legislation limited the rights of immi-grants from Japan as well as China.

African Americans Seek Justice African Americans faced discrimination in

both the North and the South. Although offi-cially free, African Americans were denied basicrights and restricted to second-class citizenship.In 1896, the Supreme Court, in Plessy v. Ferguson,legalized segregation, which recognized thelegality of “separate but equal” facilities.

African Americans rose to the challenge ofachieving equality. Booker T. Washingtonfounded the Tuskegee Institute to teach AfricanAmericans technical skills to help them escapepoverty. Ida B. Wells, editor of an AfricanAmerican newspaper, began a crusade to endlynching.

W.E.B. Du Bois was one of the most impor-tant African American leaders of the time. DuBois urged African Americans to fight for civilrights. Under no circumstances, he said, shouldthey accept segregation. Du Bois helped foundthe National Association for the Advancementof Colored People (NAACP) in 1909. This inter-racial group has remained at the forefront ofefforts to gain legal and economic equality forAfrican Americans.

Mexican Americans Work TogetherImmigrants from Mexico had long come to

the United States as laborers, especially in theWest and Southwest. Between 1900 and 1914,


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Overseas ExpansionBy 1890, the United States spanned the conti-

nent from the Atlantic to the Pacific. Americansnow began to look west across the Pacific fornew frontiers. They wanted to expand Amer-ica’s trade and power.

Expanding HorizonsAmericans knew that they faced competition

from other nations overseas. The late 1800s andearly 1900s were an age of imperialism—a timewhen powerful European nations, as well asJapan, created large empires. The search formarkets and raw materials in Asia and Africadrove imperialism.

Imperialism convinced many Americans thatif the United States wanted to keep its economygrowing, it too had to expand its power over-seas. Some Americans also had a sense of mis-sion. They wanted to share Christianity andWestern civilization with the people of Asia.

Many American settlers in Hawaii set up sugarcane plantations and began selling sugarto the United States. In the early 1890s, they

the Mexican American population grew dramat-ically as people crossed the border to escape rev-olution and economic troubles in Mexico.

Like other immigrant groups, Mexican Amer-icans encountered discrimination and violence.Relying on themselves to solve their problems,they formed self-defense associations to raisemoney for insurance and legal help. In laborcamps and Mexican neighborhoods, they organ-ized self-help groups to deal with overcrowd-ing, poor sanitation, and inadequate publicservices.

Describing How did the Seven-teenth Amendment extend the people’s role in the demo-cratic process?

American troops sailed from Tampa, Florida, to the south coastof Cuba in June 1898. Admiral Dewey had already sailed fromHong Kong to Manila.1. Movement According to the two maps, in which area

did more of the fighting take place?2. Analyzing Information On what two Caribbean

islands did United States forces land?

MotionIn

decided that Hawaii should join the UnitedStates so that they would not have to pay tariffson their exports. In 1893, the sugar plantersoverthrew the Hawaiian queen, and five yearslater the United States annexed Hawaii.

The Spanish-American WarThe people of Cuba had lived under Spanish

rule for centuries. In 1895, Cubans, led by JoséMartí, began a war of independence againstSpain. Many Americans sympathized with theCubans. American support was intensified byyellow journalism—sensational, biased, andoften false reporting by many of the nation’sleading newspapers.

In early 1898, President McKinley sent thebattleship Maine to protect Americans living inCuba. On February 15, 1898, the Maineexploded, killing 266 people. American papersblamed the Spanish. On April 25, 1898, Congressdeclared war on Spain.

The opening of the Spanish-American Warfound the United States unprepared to fight. In1898 the U.S. Army had only 28,000 soldiers. Tocorrect the situation, Congress approved theaddition of over 30,000 soldiers to the regular, orpermanent, army and authorized a large volun-teer force. Among the volunteers was a cavalry

unit called the “Rough Riders,” led by ColonelLeonard Wood and his second in command,Lieutenant Theodore Roosevelt.

The first battle of the Spanish-American Warhappened thousands of miles away in the Span-ish colony of the Philippines. In May 1898shortly after war was declared, CommodoreGeorge Dewey sailed his fleet into Manila. Withhis command, “You may fire when ready, Mr.Gridley,” the onslaught began. When the firingwas over, the Spanish fleet was destroyed. Not asingle American vessel was lost.

At the time Dewey did not have the supportneeded for a land attack. He decided to blockManila until help arrived. In July supporttroops arrived in the Philippines. Americanforces, backed by Filipino rebels under GeneralEmilio Aguinaldo, captured Manila in August.

Meanwhile, the rest of the Spanish fleet wasblockaded in Santiago Harbor in the Caribbean.By the end of June, Americans forces, includingthe Rough Riders, had landed in Cuba and werepushing toward the city of Santiago. After fiercefighting, American troops won at El Caney andSan Juan Hill. The Spanish surrendered.

Describing What happened to theMaine?

Checking for Understanding1. Key Terms Define: muckraker,

suffragist, imperialism, yellowjournalism.

2. Reviewing Facts Name five groupswho were the targets of discrimina-tion in the late 1800s and early1900s.

Reviewing Themes3. Groups and Institutions Who were

suffragists? What right does the Nine-teenth Amendment provide?

Critical Thinking4. Identifying Assumptions Some who

favored American expansion believedit was the nation’s mission to “civi-lize” the “uncivilized” people of theworld. What do you think they meantby uncivilized ?

5. Organizing Information Re-createthe diagram below and list two reasons for American expansionoverseas.

Analyzing Visuals6. Geography Skills Examine the map

on page 542. Why do you think thepercentage of states allowing womansuffrage was so much higher in theWest than in the East?


Expository Writing Find a news-paper article that deals with therole of women today. Rewrite thearticle to reflect how this informa-tion might have been presented inthe late 1800s and early 1900s.

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1914World War Ibegins

1917United Statesenters war

1920Prohibition begins

Main Idea The United States entered World War I and helped the Allies win.

Key Termsnationalism, propaganda, repara-tions, Prohibition

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and list events that promptedthe United States to enter the war.

Read to Learn• what role the United States played

in World War I.• how the nation changed during the

1920s.

Section ThemeGlobal Connections The entry of theUnited States into the war eventuallyled to Germany’s surrender.

World War I andIts Aftermath

The swift chain of events that led to war in Europe in 1914 stunned Americans. Mostagreed with Jeannette Rankin—the first woman to serve in the U.S. Congress, at a timewhen women could not even vote in most states—that “You can no more win a warthan you can win an earthquake.” Most Americans wanted the country to stay out ofother countries’ affairs. They saw no good reason to get involved in a conflict that theybelieved grew out of national pride and greed. As time went on, however, the UnitedStates found it more and more difficult to remain neutral.

The people of the time called the conflict the World War, or the Great War,because they believed that never again would there be another like it. The con-flict, which began in Europe, soon spread. Although the United States tried toremain neutral, it was drawn into the conflict. Over the next few years, nearly30 nations were at war. The main campaigns were fought in Europe, butarmies also fought in the Middle East, Africa, and China, and navies clashedworldwide.


Preview of Events

Guide to Reading

✦1910 ✦1915 ✦1920

U.S.declares

war

Jeannette Rankin

547

World War The tensions that led to World War I went

back many years. The conflicts grew as Euro-pean nations pursued dreams of empire, builtup their armies, and formed alliances.

War Erupts in EuropeNationalism—a feeling of intense loyalty to

one’s country or group—caused much of thetension in Europe. Because of nationalism,Britain and Germany raced to build the largestnavy. To protect themselves, European nationsbegan to form alliances—defense agreementsamong nations.

In June 1914, a Serbian terrorist namedGavrilo Princip assassinated Archduke FranzFerdinand, heir to the throne of the Austro-Hun-garian Empire. Austria-Hungary blamed Ser-bia’s government for the attack, and declaredwar on Serbia.

At this point, the alliance system broughtabout a world war. Russia decided to help Ser-bia, which caused Austria-Hungary’s ally Ger-many to declare war on Russia as well as onRussia’s ally France. Germany then invaded Bel-gium, so Britain, which had promised to protectBelgium, declared war on Germany.

The “Great War” had begun. On the one sidewere the Allied Powers—Great Britain, France,and Russia. On the other side were the CentralPowers—Germany, Austria-Hungary, and theOttoman (Turkish) Empire. Japan and Italyjoined the Allies as well.

The British and French stopped the Germanattack on France at the Battle of the Marne. Forthe next three years, the two sides faced eachother across an elaborate network of trenches.The war had reached a stalemate.

America Enters the WarWhen World War I began, President Wilson

declared the United States to be neutral. To gainthe support of Americans, both the Allies andthe Central Powers used propaganda—informa-tion designed to influence opinion. As the warwent on, Americans began to side with theAllies. At the same time, American trade withthe Allies soared.

To stop the American assistance to the Allies,Germany began using submarines, known as U-boats, to sink cargo ships headed to Britain. InMay 1915, a U-boat sank the passenger shipLusitania, killing more than 1,000 people, includ-ing 128 Americans. After Wilson denounced theattack, Germany promised to warn neutral shipsbefore attacking.

History

The Lusitania left New York for England on May 1, 1915.Germany had placed a warning notice in American news-papers, but few people took it seriously. How did theUnited States respond to German U-boat attacks?

In 1917, Germany broke its promise andordered its U-boats to attack without warning.In mid-March, U-boats sank three Americanships. President Wilson asked Congress todeclare war on Germany on April 2, 1917.

Americans Join the AlliesShortly after declaring war, Congress passed

the Selective Service Act, establishing a militarydraft. By the end of the war, about 3 millionAmerican men had been drafted, and another 2million had volunteered. More than 300,000African Americans joined the military.

As America prepared to enter the war, Russiawithdrew. In November 1917, the Bolsheviks—a group of Communists led by Vladimir Lenin—overthrew Russia’s government. In March 1918,they signed a treaty ending the war with Ger-many. Shortly afterward, the Germans launcheda massive offensive in France. Their goal was tosmash the British and the French armies beforethe Americans could fully mass their strength.As a result, shortly after the Americans wereassigned their first divisional area north of Parisat Cantigny, the German army was about 40miles from Paris.

American Troops in BattleAt Cantigny about 4,000 soldiers of the First

Division made the first American offensiveaction of the war. After a bitter battle, thesetroops won the first victory ever by Americansfighting in Europe.

In June 1918, American divisions wereordered to the Marne River. The objective was torecapture Belleau Wood. For 24 hours a day for the next two weeks, U.S. marines fought theirway through the forest. The Americans finallytook the forest—but at a cost of thousands of casualties.

The Germans launched a massive offensive atChâteau-Thierry along the Marne in July.Together the Americans and the French foughtback the Germans, breaking their offensivestrength, and for the first time, the Allies heldthe upper hand.

In late September, the United States First Armyunder the command of General John J. Pershing,attacked German military forces along the MeuseRiver and Argonne Forest in northeastern France.Victory at the battle of Meuse-Argonne, after 47days of heavy fighting, caused the German linesto crumble.


Much of World War I was fought from trenches where soldiersspent weeks at a time.


With their troops in retreat,German military leaders real-ized they had little chance ofwinning the war. On October4, 1918, the German govern-ment appealed for anarmistice. An armistice is anagreement to end the fighting.On November 11, 1918, anarmistice based on Allieddemands was signed by bothsides. The fighting was over,and plans began to build alasting peace.

Searching for PeaceIn January 1919, President

Wilson and other world lead-ers met in Paris to negotiate atreaty ending the war. TheTreaty of Versailles, as it wasknown, set up the League ofNations—an internationalorganization to preserve thepeace. It required Germany tomake reparations—or pay-ments—for the damage it hadcaused. The treaty also cre-ated new nations includingCzechoslovakia, Yugoslavia,and Poland.

When Wilson presented theTreaty of Versailles to the Sen-ate for ratification, Republicans argued that theLeague of Nations would limit America’s inde-pendence. The Senate rejected the treaty. TheUnited States never did join the League of Nations.

Describing What happened in April 1917?

The 1920sTired of war and world responsibilities, Amer-

icans were ready to seek enjoyment. It was a timeof new pastimes and new heroes. Crosswordpuzzles and the Chinese game of Mah Jonggbecame national obsessions. Athletes like base-

ball’s Babe Ruth and golf’s Bobby Jones becamelarger-than-life heroes. Americans gloried in thefeat of Charles Lindbergh, who completed thefirst nonstop solo flight across the Atlantic.

A Time of TurmoilLabor and management had put aside their

differences during the war years. A sense ofpatriotism, high wages, and wartime lawshelped keep conflict to a minimum. Once thewar was over, conflict flared anew. The war-stimulated economy cooled down, and veterans

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Europe After World War I

1. Region What new nations bordered Germany?2. Analyzing Information Which new nations did not

have any coastline along a sea or an ocean?

Checking for Understanding1. Key Terms Write headlines for

events during World War I usingeach of the following terms: nation-alism, propaganda, reparations.

2. Reviewing Facts What did the Selec-tive Service Act do?

Reviewing Themes3. Global Connections What was the

Treaty of Versailles? Why did the U.S.Senate reject it?

Critical Thinking4. Analyzing Information Why did the

United States experience an eco-nomic boom in the early 1920s?

5. Organizing Information Re-createthe diagram below and describe hownationalism led to war.

Analyzing Visuals6. Geography Skills Examine the map

showing European borders followingWorld War I on page 549. Which of the following was not a newnation—Poland, Latvia, or Bulgaria?

found they had to compete for a decliningnumber of jobs. Workers in general wanted topreserve and, if possible, hike the wages paidduring the war. When management refused tocooperate many workers resorted to their chiefbargaining tool—the strike. Although strikeshad been in use in America since the 1870s,those which took place after World War I werenumerous and violent. In 1919 alone therewere more than 3,600 strikes involving mil-lions of workers.

The Red ScareMany Americans believed there was a strong

tie between union activism and radicalism. Thebelief helped fuel a movement to fight radicalismin the United States. Known as the Red Scare, themovement began with a general concern withcommunism. Communism is a theory that advo-cates the elimination of private property. It is alsoa totalitarian system of government in which asingle party controls the citizens.

The fears many Americans felt also led to anincrease in nativism—or anti-immigrant feel-ings. World War I had dramatically slowed thehuge flow of immigration that had begun in the1880s. After the war ended, heavy immigrationresumed. Many Americans saw the newcomersas a threat to their jobs and their security.

ProhibitionIn 1920, Prohibition began. This was a total

ban on the manufacture, sale, and transporta-tion of alcohol. People began making and sellingalcohol illegally, however. Prohibition also con-tributed to the rise of organized crime. Prohibi-tion was finally repealed in 1933 with thepassage of the Twenty-first Amendment.

A Booming Economy With the end of World War I and the start of the

1920s came another industrial revolution. Asenergy poured into industry, goods poured out.Among the products that gained popularity in the1920s were telephones, vacuum cleaners, refriger-ators, and canned goods. While these items andothers like them made it possible for Americans tospend less time on household chores and moretime on recreation another product had an evengreater impact. The product was the automobile.

The automobile industry revolutionized Ameri-can society. The industry used so much steel, glass,wood, gas, and rubber that it provided jobs formillions of workers. It transformed American buy-ing habits, making installment buying a way oflife. It promoted highway construction and travel.

Identifying What is Prohibition?When did it go into effect?


Descriptive Writing Make a list ofthree to five adjectives that youthink describe the mood of thenation during World War I. Drawor paint these adjectives on posterboard in a way that expresses thewords’ meanings.

Nationalism



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CHAPTER XX Chapter Title

Building a DatabaseWhy Learn This Skill?

Have you ever collected baseball cards or cata-logued the CDs in your collection? Have you everkept a list of the names and addresses of yourfriends and relatives? If you have collected informa-tion and kept some sort of list or file, then you havecreated a database.

Learning the SkillAn electronic database is a collection of facts that

are stored in files on the computer. The informationis organized in fields.

A database can be organized and reorganized inany way that is useful to you. By using a databasemanagement system (DBMS)—special softwaredeveloped for record keeping—you can easily add,delete, change, or update information. You give com-mands to the computer telling it what to do with theinformation and it follows your commands. Whenyou want to retrieve information, the computersearches through the files, finds the information, anddisplays it on the screen.

Practicing the SkillTheodore Roosevelt is one of the presidents dis-cussed in this chapter. Follow these steps to builda database of the politi-cal and cultural eventsthat took place duringhis presidency.

1 Find information about the events during thisperiod from encyclopedias, histories, and theInternet. Determine what facts you want toinclude in your database.

2 Follow instructions in the DBMS you are using toset up fields. Then enter each item of data intoits assigned field.

3 Determine how you want to organize the facts inthe database—chronologically by the date of theevent, or alphabetically by the name of the event.

4 Follow the instructions in your computer program to place the information in order ofimportance.

5 Check that the information in your database isall correct. If necessary, add, delete, or changeinformation or fields.

TechnologyTechnology

Theodore Roosevelt was the nation’s twenty-sixth president.

McKinley-Roosevelt campaign item, 1900

Applying the SkillBuilding a Database Bring current newspapersto class. Using the steps just described, build adatabase of political figures mentioned in thenewspapers. For example, you may wish to build a database of national leaders or government offi-cials in your community. Explain to a partner whythe database is organized the way it is and how itmight be used in this class.

551

552

Reviewing Key TermsOn a sheet of paper, define the following terms.1. transcontinental 5. imperialism2. reservation 6. nationalism3. collective bargaining 7. propaganda4. suffragist 8. Prohibition

Reviewing Key Facts9. What are boomtowns?

10. When was the transcontinental rail line completed?11. What did the Populist Party call for government to do?12. Why does a corporation sell shares of its business?13. What industry did Andrew Carnegie lead? How did his

company become so powerful?14. What are political machines?15. Why did Booker T. Washington start the Tuskegee

Institute?16. Where was the Spanish-American War fought?17. When did the United States enter World War I?18. What amendment to the Constitution granted women

the right to vote?

Critical Thinking19. Making Inferences Another name for the Populist

Party was the People’s Party. Why do you think thePopulists considered themselves to be a party of thepeople?

20. Evaluating Which of the inventions described in thechapter do you think brought about the most dramaticchange in people’s lives? Explain.

21. Drawing Conclusions Why do you think the right tovote was important to women?

22. Analyzing Themes: Culture and TraditionsRe-create the diagram below and describe two ways you think immigrants try to preserve their cultural heritage.

Reshaping the Nation1869• First transcontinental railroad completed

1870• Rockefeller organizes

Standard Oil Company

1876• Sioux defeat Custer’s forces

at Little Bighorn

1886• Trade unions form AFL

1886• Statue of Liberty is dedicated

1890• Massacre at Wounded Knee

1892• Populist Party formed

1901• Theodore Roosevelt becomes president

after assassination of McKinley

1903• Wright Brothers fly motorized airplane

1908• Ford introduces the Model T

1909• NAACP is formed

1914• World War I begins

1917• U.S. enters World War I

1919• Eighteenth Amendment

prohibits alcohol

1920• Nineteenth Amendment

grants woman suffrage

1927• Lindbergh flies across the Atlantic

Preserving their heritage

Citizenship Cooperative Activity28. Community Service Working in groups of three, inter-

view one of your community’s officials to learn how youcan begin taking an active role in the community. Mem-bers of your group may wish to volunteer for some sortof community service, then perform the service andreport your experiences to your classmates.

Economics Activity29. History and Economics Today many Native Americans

still live on reservations. Some reservations have devel-oped their own businesses and industries to help makethem more self-sufficient. With a partner, research to findinformation about a reservation in the United Statestoday. Write a report describing one of the major busi-nesses on that reservation.

Alternative Assessment Activity30. Portfolio Writing Activity Research the life of one of

the men or women from the chapter. Prepare a one-pagebiography of that person and share it with the class.

Self-Check QuizVisit and click on Chapter 18—Self-Check Quizzes to prepare for the chapter test.

tarvol1.glencoe.com

HISTORY


Directions: Choose the best answer to the following question.

People in the late 1800s took advantage of the opengrasslands of the West to develop which of theseindustries?

A Banking C RanchingB Manufacturing D Mining

Test-Taking TipThe important words in this question are open grass-lands. Banking and manufacturing do not need open

grasslands, so you can easily eliminate answers A and B.

Standardized Test Practice

Geography and History ActivityReading a Thematic Map Study the thematic map below;then answer the questions that follow.

23. What geographic region is shown?24. In what part of Texas were most of the large cattle

ranches located?25. What did the towns where the trails ended have in com-

mon? Why was this important?

Practicing SkillsMaking Inferences 26. Many Americans wanted the United States to remain neu-

tral during World War I. Why do you think many Ameri-cans feared war?

27. How might economic interests get in the way of thenation remaining neutral?

N

S

EW

100 kilometers0Albers Conic Equal-Areaprojection

100 miles0

100°W105°W 95°W

40°N

35°N

30°N

Arkansas R.Sabine R.

Pecos

R.

Rio Grande

Nu

ec e s R.

Brazos R.

Colorado R.

Red R.

Gulf ofMexico

XIT Ranch

JA Ranch

KingRanch

Matador Ranch

Wallace Ranch

RandadoRanch

BugbeeRanch

MEXICO

INDIANTERR.

NEWMEXICOTERR.

COLO.

NEBR.IOWA

MO.KANS.

TEXASLA.

ARK.

Victoria

Laredo

San Antonio

Dallas

Houston

FortWorthEl Paso

Santa Fe

Ogalalla

Pueblo

Denver

Cheyenne OmahaCouncil Bluffs

St. JosephKansasCity

SedaliaTopeka

Wichita

Albuquerque

EllsworthAbilene

DodgeCity

FortBelknap

Austin

FortConcho

The Cattle Kingdom

Goodnight-LovingTrail

Western Trail

Chisholm Trail

Sedalia Trail

Railroad

Cattle ranch

MotionIn


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