TN 5th Grade Unit 1 Teacher's Edition Sample

©2023 Carole Marsh/Gallopade International/ 

Peachtree City, GA • All Rights Reserved 

Published by Gallopade • Manufactured in the USA, 

January 2024 

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Table of Contents 

Introduction to Gallopade Curriculum.......... 2 

Pacing Guide................................................... 11 

Planning Guides and Answer Keys................ 13 

Unit 1: Industrialization, the Gilded Age, and the 

Progressive Era (1870s-1910s)................................ 15 

Unit 2: World War I and the Roaring Twenties 

(1920s-1940s)............................................................ 51 

Unit 3: World War II (1930s-1940s)...................................... 71 

Unit 4: Post-World War II and the Civil Rights 

Movement (1940s-1960s)........................................ 86 

Unit 5: Tennessee Prior to Statehood (Pre-1769)............ 108 

Unit 6: Statehood and Early Tennessee History 

(1796-1849).............................................................. 139 

Unit 7: Tennessee in the Civil War Era (1850s-1900)....... 158 

Unit 8: Tennessee in the 20th Century 

(1900-present)......................................................... 172 

Social Studies Academic Standards........... 211 

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This Teacher’s 

Edition includes: 

✔ An overview of Gallopade 

Curriculum resources and 

ideas on how each can be 

used 

✔ Answers to all questions and 

activities in the Tennessee 

Experience Student Book 

✔ A “scope and sequence” to 

make it easy to know which 

resources to use when 

✔ A place to plan and document 

your instructional calendar, 

assignments, due dates, test 

dates, strategy ideas, coverage 

of standards, and more 

✔ A Pacing Guide to stay on track 

throughout the year 

✔ Tennessee Academic 

Standards 

Don’t forget about your online 

access to additional tools and 

resources! (Included in class set 

purchases only) 

Thank you for 

your business! 

Welcome to 

Gallopade Curriculum 

Dear Tennessee Educators, 

Thank you for all that you do as an educator of children in Tennessee. 

We are pleased to partner with you in this important endeavor. Gallopade 

created The Tennessee Experience to help you teach social studies and meet 

all of the Tennessee Academic Standards for Social Studies. We hope this 

“experience” serves you and your students well! 

By sharing your many ideas, needs, wish-lists, field-test results, testimonials, 

and feedback, you have helped us create a truly unique experience for 

Tennessee, tailored to your needs. We appreciate the opportunity to be part 

of your team to educate Tennessee students about social studies. It’s such an 

important time to teach students how and why to be good citizens and active 

participants in their community, state, nation, and world. We are proud to help 

you with these important responsibilities—and we are excited to present you 

with an array of resources to make your challenging job easier! 

• This Teacher’s Edition includes learning objectives, openers, essential 

questions, and instructional strategies to help you lay the foundation 

for each lesson. Planning pages at the beginning of each lesson give 

you a place to document your goals, priorities, calendar, and notes for 

customized instruction and differentiation strategies. 

• Our Teaching Tools incorporate expanded inquiry-based learning, 

vocabulary, writing prompts, primary sources, and more into your 

“experience.” We’ve woven your Teaching Tools into the course where 

they align with Student Book content and skills to make it easy to get 

exactly what you need, exactly when you need it! 

You can count on Gallopade to listen and innovate as your needs, challenges, 

and wishes change and grow. We always look forward to hearing your 

comments, input, and ideas. We are your partner in education, and we 

appreciate all that you do! 

Sincerely, 

Carole Marsh and the 

entire Gallopade team 

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Please submit suggestions and ideas for additions to this 

Teacher’s Edition or any of our Tennessee Experience products to: 

newideas@gallopade.com 

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The Tennessee Experience 

HOW IT WORKS 

5. TRACK 

Measure and 

monitor student 

engagement, 

performance, and 

success. 

4. TEST 

Use ExperTrack 

Assessments to review 

core content and assess 

skills (grades 2-8). 

1. BUILD 

Customize lessons and 

create assignments in 

Gallopade Curriculum 

Online. 

3. REINFORCE 

Use Teaching Tools 

activities, projects, 

videos, and more 

to add rigor to 

instruction. 

2. TEACH 

Engage students 

to read, learn, and 

interact with their 

Student Book. 

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3

Connect With Your 

CLASS COMPONENTS ONLINE 

Teaching just got easier. Your Class Set Purchase includes: Student Books, a Teacher’s Edition, Online Teaching 

Tools, Images, Videos, Links, an Instructional Platform for teachers, a Digital Course for students, ExperTrack 

Assessments (grades 2-8), Reporting and Analytics, and world-class support to help you when you need it. 

Instructional Platform 

Gallopade Curriculum Online provides teachers with everything 

needed to teach the standards. Content is organized by Units 

and Chapters. Assign content, activities, and assessments. Grade 

assignments and send feedback to students. 

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Digital Course 

Students can access and interact online with The Tennessee 

Experience Student Book. Complete and submit assignments 

online. View grading and teacher feedback. 

Log in at www.gallopadecurriculum.com 

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Teacher’s Edition 

100% aligned, all-in-one resource combining textbook content with 

workbook activities. Filled with DOK-Leveled activities and literacy (ELA) 

builders. Pages are perforated. Print and digital component. 

Student Book 

©Gallopade • All Rights Reserved • www.gallopade.com 

Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased. 

Graphic Organizer 

put glue on the BACK of this striped section 

Me 

Benjamin Franklin 

To add this to your interactive workbook, cut along the outside dashed lines, and fold on the solid line. 

Put glue on the BACK of the striped area, and glue it to the top of a page it relates to. 

Glue it so it is readable when flat, and you can fold it upwards to read the workbook page. 

Flip 

to learn 

more about 

TEACHING TOOLS 

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BOTH 

Complete the Venn diagram to compare Ben Franklin’s childhood to your own. Use information 

you have learned about Ben Franklin to compare with your own life. 

NAME: _____________________________________________ 

BENJAMIN FRANKLIN AND ME 

COMPARE AND CONTRAST 

Complete Tennessee Experience Student Book with answers to all 

questions and activities. Plan with Unit/Chapter Openers and 

Unit/Chapter Planners. Print and digital component. 

Teaching Tools 

Hundreds of assignable tools and activities add rigor to instruction 

with a focus on inquiry, critical thinking, writing, literacy, and 

processing skills. Teaching Tools include image galleries, interactive 

read-aloud and review activities, writing prompts, and other items. 

Print and digital component. 

ExperTrack Assessments (grades 2-8) 

Auto-graded and pre-built Checkpoint, Benchmark, and End-of-Year 

assessments cover core content and skills. Digital component. 

Grading & Reporting 

Easily measure and monitor student success with reports at the 

course, class, and student level. Standards-based reporting provides 

documentation of student progress throughout the school year. 

Digital component.

INQUIRY-BASED 

LEARNING 

MAP SKILLS 

ACTIVITIES 

PROJECT- BASED 

LEARNING 

PRIMARY SOURCE 

ANALYSIS 

Go Beyond the Book 


Teaching Tools are organized to match Student Book units and chapters, making it simple to access and print the 

resources you want to use. Teaching Tools enhance instruction while easing the burden on your time. We help you get 

exactly what you need, when you need it! Digital component. 

Teaching Tools help you... 

✔ Launch instruction with student 

engagement and inquiry 

✔ 

✔ 

✔ 

Meet local requirements to identify 

learning objectives with ease 

Boost rigor with primary source analysis, 

project-based learning, graphic organizers, 

and more 

Build literacy, vocabulary, and writing skills 

AND 

MORE! 

✔ 

✔ 

✔ 

Maximize student comprehension 

with interactive workbook pages 

and study guides 

Plan and document instructional calendars, 

assignments, due dates, and test dates on 

designated planning pages 

Add notes and plan strategies, 

differentiation, and assessments 

WRITING PROMPTS 

ABC 

STUDY GUIDES 

VOCABULARY BUILDERS 

INTERACTIVE 

WORKBOOKS 

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Links: 

Teaching Tools vary based on the specific content, skills, and standards 

covered. Here are the tools you will most commonly find: 

©Ga lopade • A l Rights Reserved • www.ga lopade.com 


Inquiry-Based Learning 

Let’s take a look at 


Launch Your Lessons in Style! 

Unit and Chapter Openers provide instructional strategies to 

activate students’ existing knowledge and real-world experiences 

and spark students’ curiosity and inquiry. 

Hit Learning Targets 

with Accuracy! 

A Learning Objectives page identifies the Tennessee-Aligned 

Learning Targets for the unit and lists the Tennessee Academic 

Standards Correlations for standards and matrices. Use for your 

own reference or post them on your whiteboard. 

Boost Vocabulary for 

Learning Success! 

Vocabulary instruction is essential for academic success! 

Preparing students for learning content by teaching and assessing 

vocabulary helps you identify and break through learning 

roadblocks before they get in the way of students! Vocabulary 

tools save you time. 

A Vocabulary Builder activity sheet is provided for every chapter 

or unit. This ready-to-use resource includes key terms essential 

for content comprehension. 

Each Vocabulary Review (crossword or other activity) matches 

the words introduced with the Vocabulary Builder sheet. 

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START WITH 

THIS ACTIVITY 

Hook & engage 

to boost curiosity, 

inquiry, motivation, 

and results! 

CHAPTER 10 

TENNESSEE EXPERIENCE | GRADE 5 | UNIT 3 

WORLD WAR II 

CHAPTER OPENER 

1. Ask students what they know about the attack on Pearl Harbor, Hawaii, 

during World War II. (Most likely, some students won’t be familiar with this 

event, and some students will be. You are really just looking for a general 

overview of what occurred—if your students know.) 

2. Make an assignment for students to do this next part in small groups. 

Ideally include an adult teacher, counselor, librarian, or parent volunteer as 

part of each group to provide guidance or support as needed. 

• Watch a video about the attack on Pearl Harbor. 

(You can select a video for students to watch.) 

• Write a 3-2-1 assignment on this video. Students should list: 

Î 3 things they learned about Pearl Harbor from the video 

Î 2 questions about Pearl Harbor they have after watching the video 

Î 1 fact they want to share about Pearl Harbor 

3. Have students share their 3-2-1 assignments with a partner, their small group, or with the 

whole class. Compile a class list of the questions so you can revisit them at the end of the 

chapter to be sure all are answered. 

SPECIAL NOTE TO TEACHERS: 

The events that occurred at Pearl Harbor were catastrophic and horrific. Similarly, so were many 

other World War II events that happened around the world. As part of this activity and unit, 

you will want to be extra sensitive to students thoughts and feelings as they learn about the 

tragedies that occurred as part of World War II. While all wars have their share of death and 

destruction, World War II may be one of the first “modern history wars” that your fifth grade 

students will explore in depth. While not exactly modern, it may feel more real and relevant 

than other wars they have learned about since students may have heard about World War II 

experiences or connections from grandparents or great-grandparents for whom this war was a 

major life event. 





START WITH 

THIS ACTIVITY 

Hook & engage 



and results! 

UNIT 3 

WORLD WAR II 

1930S-1940S 

UNIT OPENER 

1. Ask students to think about a time they saw someone being bullied. 

2. Ask students to explain why people might not get involved. 

3. Tell students that in part, World War II was about bullying. 

4. Ask students if anyone knows what an “allegory” is. (If they don’t, do not tell them yet.) 

Explain that an author named Eve Bunting wrote a seemingly simple children’s story that is 

an allegory for the bullying that occurred in World War II. If students did not already know 

what an allegory is, ask them if they can deduce it from what you just said. Then read a 

definition of allegory. 

5. Either read the book to students, have students read the book independently, or show an 

animated video, video read-aloud, or other version available on the Internet. Several links 

are provided below, or you can just do a search for “Eve Bunting The Terrible Things” on the 

Internet. Discussion questions and lesson plans can also be found online. 

6. Allow students to discuss their thoughts about the story in small groups or as a class. 

7. Tell students they will return to this story after they have learned more about World War II. 

https://vimeo.com/31162159 (animated video version) 

https://www.sde.idaho.gov/academic/ela-literacy/files/exemplar/grade-08/holocaust/ 

Holocaust-Allegory.pdf (pdf of introduction from Eve Bunting, story, and discussion 

questions) 

https://www.jewishlearningmatters.com/Lesson-Terrible-Things-An-Allegory-of-the- 

Holocaust-explores-the-Role-of-The-Bystander-2164.aspx (detailed lesson plans) 

7

CHANGES OVER TIME 

CUSTOMS & CELEBRATIONS 

WHAT ARE YOUR FAMILY TRADITIONS? 

8 

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Informational text reading selections expand beyond the 

standards to enrich instruction. Descriptive, colorful writing 

style introduces students to a wide range of vocabulary, 

boosting literacy. 

Enrich Topics and 

Increase Literacy! 

Each page includes high-tier DOK questions for students to think 

about and discuss. Pages also include simple hands-on activities 

for students to do independently or in small groups. 

Organized Thinking 

Boosts Cognition! 

More than twenty different types of Graphic Organizers 

are used throughout the year to help students visualize 

how to organize information and strengthen their 

analytical thinking skills! 

Each graphic organizer is designed so students can cut, fold, 

and glue it into their Student Books or interactive notebooks! 

How’s that for thinking ahead?! 

Give Your Students the 

Right Write Stuff! 

Use these original, creative Writing Prompts throughout the 

year to allow students to reflect on and use what they learn 

in authentic ways. These structured social studies writing 

assignments boost important ELA skills through real-world 

writing activities, while developing deeper understanding of 

social studies concepts. 

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Interactive Read Aloud 

Did you know another way for saying something that 

happened long ago or before the present time, which 

means now, is to say it happened in the past? What 

you had for breakfast yesterday is in the past. How 

kids got to school 100 years ago is also in the past. 

The way we live today is different from the way 

your parents lived, or your grandparents lived, or 

people before them lived. Did you know that in the 

past there was no electricity? This is what we use to 

make all our fun gadgets work when we plug them 

in. What do you think kids your age did for fun if they 

could not watch TV, use a computer, or plug in a radio 

and dance to their favorite songs? 

What are some other things that you think are 

different today from the past? 

Higher-Order Thinking 

Do you think it would be hard to live in a time with no cars, electricity, or telephones? Why? 

Extension Activity 

Home/Class/Center - Fold a piece of paper in half. Label one side “Past.” Draw pictures 

showing how people lived in the past. What did they wear? What did their house look like? 

How did they travel? Now, label the other side “Present.” Draw pictures of the same things. 

Are they different? 



Interactive Read Aloud 

How do you celebrate your birthday? How about Christmas or another special holiday? Did 

you know that some families celebrate holidays in different ways? 

Many families have “traditions.” A tradition means the style or custom in which things are done. 

Did you know the custom of putting up a Christmas tree came from Germany? Setting up a 

Christmas tree in a certain way has become a tradition in many families. 

What are some traditions in your family? 

Higher-Order Thinking 

Why do you think families have different traditions? 

Extension Activity 

Home/Class/Center – What is your family’s favorite holiday? 

Cut out pictures from magazines to create a collage. Show 

traditions and customs your family shares during that holiday.

into it 

Ocean 

• Let’s Practice pages reinforce important skills in students. 

The range of activities includes using timelines, identifying 

and analyzing point of view, solving problems, predicting 

outcomes, connecting causes and effects, reading 

comprehension, and more. 

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Map Skills 

©Ga lopade • All Rights Reserved • www.ga lopade.com 


Map Skills 

Practice & Review 

Key Concepts! 

• Let’s Review pages refresh students on critical content. 

They reinforce important points to help students improve 

understanding and make connections that strengthen 

retention of information. 

Analyze Authentic Sources 

Like a Historian! 

Primary Source Analysis adds rigor and higher-order thinking 

to your lessons. We searched the archives so you don’t have to! 

Each Primary Source Analysis tool includes a specific source with 

broad guidance to get students observing and analyzing like an 

archaeologist, historian, or scientist. A supplemental teacher 

notes page for each source gives you background information 

about the primary source to share in class discussions, plus lots 

of prompts you can use as needed to help students dig deeper! 

Improve Skills with Maps! 

Map Skills strengthen students’ ability to read, interpret, 

and use maps. Map Skills pages cover both content and skills. 

They give students extra practice and instruction to help build 

their geographical understandings. With these skills, students 

can also analyze political, cultural, and historical information 

presented via maps. 

NAME: _____________________________________________ 

NATURAL, CULTURAL, 

OR POLITICAL? 

FEATURES SHOWN ON MAPS 

Earth’s features can be categorized as natural, cultural, or political. 

Different maps show different features. Many maps show at least two types. 

Read the description for each type of feature shown on maps. 

Then list at least 6 examples of that type of feature. 

Natural (Physical) Features Cultural (Man-made) Features Political Features 

Features made by Earth’s natural forces: 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

Human-made features or human characteristics such as languages: 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

Divisions and names determined by governments, only visible on maps: 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

NAME: _____________________________________________ 

PHYSICAL FEATURES 

FROM SEA TO SEA 

1. Locate and label each of these natural physical features on the map. 

• Appalachian Mountains • Great Lakes • Atlantic Coastal Plain 

• Continental Divide • Gulf of Mexico • Interior Lowlands 

• Mississippi River • Rocky Mountains • Great Plains 

dry, flat plateau or 

grassland 

steep mountain range 

that was an obstacle to 

westward expansion 

an imaginary line 

made up of the high 

peaks of the Rocky 

Mountains 

made up of rolling 

flatlands with many 

rivers, broad river va leys, 

and grassy hi ls 

a body of water surrounded 

by land on three sides; 

is sometimes called 

“America’s Sea” 

inland port cities 

grew here 

discovered by 

Hernando de Soto; 

many tributaries flow 

the oldest mountain 

range in North 

America 

a lowland area that 

borders the Atlantic 

2. Circle the two major barriers settlers overcame in the country’s expansion from east to west. 

3. Did people who settled on the Great Plains have to cross these barriers? (Explain.) 

__________________________________________________________________________________ 

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Make Learning Meaningful 

and Authentic! 

Project-Based Learning: Hands-on projects serve as 

in-depth (and fun) learning opportunities. Most projects 

provide structured opportunities for authentic assessment. 

(Rubrics included!) 

Students learn more than just content from Project-Based 

Learning−students build inquiry, planning, research, 

collaboration, time management, and problem-solving skills 

(just to name a few)! Project-based learning encourages 

students to explore new ideas and broaden their experiences 

by incorporating innovation and creativity into their work. 

Review and Reinforce for 

Student Success! 

• Interactive Workbooks are guided reviews of key content, 

concepts, and skills. They conduct scavenger hunts through 

the Student Book to provide a great hands-on reinforcement. 

They also cleverly integrate social studies information 

processing skills into topics all year long! 

• Study Guides are detailed, key-point reviews of what students 

need to know. Study Guides make a great reverse roadmap for 

each chapter or unit. You can assign them as homework, as 

an “open book test,” or as an in-class review. These are a great 

tool for ensuring student success! 

Build Literacy with 

Leveled Content! 

Leveled Literacy helps to meet your students’ 

differentiated needs. 

Informational text reading selections are provided on two 

different reading levels. Each version covers the same content 

and includes the same high-tier DOK questions for students to 

think about and discuss. These ready-to-use resources allow 

all students to participate in whole-class discussions based on 

independent reading! 

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PLAN FLEX 

PART UNIT CHAPTER 

# of Extra 

Days Days 

SEMESTER 1: August through December complete Part 1 of Grade 5 TNSS Standards 

PART 1: 

The 

History 

of the 

United 

States: 

Industrialization 

to the 

Civil Rights 

Movement 

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PACING GUIDE SEMESTER 1 

1 

2 

3 

4 

Industrialization, 

the Gilded Age, 

and the 

Progressive Era 

1870s–1910s 

World War I 

and the 

Roaring Twenties 

1920s–1940s 

World War II 

1930s–1940s 

Post-World War II 

and the Civil 

Rights Movement 

1940s–1960s 

1 The South Changes After the Civil War 4 1 

2 Settling the Great Plains 4 

3 The Gilded Age 12 1 

PACING GUIDE NOTES 

Extension allows extra day for setting the scene with recap of where students left 

off in U.S. History at end of grade 4. 

Chapter Pacing (days): 1 intro and economic disparity; 3 industrial capitalists/ 

entrepreneurs; 4 inventions and innovations (specialization/assembly line); 3 labor 

conditions and labor unions; 1 review. Extension allows time for more in-depth 

"Captains of Industry" project. 

4 The Spanish-American War 4 2 Extension allows time for more in-depth yellow journalism project. 

5 The Journey of Immigrants 4 2 

6 Reform Movements of the Progressive Era 6 

7 World War I 6 1 

Extension allows time for more in-depth project into perspectives and 

experiences of immigrants. 

Chapter Pacing (days): 2 Prohibition and 19 th Amendment definition/overview; 

2 women's suffrage; 1 child labor; 1 project and review. 

Chapter Pacing (days): 2 U.S. entry into WWI; 1 Central and Allied Powers and 

impact of U.S. involvement, 2 Treaty of Versailles/League of Nations; 1 review. 

Extension allows additional time for propaganda posters activity if needed. 

8 The "Roaring Twenties" 4 1 Extension allows time for more in-depth project/presentation on 1920s talent. 

9 The Great Depression and the New Deal 6 1 

10 World War II 8 1 

Chapter Pacing (days): 2 causes of Great Depression and Hoover's role; 3 New 

Deal programs and Franklin D. Roosevelt; 1 review. Extension allows time for 

enrichment project on 1930s talent. 

Chapter Pacing (days): 1 rise of extreme leaders; 1 Axis and Allied Powers; 

3 U.S. involvement in WWII (including Pearl Harbor); 2 Holocaust; 1 end of war and 

review. Extension allows time for more in-depth Leaders of World War II project. 

11 Impacts of War on the Homefront 4 1 Extension allows time for more in-depth project on rationing. 

12 U.S. Society Changes after World War II 4 

13 The Cold War 5 

The Civil Rights Movement and Presidency 

14 of John F. Kennedy 7 1 

END OF FIRST SEMESTER # DAYS: 78 12 

Chapter Pacing (days): 1 Brown v. BOE, 2 bus boycotts and non-violent protest 

(including Parks and King), 1 Nash and Freedom Riders, 2 John F. Kennedy, 

1 review and timeline. Extension allows time for more in-depth timeline project. 

Tennessee Experience • 5th Grade Teacher’s Edition • This book is not reproducible. • ©Carole Marsh/Gallopade • www.gallopade.com 

page 11

PART UNIT CHAPTER 

PLAN 

# of 

Days 

SEMESTER 2: January through May complete Part 2 of Grade 5 TNSS Standards 

PART 2: 

Tennessee 

History 

5 

6 

7 

8 

Tennessee 

Prior to 

Statehood 

pre–1796 

Statehood 

and Early 

Tennessee 

History 

1796–1849 

Tennessee 

in the 

Civil War Era 

1850s–1900 

Tennessee 

in the 

20 th Century 

1900–present 

FLEX 

Extra 

Days 

PACING GUIDE NOTES 

15 Indigenous People and Settlements in Tennessee 4 1 Extension allows time for more in-depth museum project. 

16 Tennessee American Indian Tribes 5 

17 The Cumberland Gap and the Wilderness Road 3 1 Extension allows time for more in-depth explorer skit project. 

18 The Watauga Settlement 3 

19 The Cumberland Settlements 3 1 Extension allows time for more in-depth pioneer scrapbook project. 

20 The Overmountain Men 2 

21 The Lost State of Franklin 2 

22 Tennessee Becomes a State 2 1 Extension allows time for more in-depth border states project. 

23 Tennessee in the War of 1812 2 

24 President Andrew Jackson and the American Indians 4 

25 The Jackson Purchase and Influential Tennesseans 4 

26 Tennessee in the Civil War 4 1 Extension allows time for more in-depth Tennessee battles project. 

27 The Tennessee Constitutional Convention of 1870 3 

28 Difficulties for Newly Freed Slaves 3 

29 Tennessee Helps Pass the 19 th Amendment 3 1 Extension allows time for more in-depth 19 th Amendment cartoon project. 

30 Tennessee and the Great Depression 3 1 Extension allows time for more in-depth New Deal job posting project. 

31 Tennessee Contributes during World Wars I and II 3 1 Extension allows time for more in-depth changing roles in WWII project. 

32 Tennessee Contributes to the Civil Rights Movement 4 1 Extension allows time for more in-depth civil rights leaders project. 

33 Tennessee's Music Industry 3 

34 Influential Tennesseans in Modern History 3 

35 Tennessee's Three Grand Divisions 4 1 Extension allows time for more in-depth Tennessee map project. 

36 Tennessee Government 3 

END OF SECOND SEMESTER # DAYS: 70 10 

OTHER 

REVIEW COPY 

PACING GUIDE SEMESTER 2 

TCA Civics Project 5 

Guiding Question: How did civil rights leaders and legislation bring about 

change in Tennessee? 

End of Year Review and Test Prep 5 Recap and review, and complete any culminating projects. 

COMPLETE SCHOOL YEAR PLAN # DAYS: 158 22 

SUMMARY: 158-180 days pacing guide indicates flexible scheduling when required 


page 12

STUDENT BOOK INTRO PAGES 

A Word from the Author... 

Dear Student, 

Here’s your chance to learn more about the United States as well as your home 

state of Tennessee! This book is divided into two parts. Part 1 will guide you through 

American history following the Civil War and important events in the 20 th century. 

Part 2 takes you through the fascinating history of Tennessee and all the things that 

make your state unique! 

You’ll discover how the United States became an industrial power in the late 

19 th and early 20 th centuries. You’ll experience the Roaring Twenties, the 

Great Depression, the Cold War, and the Civil Rights Movement. 

You’ll see how the United States, once a country determined to remain 

isolated from world conflicts, was drawn into two world wars. 

And then, you will dive into Tennessee’s colorful past! There is a lot to 

learn about the American Indian tribes that lived in Tennessee, how the 

state was founded and settled, how the Civil War impacted the state, 

and how Tennessee grew and prospered in the 20 th and 21 st centuries. 

Plus, you’ll be introduced to many amazing Tennesseans who left their 

mark on the state and on American history! 

History is full of cooperation, conflict, compromise, contributions, 

innovation, creativity, and stories of people just like you. Come 

along with me and enjoy your very own Tennessee Experience — 

it’s a trip of a lifetime. 

© Carole Marsh/Gallopade • www.gallopade.com • Tennessee 5th Grade 

2 ~This book is not reproducible.~ 

©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade ©Gallopade 


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tAble of Contents 

Chapter 1: The South Changes After the Civil War ...................... 6 Chapter 2: Settling the Great Plains ........................................... 9 Chapter 3: The Gilded Age .................................................... 16 Chapter 4: The Spanish-American War .................................... 29 

Chapter 5: The Journey of Immigrants ...................................... 35 

Chapter 6: Reform Movements of the Progressive Era ................ 41 

UNIT 2: World War I and the Roaring Twenties (1920s–1940s) .....................................................................................................46 

Chapter 7: World War I......................................................... 46 Chapter 9: The Great Depression and the New Deal ................. 58 

Chapter 8: The “Roaring Twenties” .......................................... 53 

UNIT 3: World War II (1930s–1940s) ...........................................................................................................................................67 

Chapter 10: World War II ...................................................... 67 Chapter 11: Impacts of War on the Homefront ......................... 80 

UNIT 4: Post-World War II and the Civil Rights Movement (1940s–1960s) .....................................................................................84 

Chapter 12: U.S. Society Changes after World War II ............... 84 Chapter 14: The Civil Rights Movement and Presidency of 

John F. Kennedy ............................................... Chapter 13: The Cold War .................................................... 89 

Part 2: Tennessee History 108 

UNIT 5: Tennessee Prior to Statehood (pre-1796) ........................................................................................................................109 

Chapter 15: Indigenous People and Settlements in Tennessee ........109 Chapter 16: Tennessee American Indian Tribes ....................... 115 Chapter 17: The Cumberland Gap and the Wilderness Road ... 121 Chapter 19: The Cumberland Settlements ............................... 128 

Chapter 20: The Overmountain Men ..................................... 132 

Chapter 21: The Lost State of Franklin.................................... 134 

Chapter 18: The Watauga Settlement .................................... 124 

UNIT 6: Statehood and Early Tennessee History (1796–1849) .....................................................................................................137 

Chapter 22: Tennessee Becomes a State ................................ 137 Chapter 24: President Andrew Jackson and 

Chapter 23: Tennessee in the War of 1812 ............................ 140 

the American Indians ........................................ 142 

UNIT 7: Tennessee in the Civil War Era (1850s–1900) .................................................................................................................152 

Chapter 26: Tennessee in the Civil War ................................. 152 Chapter 28: Difficulties for Newly Freed Slaves ...................... 160 

Chapter 27: The Tennessee Constitutional Convention 

of 1870 .......................................................... 156 

UNIT 8: Tennessee in the 20th Century (1900–present) ..............................................................................................................164 

Chapter 29: Tennessee Helps Pass the 19 th Amendment ........... 164 Chapter 30: Tennessee and the Great Depression ................... 166 Chapter 31: Tennessee Contributes During World Wars I and II 169 Chapter 32: Tennessee Contributes to the 

Chapter 33: Tennessee’s Music Industry ................................. 179 

Chapter 34: Influential Tennesseans in Modern History ............ 183 

Chapter 35: Tennessee’s Three Grand Divisions ...................... 186 

Chapter 36: Tennessee Government ...................................... 190 

Civil Rights Movement ...................................... 173 

APPENDIX ..................................................................................................................................................................................192 

Project Based Learning: Tennessee Civics Assessment .............. 192 Glossary ...................................................................... 199 

End of Year Test - Part 1 ........................................................ 193 End of Year Test - Part 2 ........................................................ 196 

Index ...................................................................... 200 


~This book is not reproducible.~ 

3 


page 13

PART 1REVIEW 


COPY 

Part 1 

The History of the U.S.: 

Industrialization to the 

Civil Rights Movement 



5 

Notes: 


page 14

CHAPTER 3 

REVIEW COPY 

UNIT RESOURCES 

UNIT PRE-PLANNING NOTES 

Unit 1: Industrialization, the Gilded Age, and the 

Progressive Era (1870s-1910s) 

Start Date: 

End Date: 

Notes: 

Anticipated Start Date: 

Anticipated End Date: 

CHAPTER 1 

CHAPTER 2 




TOOL: 

COORDINATES W/ 

STUDENT BOOK: 



CHAPTER 4 

Unit Opener use FIRST 

 

 

 





CHAPTER 5 

CHAPTER 6 




page 15

UNIT OPENER 

START WITH 

THIS ACTIVITY 

Hook & engage 



and results! 


UNIT 1 


INDUSTRIALIZATION, THE 

GILDED AGE, AND THE 

PROGRESSIVE ERA 

(1870S-1910s) 

UNIT OPENER 

PART 1 

With about 10-15 minutes left of class: 

1. WRITE: “technology” on your whiteboard. Ask students to explain what the word on the 

whiteboard means. Then ask for a volunteer to look up the definition in the dictionary. 

(a scientific or industrial device or procedure, such as an invention) 

2. SAY: In our first unit, you will learn about changes that took place in the United States, 

from the end of the Civil War to the early 1900s. Many technologies, such as the light 

bulb, railroads, and telephone, were invented or came into common use during this 

time. These technologies led to major changes in people’s lives. 

3. SAY: Tonight, for homework, I want you to think of new technologies that have 

emerged in your lifetime. Choose one, and ask yourself: 

• How has this technology affected people? 

• What benefits or advantages do we get from using that technology? 

• What negative effects or disadvantages result from use of that technology? 

Remind students that technological changes can be big or small, and they can be found all 

around us, so students should look around for interesting examples! 

CONTINUED... 



REVIEW COPY 


UNIT 1 

The next day in class: 


PART 2 

4. Ask for volunteers to share the technologies they selected and discuss the advantages and 

disadvantages of those technologies individually and as a class. 

5. Tell students that like today’s changes, developments following the Civil War had major 

effects on people’s lives. Display for students a candle and a plugged-in lamp. Light the 

candle. Then ask a volunteer to turn on the light bulb. 

ASK: Which of these methods do you think is a better way to create light? Why? 

• Most students will probably choose the light bulb. As students list advantages of the 

light bulb, write them on the whiteboard. Possible advantages might include (you 

can prompt students if they do not think of some of these): 

• The light bulb is easier and less messy. 

• The light bulb gives off brighter light and does not burn down like the 

candle. 

• The light bulb will not go out as easily. (Blow out the candle to show how 

easily it can be extinguished.) 

• The light bulb is safer. 

6. Divide the class into small groups. Give each group a specific technology to discuss. 

Examples might include the telephone, the steel plow, machines to drill wells for water, and 

the automobile. Each group should create a list of ways they think this technology would 

have changed people’s lives. 

7. When the groups are done, have each group share its list with the class. Encourage the class 

to add more ideas to the list. 

8. SAY: You’re now ready to start learning about an exciting period of growth in our 

country! As you read this unit, keep your eyes open for ways new inventions and 

technologies changed people’s lives. Watch for ways they encouraged industries to 

grow and Americans to move West and settle new lands. 

Differentiation (to provide an extra challenge): 

As part of the Opener, or at another point during the unit, select students to work in one or 

several small groups to identify how the Computer Revolution changed lives. They can then 

use that information to compare and contrast the Industrial Revolution and the Computer 

Revolution, including how the technology advancements in each era impacted Americans. 




page 16


STUDENT BOOK: 

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CHAPTER PLANNING 


Chapter 1: The South Changes After the Civil War 


TOOL: 


STUDENT BOOK: 

TEACHING TOOLS (CONTINUED) 

TOOL: 

Learning Objectives + Correlations start + ongoing 

Interactive Workbook EOC 

Image Gallery throughout 

Vocabulary Quiz EOC 

Essential Questions start + ongoing 

Study Guide EOC 

Vocabulary Builder start + ongoing 

 

Let’s Review page 7 

 

Graphic Organizer page 7 

 

Writing Prompt page 8 

 

Project-Based Learning EOC 

 

Vocabulary Review EOC 

 

 


page 17

ExperTrack Online Assessment System: 

CHECKPOINT # 01 


INSTRUCTION NOTES 

ASSIGNMENT DUE DATES: 


END OF CHAPTER NOTES 

DIFFERENTIATION NOTES 

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CHAPTER REVIEW & ASSESSMENT: 

Vocabulary Review 

Interactive Workbook 

Vocabulary Quiz 

Study Guide 

 

 


page 18

STUDENT BOOK PAGES WITH ANSWERS 

UNIT 1 

ChApter 1 

Industrialization, the Gilded 

Age, and the Progressive Era 

1870s–1910s 

the south ChAnges After the CIvIl WAr 

After the Civil War, the South was devastated. During Reconstruction, the country rebuilt itself 

back into one Union. During that time, the South also tried to rebuild. However, economic 

recovery was going to take much longer than getting readmitted to the Union would. 

Problems faced by the South included: 

● Confederate money had no value. 

● Railroads, bridges, plantations, and 

crops were destroyed. 

● Banks were closed. 

● Businesses needed to be rebuilt. 

● African Americans needed housing, 

clothing, food, and jobs. 

● Plantation owners no longer had 

enslaved African Americans to work 

their farms. 

In the South, farming had been the way of life before the Civil War. Farming was what 

people expected to return to after the Civil War. But with formerly enslaved Africans now 

free African Americans, how would farming in the South work? 

Two types of farming arrangements developed: sharecropping and tenant farming. 

➡ Sharecroppers farmed a section of land owned by someone else in exchange for part of the 

income when the crop was harvested and sold. Landowners usually provided sharecroppers 

with a place to live, seeds, food, and other tools and supplies because most sharecroppers had no 

money. As a result, the landowner kept a large share of the income when the crop was sold. 

➡ 

Tenant farmers also farmed land owned by someone else. However, tenant farmers usually provided 

their own seeds, animals, and supplies, had their own house, and were more independent than 

sharecroppers. As a result, tenant farmers kept a larger share of income when crops were sold. 

While both arrangements produced crops and helped Southerners survive, neither method 

was very efficient. Sharecroppers, tenant farmers, and small farmers continued to struggle, 

as did the overall Southern economy. 

Rapid Recall 



Correlates with 5.01 

Develops SSP.02, .05, .06 

Why did the South experience so much more devastation than the North? 

_______________________________________________________________________________ 

Most Civil War battles were fought in the South. 



REVIEW COPY 

Farming with a tractor and a reaper 

Advancements in 

Agriculture 

Efficiencies in Farming... 

During the late 19 th and early 20 th centuries, 

new agriculture methods began to change and 

impact the South. Farmers in Tennessee were 

aided by advancements in mechanization, such 

as the tractor, to help them farm more of their 

land in less time. 

...Lead to Fewer Jobs on Farms 

As a result of improved farm technology and mechanization, Southern farmers needed 

less labor to farm larger areas of land. More efficient farming kept crop prices low. It also 

meant fewer jobs were available on farms. Low prices and fewer jobs made it harder to 

make a living as a small farmer. 

Farming was not the only industry where new advancements in technology occurred. New 

inventions in many areas helped the North move quickly toward an era of industrialization. 

Some Southerners feared the South would fall behind again. 

Promise of the New South 

Henry Grady was the editor of the Atlanta Constitution newspaper in the 1880s and a vocal 

supporter of Southern promise and potential. Grady used his platform as a newspaper editor 

to call attention to the “New South.” Quickly, Northern businesses began to take notice 

of the region’s potential. In 1881, Atlanta hosted the first International Cotton Exposition, 

an industrial fair held to attract businesses and banks to invest in the South. Hundreds of 

businesses participated, and Northern investors came to see what was happening in the South! 

Over the next few years, several 

more industrial fairs continued to 

entice Northern investment and 

became symbolic of a new era in the 

South—a rise from Reconstruction to 

industrialization and prosperity. 

Reading for Information 



Courtesy of Diana via flickr.com 

How was the “New South” promoted? Were efforts successful? 

_______________________________________________________________________________ 

One way the “New South” was promoted was through the International Cotton 

_______________________________________________________________________________ 

Expositions. Yes, the effort was successful in attracting Northern investment. 

_______________________________________________________________________________ 

_______________________________________________________________________________ 

7 


page 19


The Industrialized South 

Cities Expand 

REVIEW COPY 

As Northern businesses and investors funded 

Southern industries, the South began to 

flourish. New factories were built in Southern 

cities, encouraging Southerners to move 

from rural to urban areas for economic 

opportunities. Many farmers, especially 

sharecroppers, headed for new lives and 

new jobs in the cities. As a result, cities 

like Knoxville, Nashville, and Memphis grew 

significantly due to Northern investment in 

Southern industrialization. 

Transportation Advances Help 

Cities Grow 

Technological developments in transportation, 

such as railroads, also helped Tennessee cities grow. 

Railroads transported a variety of natural resources 

and goods throughout the state and the region. 

Coal Does Its Part, Too 

Coal mining also drove growth in the state, thanks to railroads that delivered coal from 

mines in the Appalachian Mountains to growing cities around the state. Coal was 

increasingly used in Tennessee’s growing economy to power machinery and trains. 

Comprehensive Cross-Check 

Match each type of area with its description. 

The city of Knoxville, TN, during the 1880s 

_____ D 

1. rural A. area with an economy based on farming 

_____ B 

2. urban B. area with a high population density; a city environment 

_____ A 

3. agricultural C. area with an economy based on manufacturing and technology 

_____ C 

4. industrial D. area with a low population density; a country environment 

Critical Thinking 


A 

Z Vocabulary 

rural: : describing the countryside and the 

people who live there 

urban: : describing cities and the people 

who live in them 

industrialization: : the widespread 

development of large-scale 

manufacturing and business activities 

On a separate sheet of paper, explain the reasons why the South began moving 

toward industrialization and the impact it had on cities across the South and Tennessee. 

As you organize your thoughts before writing, think about causes and effects, and let 

them guide your approach to the topic. 



Notes: 


page 20


STUDENT BOOK: 

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Chapter 2: Settling the Great Plains 



TOOL: 


STUDENT BOOK: 


TOOL: 









Writing Prompt #1 page 9 

 

Internet Link #1 page 14 

 


 

Writing Prompt #2 page 14 

 


 

Map Skills page 15 

 


page 21









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Study Guide 

 

 


page 22




ChApter 2 

settlIng the greAt plAIns 

Before the Civil War, brave pioneers passed through 

the center of the country on their way to California and 

Oregon. They crossed the Great Plains, but kept right 

on going! 

California 

The land in the Great Plains was different from the land 

east of the Mississippi River. The Great Plains were 

treeless flatlands that rose gradually from east to west. 

The land was tough prairie soil eroded by wind and 

water, and dust storms kicked up frequently. The plains 

saw little rainfall, and other sources of water were scarce. 

Colonel Richard Irving Dodge described the Great Plains 

in his book The Hunting Grounds of the Great West: 

“When I was a schoolboy, my map of the United 

States showed between the Missouri River and the 

Rocky Mountains a long and broad white blotch, 

upon which was printed in small capital letters, 

THE GREAT AMERICAN DESERT – UNEXPLORED.” 

Fact or Opinion 

Major Stephen H. Long described the Great Plains 

after his 1819 expedition: 

“In regard to this extensive section of the country, 

I do not hesitate in giving the opinion that it is 

almost wholly unfit for cultivation, and of course, 

uninhabitable by a people depending upon 

agriculture for their subsistence.” 



Develops SSP.01, .02, .03, .04, .05, .06 

Complies with T.C.A. 49-6-1006 

Determine whether each quotation above expresses a fact or opinion about the 

Great Plains. 

Fact 

1. quote by Colonel Richard Irving Dodge: __________________________________________ 

2. quote by Major Stephen H. Long: _______________________________________________ 

Opinion 

Inference 

Match the physical characteristic of the Great Plains with the obstacle it most likely 

presented to settlers. 

_____ B 

no materials to use for building a 

A. little rain, and rivers or streams that had 

house or to use for fuel 

only a seasonal flow 

_____ A 

lack of sufficient water for 

B. no trees 

humans and crops to survive 

C. tough prairie soil eroded by wind and water 

_____ C 

land was difficult to cultivate 

Washington 


Colum bia R. 

Oregon 

Nevada 

Idaho 

Utah 

Arizona 

Colorado R. 

Montana North Dakota 

Minnesota 

South Dakota 

Wyoming 

Iowa 

Nebraska 

Colorado 

New Mexico 

Rio Grande R. 

Kansas 

Oklahoma 

Texas 

MIssou ri R. 

Mississip pi R. 

Missouri 

Arkansas 

Louisiana 

Mississippi R. 

The Great Plains 

Eastern 

Ohio R. 

United 

States 

9 

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U.S. Government Encourages Westward Expansion 

The federal government actively encouraged westward expansion. It also promoted 

industrial and agricultural development. Some of the ways the U.S. government 

encouraged industrialization and westward expansion included: 

✯ 

✯ 

The government gave land 

to railroad companies to 

construct railroads. 

The army forced American 

Indians off western land 

desired by farmers and 

mining companies. 

Free Land on the Plains 

Land in the East was incredibly expensive and many 

people could not afford to buy it. Because of the 

Homestead Act, people could become landowners, 

as long as they were U.S. citizens and at least 21 years 

old. As a result, settlers packed up their belongings 

and moved to the Great Plains. Immigrants also could 

claim land in the region. All they had to do was plan to 

become U.S. citizens. 

To claim land in the Great Plains, settlers and 

immigrants had to: apply for the land, pay a $10 fee, 

build a home on the land, and then continue improving 

the land. After five years the homesteader would 

receive full ownership of the land, free of charge! 

Although it was very hard work and required 

determination and perseverance, many settlers and 

immigrants believed that the opportunity to own land 

was worth the sacrifice. 

Quick Review 

✯ 

✯ 

Fill in the blanks to complete each sentence. 

In 1862, the government passed the 

Homestead Act, which let settlers claim 160 

acres of land for free as long as they lived on 

it and developed it for a minimum of 5 years. 

The government passed high tariffs 

to protect American businesses from 

foreign competition. 


Great Plains advertisement 

during the 1870s 

1. The U.S. government _________________________________________ encouraged 

westward expansion. 

2. The U.S. government also offered land to settlers and immigrants for _______________ free 

if 

they agreed to live on it and farm it. The law that established this program was called the 

____________________________________________________________________________ Homestead Act 

. 



page 23




Inference 

Match each statement with the person who most likely said it. 

Write the correct letter below each character. 

My family had a small farm. 

I’m looking for action 

Out West, we plan to have a and adventure! Maybe I 

much bigger farm and grow will find it working on the 

lots of wheat! 

cattle trails out West. 

Now that 

A 

B 

my family and I are finally 

free from slavery, we’re 

moving out West to start 

a new life. We are so glad 

I work for the Union 

to have a chance for a new 

Pacific Railroad. We’ve just met up 

beginning. 

with the Central Pacific Railroad at Promontory 

C 

Point, Utah. The East and West are now 

connected, and folks can 

travel all the way across America 

by train. All Aboard! 

There’s still plenty of gold in 

D 

other places than California. 

I just know I’m gonna strike it 

rich—quickly! 

A D B C E 



E 

11 

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We Will Overcome! 

To overcome the challenges of getting to the Great Plains, settlers had to adapt to the 

physical environment. In addition to using new inventions, they changed many of the 

processes they used. Some of the innovative new processes and methods used included: 

sod houses dry farming wheat farming beef cattle raising 

Since there were few trees on the Great Plains, settlers and immigrants did not have much 

wood available to build houses. They looked to their surroundings for other materials to use 

to build their homes. One solution was to make houses out of sod. Sod houses or “soddies” 

were built with large bricks of prairie grass and dirt. Over time, soddies were enhanced or 

replaced with lumber and other materials brought to the Great Plains by the railroads. 

The technique of dry farming was developed to cultivate the drier lands of the Great 

Plains. In dry farming, the soil was plowed very deep with the newlyinvented 

steel plow to break the soil and slow the evaporation of 

water. Sometimes the land was plowed but not planted for a season, 

allowing it to hold more moisture. 

Windmills were a common sight on the Great Plains by the 1890s. Windmills and 

mechanical well-drilling machines let farmers draw up spring water from deep 

underground. Farmers could use that water for their families and to grow crops. 

The use of underground water, as well as improved irrigation, was essential for 

successful farming in the Great Plains! 

Farmers adapted to the region by growing crops that were better suited to the drier 

climate of the Great Plains. One example is wheat, a hardy crop that grows well 

in dry conditions. Wheat became an important agricultural crop for feeding the 

growing population in the United States. 

Beef cattle were raised on the Great Plains on large areas of open grassland that were 

unsuitable for growing crops. Thousands of cattle were herded from area to area during the 

“open range” period on the Great Plains. However, many farmers in the Great Plains did not 

want herds of cattle grazing on their land! To keep them off, farmers used barbed wire to 

protect their land, crops, and animals. 

Problem-Solution 

Fill in the blanks to show how technological advances allowed people to live in a 

more challenging environment: 

1. ___________________ Beef cattle 

were raised in areas of the Great Plains that were unsuitable for farming. 

2. ___________________ Dry farming 

is a technique that was developed to cultivate the drier lands of the 

Great Plains using the ___________________ steel plow 

to break the soil. 

3. Since farmers on the Great Plains did not have access to wood, they used 

___________________ sod to build their houses and ___________________ barbed wire 

to protect their land. 

4. ___________________ Wheat 

is a crop that is hardy enough to survive the dry conditions of the 

Great Plains. 




page 24




Discuss It 

“Necessity is the mother of invention.”—Plato, Greek philosopher 

Discuss what this quotation means and how it applied to settlers and immigrants moving to the 

Great Plains in search of a better life for themselves. 

Problem-Solution 

Look at each photograph showing a technological advancement that helped 

the Great Plains transform from a “treeless wasteland” into the “bread basket” 

of America. Beneath each photograph, name the technological innovation and 

describe the problem it solved. 

___________________________ sod houses 

___________________________ 

barbed wire 

___________________________ lack of wood 

___________________________ 

keep cattle off land 

___________________________ windmills 

___________________________ 

steel plow 

___________________________ lack of water 

___________________________ 

tough prairie soil 

Cause and Effect 

Because of these new techniques, people saw the Great Plains not as a 

“treeless wasteland” but as a: 

_____ A. great place to spend 

_____ B. vast area to be 

_____ C. barren land that 

a vacation 

settled 

could not be farmed 



13 

REVIEW COPY 

Clashes on the Great Plains 

As people moved west, many groups encountered American Indians on the Great Plains. 

Many early settlers and immigrants did not realize—or care—that they were in American 

Indian territory. Most newcomers to the region felt that they were entitled to any natural 

resource they found, including land and buffalo. The American Indian tribes saw this as a 

threat to their way of life, which led to many conflicts and deaths. 

Here to Save the Day! 

As tales of American Indian attacks made their 

way back east, the U.S. Congress decided that 

something had to be done to protect American 

citizens on the Great Plains. In 1866, Congress 

passed legislation that established six new, 

all-African American army units to defend 

people living in the region. The units also 

protected railroad construction, U.S. mail 

carriers, and supply wagons, while coping with 

the challenging terrain and conditions on the 

Great Plains. 

For nearly two decades, those soldiers 

fought against American Indians to 

ensure the safety of U.S. pioneers 

and others settling the Great Plains 

region. American Indians named 

them the Buffalo Soldiers because of 

their fierceness and bravery in battle. 

The soldiers quickly took the name 

as a sign of respect and put an image 

of a buffalo on their uniforms. After 

years of conflict, American Indians 

were ultimately forced to stay on their 

reservations and could no longer 

roam the lands. 

Fascinating 

Fact 


Buffalo Soldiers in Montana 

Sites where Buffalo Soldiers lived 

The Buffalo Soldiers were the first Black professional soldiers to serve in the U.S. 

Army during peacetime. From 1870 to 1890, fourteen Buffalo Soldiers earned 

the Medal of Honor, the Army’s highest award for bravery in combat! 

On a separate sheet of paper, explain the cause and effect relationship from when 

the Homestead Act was passed to the establishment of the Buffalo Soldiers. Include 

the responsibilities of the Buffalo Soldiers and the conditions they faced. 




page 25



REVIEW COPY 

Fascinating 

Fact 

George Jordan, a Buffalo Soldier from central Tennessee, won the Medal of Honor 

in 1890 for his role in repulsing an Apache Indian attack on Fort Tularosa, New 

Mexico. While serving as a soldier, Jordan learned how to read and write, an 

accomplishment that helped him advance to higher ranks in the U.S. Army. 

In His Own Words…. 

In a letter to the Secretary of the Interior, the U.S. Commissioner of Indian 

Affairs described the impact of government intervention on the lives of the 

Lakota Sioux Indians: 

“. . . buffalo and deer were the main support of the Sioux. Food, 

tents and bedding were the direct outcome of hunting. And with 

furs and pelts as articles of barter or exchange, it was easy for the 

Sioux to procure whatever constituted for them the necessities, the 

comforts, or even the luxuries of life. Within eight years from the 

agreement of 1876 the buffalo had gone, and the Sioux had left to 

them alkali land and Government rations.” 


Use the text and the Commissioner of Indian Affairs’ letter to answer the questions. 

1. How did the Lakota Sioux Indian tribe live prior to U.S. government intervention? 

_____________________________________________________________________________ 

They hunted buffalo and deer, using them for food, tents, and bedding. 

_____________________________________________________________________________ 

They also traded furs and pelts to get anything else they needed. 

_____________________________________________________________________________ 

2. How did government intervention and the forceful removal of the Lakota Sioux to 

reservations change the way the Lakota Sioux Indian tribe lived? ______________________ 

_____________________________________________________________________________ 

They had no buffalo to hunt and lived on poor land, so they had to live on 

_____________________________________________________________________________ 

the reservations and depend on the government for food. 

3. Is the commissioner’s letter a primary source or secondary source document? 

_____________________________________________________________________________ 

primary source 



15 

Notes: 


page 26


STUDENT BOOK: 


Chapter 3: The Gilded Age 




TOOL: 


STUDENT BOOK: 

TOOL: 







Map Skills page 19 

Video #1 page 21 

Video #2 page 21 



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Internet Link #5 pages 23-24 



Project-Based Learning #1 EOC 

Project-Based Learning #2 EOC 






page 27









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Study Guide 

 

 


page 28


ChApter 3 

the gIlded Age 

Big Business, and Getting Bigger! 

The Gilded Age was an era when railroads, oil, steel, and coal 

became dominant industries that shaped a modern America. 

“Captains of industry” assumed great power, not just in their 

industries but in other aspects of American life as well. The 

most important industrial capitalists of this period included: 

➡ John D. Rockefeller, whose Standard Oil Company 

grew to control 90 percent of all U.S. oil production. 

Rockefeller became the richest man in the country! 

Cornelius 

➡ Andrew Carnegie, an immigrant from Scotland, created Carnegie Vanderbilt 

Steel Company. After he sold the company, it became U.S. Steel 

Corporation, the world’s largest steel manufacturer. 

➡ Cornelius Vanderbilt built a fortune in the railroad and shipping industries. 

He founded the New York Central Railroad, connecting major cities in the 

Northeast with the Midwest. 

➡ John Pierpont “J.P.” Morgan was the country’s leading banker. He also arranged deals 

that helped establish major corporations such as General Electric and U.S. Steel. 

Economic Disparity 

In 1873, author Mark Twain and his neighbor, novelist Charles Dudley Warner, wrote The 

Gilded Age. In the book, Twain coined the term “The Gilded Age” and described the industrial 

capitalists as greedy individuals only interested in their own money. 

The Gilded Age was a time when things appeared great on the surface but were really corrupt 

underneath. An abundance of wealth and progress masked serious problems, such as 

poverty, racial discrimination, violent labor strikes, political corruption in Washington, and 

a growing economic disparity. This disparity resulted in the rich getting richer, while most 

wage earners struggled to earn a living. Corrupt politicians, bankers, and industrialists came 

to be known as “robber barons” because they were viewed 

A 

as using whatever means necessary, including union 

Z Vocabulary 

busting, fraud, scare tactics, and political connections, 

to eliminate competitors. These robber barons grew 

economic disparity: : unequal 

extremely wealthy while exploiting workers and ignoring 

distribution of money across groups 

or populations within a country 

business rules—and, in many cases, the law itself. 


Correlates with 5.03, 5.04, 5.05, 5.06, 5.09 

Develops SSP.01, .02, .03, .04, .05, .06 

Complies with T.C.A. 49-6-1006 

Between the Civil War and World War I, the United States transformed from a primarily 

agricultural society into one based on manufacturing and services due to increasing 

industrialization. Factories used machines to speed up the production of goods. It was a 

time of unmatched economic growth in America! 

John D. 

Rockefeller 


Andrew 

Carnegie 

J. P. Morgan 



REVIEW COPY 

Primary Source 

Explain the message the artist 

is portraying in the image. 

__________________________________ 

Answers may vary, but should 

__________________________________ 

include that industrial capitalists 

__________________________________ 

grow wealthy on the backs of 

__________________________________ 

hardworking employees who aren’t 

__________________________________ 

paid well. 

__________________________________ 

__________________________________ 

__________________________________ 

__________________________________ 

__________________________________ 

Math 

In 1890, about 11 million of the country’s 12 million families earned an 

annual income that was less than $1200 per year. On average, the annual 

income of people in this group was $380, well below the poverty level. 

What percentage of the families living in America in 1890 earned more 

than $1200 per year? 

about 8% 

__________________________ 

Andrew Carnegie and the Steel Industry 

Andrew Carnegie came to the United States from Scotland with 

his family at age 13. The Carnegies settled in Pennsylvania, 

where Andrew went to work in a factory earning $1.20 per 

week. A year later, he got a job as a telegraph messenger. 

Andrew worked his way through several more jobs and 

eventually learned about the railroad industry. He saved his 

money and began to invest in oil and other businesses. 

On a visit to England, Andrew Carnegie saw the new Bessemer 

process for making steel. Henry Bessemer was an English 

inventor who invented a blast furnace in 1855. Before the 

Bessemer process, steel production required a lot of time, 

money, and skilled workers. Now, relatively unskilled men 

could make large quantities of steel faster and cheaper than 

with previous methods. Bessemer’s process led to steel being 

used much more widely in construction and other industries. 



Henry Bessemer 

17 


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Borrowing a Good Idea 

Andrew Carnegie decided to bring Bessemer’s 

technology to the United States. He opened a steel 

mill near Pittsburgh, Pennsylvania. His timing was 

great! Americans needed more steel for bridges, 

buildings, and machinery. As demand for steel grew, 

Carnegie opened more and more steel mills around 

the country. He continued to use technology and 

methods that made steel manufacturing easier, faster, Henry Bessemer’s blast furnaces 

and more productive. 

Carnegie built his business so that it could supply many of its own needs. He owned 

what he needed for all stages of the steel production process—the raw materials, 

coal fields to fuel the steel furnaces, and even ships and railroads for transportation. 

Through “vertical integration,” his business tightly controlled costs and operations. 

This start-to-finish strategy helped Carnegie dominate the steel industry. It also 

helped him achieve enormous wealth. 

Andrew Carnegie became known as one of “America’s builders” because his business 

helped fuel the economy and shape the United States into a modern industrial power. 

By 1889, Carnegie Steel was the largest company of its kind in the world. 

Steel Fuels a Revolution 

America found increased uses for steel. Steel was used to produce railroad tracks laid 

across the country, skyscrapers in growing cities, and factories, machines, and goods. 

In 1870, the annual output of Bessemer steel in the United States was 42,000 tons. 

Ten years later, it was 1.2 million tons! 

Chronological Order 

Write the correct letter above each event on the timeline to show the order 

in which the events occurred. Then answer the question. 

A. Andrew Carnegie’s company becomes dominant producer of steel. 

B. Andrew Carnegie sees Bessemer steel process in England. 

C. Andrew Carnegie opens more and more steel mills in America. 

D. Henry Bessemer invents blast furnace to improve steel production. 

E. Andrew Carnegie opens steel mill in Pittsburgh, using Bessemer process. 

D B E C A 

First Second Third Fourth Fifth 

Why were these events important to America? 

_____________________________________________________________________________ 

Steel made new construction possible; made the United 

_____________________________________________________________________________ 

States into a modern industrial power 





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After he built his fortune, Andrew Carnegie spent much 

of it to benefit people and society. This 1903 political 

cartoon shows one of these causes—Carnegie libraries in 

small towns across the country that he paid for entirely. 

Research whether his good deeds improved the public image of 

Carnegie. Did people at the time view his generosity favorably 

or still resent him as a wealthy “captain of industry”? 

_______________________________________________________ 

Answers may vary but should include that some people 

_______________________________________________________ 

appreciated his generosity, while others resented him for 

_______________________________________________________ 

gaining enormous wealth while his steel mill workers 

________________________________________________________________________________ 

endured 12-hour days, six days a week. 


On a separate sheet of paper, explain the impact that Andrew Carnegie had on 

American society. What would our society be like today without his influence? 

Cornelius Vanderbilt and the Railroads 

Early in life, Cornelius Vanderbilt knew he wanted to 

own and run a successful business. At the age of ten, he 

purchased a ferry boat for approximately $100 to transport 

people between Staten Island and mainland New York. 

He continued to pursue his entrepreneurial dreams and 

began working in the steamboat shipping industry to learn 

all he could so he could start his own steamship company. 

But plans change…and by the 1850s, Vanderbilt’s attention 

had turned to the railroad industry. 

Vanderbilt bought so much stock in the New York Harlem Railroad company that he 

owned it by the 1860s. As he acquired more wealth, he purchased more railway lines 

throughout the Northeast. 

By 1870, Vanderbilt had constructed the first railway line that connected New York City 

to Chicago. Before this accomplishment, people had to piece a route together using 

numerous short rail lines, each with its own processes and schedules. The creation of 

one coordinated railroad system reduced costs, improved efficiency, and sped up travel 

and shipping times across states 

During Vanderbilt’s last few years of life, he oversaw the construction of Grand Central Depot 

in New York City. Upon his death, Vanderbilt’s net worth was more than $100 million! 



19 


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21 

Research It 

What was Cornelius Vanderbilt’s attitude toward philanthropy? 

How did it impact how Americans felt about Vanderbilt at the time? 

Assess Your Understanding 

On a separate sheet of paper, explain the impact that entrepreneurs have on the 

economy by using Cornelius Vanderbilt as your example. Then, cite a few modern- 

day examples to support your conclusions. 

Why Companies Could Dominate 

How were individual companies able to become so big and powerful during this time? 

Here are characteristics that contributed: 

★ National markets were created by transportation advances. Railroad tracks were 

crisscrossing the country, and with barges steaming up and down rivers and canals, 

companies could afford to ship their goods to customers all across the country. 

★ Advertising. Newspapers and 

magazines grew in popularity 

and circulation. These 

publications sold advertising 

to businesses. Ads increased 

consumer awareness and desire 

for products, boosting sales 

for advertisers. 

★ Lack of competition. American 

leaders were eager for the 

country to grow. Unfortunately, 

U.S. laws were too easy on big 

Advertising in this era 

businesses during this time. 

Laws allowed monopolies and trusts to emerge. A monopoly is when one company 

is allowed to eliminate all of its competition. A trust is when business leaders are 

allowed to run several companies as if they were one. Monopolies and trusts let 

captains of industry raise their prices to very high levels! 

Writing Prompt 

Imagine you own a small steel company in the late 1800s. Your company is about to be run out 

of business by Andrew Carnegie’s U.S. Steel. You just can’t compete with the giant company’s 

resources! Write a letter to your congressman asking for help in breaking the steel trust. 

Provide well-reasoned ideas about why society needs companies like yours to stay in business. 





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Inventions Make an Impact! 

Inventors and their inventions had a huge impact on American society during the 

Gilded Age. Examples of inventors and inventions that contributed to the economic 

growth and development of the country include: 

➥ 

➥ 

➥ 

George Washington Carver (science) – This African American 

scientist made an enormous impact on American life through 

agriculture. Carver created more than 300 products made from 

peanuts and sweet potatoes. Those products include plastics, dyes, 

medicines, flour, and fertilizer. Carver also taught farmers to plant 

different crops each year to help put nutrients back into the soil. 

Alexander Graham Bell (communication) – Can you imagine what 

your life would be like without the telephone? In 1875, Alexander 

Graham Bell invented a machine that could transmit the human 

voice over wires. The telephone has had an enormous effect on 

American life, allowing you to communicate with a friend next door 

or anywhere in the world! 

Thomas Edison (electricity) – More than 1,000 patents were granted 

to Thomas Edison or to people working with him. He is best known 

for the invention of the first practical light bulb and electrical 

generating system. This led to the system of electricity we enjoy 

today! Two other Edison inventions have also greatly affected 

American life—the phonograph gave us music, and the moving 

picture camera gave us movies! 

Research It 

Thomas Edison’s phonograph 

was the first machine to 

record sound and play it back. 

Alexander Graham Bell makes 

the first New York-to-Chicago 

phone call in 1892. 

What other inventors were active during the Gilded Age? Research other inventions 

that were introduced during the Gilded Age and create a digital presentation to 

explain the inventor, the invention, and the impact it had on American society. 




page 31


One More for Fun 

On a separate sheet of paper, explain the importance that inventors have on today’s 

American society. What inventions today impact your life the most? 

Quick Review 

Draw a line to match each inventor to their correct description. 

1. Alexander Graham Bell 

A. transmitted human voice over wires and 

invented the telephone 

2. George Washington Carver 

3. Thomas Edison 

B. created the first practical light bulb and an 

electrical generating system 

C. developed hundreds of uses for peanuts and sweet 

potatoes; taught farmers about crop rotation 


For each inventor, describe the impact that their invention had on American society. 

1. George Washington Carver 

_____________________________________________________________________________ 

useful products, healthier soil 

_____________________________________________________________________________ 

2. Alexander Graham Bell 

_____________________________________________________________________________ 

communications worldwide 

_____________________________________________________________________________ 

3. Thomas Edison 

_____________________________________________________________________________ 

electricity to run devices, more entertainment 

_____________________________________________________________________________ 


Imagine that you are an inventor living in America around 1900. Describe the type of invention 

you are working on and what you want it to do for the American public. Draw pictures of your 

invention to help show potential customers what they are buying. 

Discuss It 

Choose one inventor and describe how life would have been different without their invention. 





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Let’s Do Business! 

By the early 1900s, new inventions 

launched new businesses! Factories 

hired an abundance of workers 

to sew clothes, pack meat, weave 

textiles, pour steel, and assemble 

products. As private businesses began 

to flourish, business owners wanted 

to improve productivity to increase 

profits. However, many owners did not 

understand how to work efficiently to 

increase their workers’ productivity. 

Specialization, Henry Ford’s Way 

A factory worker in a textile mill 

Henry Ford did not invent the automobile. He did 

not invent the assembly line. But he brought the two 

together in a way that made the automobile affordable 

for millions of middle-class Americans! 

This new, affordable car was the Model T. It was 

introduced in 1908 and manufactured by Ford Motor 

Company in Detroit, Michigan. 

In the Ford Motor plant, cars moved along a line of 

work stations. At each station, a group of workers 

performed one task. For example, one group attached 

wheels to the car. The next group fastened those 

wheels with bolts. Previously, cars had been built one An assembly line in Ford’s plant in 1913 

at a time. That process was slow and expensive. 

Ford’s assembly line used specialization 

and division of labor to produce many 

A 

automobiles at once. The speed and 

Z Vocabulary 

efficiency of his assembly line greatly cut 

division of labor: : a production process in which a 

the cost of building cars. Ford used this 

worker or group of workers does a specialized task in 

method to produce large numbers of cars 

order to increase efficiency 

in less time 

and at a 

lower cost. Because his cars cost less to make, Ford could 

charge lower prices and still pay his workers a decent 

wage. Many of Ford’s workers used their income to buy a 

Model T of their own! 

Henry Ford 

Because of Henry Ford’s division of labor, a car could be 

assembled in under two hours in the early 20 th century! 



23 


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Private businesses play a very important role in providing goods and services. Think about 

your town. Describe the businesses closest to where you live. What kind of goods and 

services do they provide? How often do you visit those businesses? How would your life 

be different if they did not exist? 

Charts & Graphs 

______________________________ 

______________________________ 

2. Why did sales of the Model T 

increase? Explain at least 2 reasons. 

______________________________ 

price decreased 

______________________________ 

production was cheaper 

______________________________ 

______________________________ 

______________________________ 

Analyze the graph and the text on the previous page to answer the questions. 

1. Why did the price of the Model T 

Prices and Sales of Model T Fords, 1908-1916 

decrease? Explain at least 2 reasons. ______________________________ 

supply increased 

______________________________ 

production was cheaper 

1000- 

800- 

-1000 

-800 

600- 

400- 

200- 

Model T Prices (Touring Car) 

Model T Sales 

0- 

-0 

1908 1912 1916 


source: Rae, John B. The American Automobile: A Brief History. 

Chicago: University of Chicago Press, 1965 


DOLLARS 


On a separate sheet of paper, explain the importance and the impact that 

Henry T. Ford had on American society. 


It’s hard for us to visualize what life would be like without all the 

“modern conveniences” we have today. 

Imagine you are a young person living in Tennessee in the early 1900s. 

Write to your friend in South Carolina and tell him all about the new 

inventions that are changing your life. Tell him about electric lights 

that have been installed in your home and the new “horseless carriage” 

your father just bought. 

-600 

-400 

-200 



THOUSANDS OF CARS 

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A Bad Side to Industrialization 

Industrialization helped the United States emerge as a wealthy nation and worldwide power. 

It provided jobs for a growing population. But industrialization during the Gilded Age also 

had a number of negative effects for average Americans. The rise of monopolies and trusts 

was just one of the problems. Other negative effects included: 

➡ Child labor. Children had been 

employed in many roles throughout 

history. But industrialization and 

advances in technology opened up new 

kinds of jobs in industrial, mining, and 

manufacturing work. To help the family 

income, poor families sent their children 

to work in the mills as soon as they were 

old enough to do the job. Children 

younger than ten might work 12 hours a 

day, and they rarely attended school. 

As far as companies were concerned, 

children were ideal. They could fit more 

easily than adults into tight spaces in 

factories and mines, and they would 

take lower wages. But many of these jobs were dangerous for children! 

➡ Low wages and long hours. In many cities, there were still more workers 

than jobs. This let companies set the terms. They kept wages low and working hours 

long. If workers did not like it, there were plenty of others who needed a job! 

➡ Unsafe working conditions. Businesses did not feel pressured to improve 

working conditions since there were more workers than jobs in many cities. 



Children working in a textile mill 

Read each statement and determine if it is a Fact or an Opinion. 

_____ F 

1. “Industrialization helped the U.S. emerge as a powerful and wealthy nation during 

the Gilded Age.” 

_____ O 

2. “The government should pass some laws to improve working conditions and keep 

people safe.” 

_____ F 

3. “I work long hours with very little pay, and my boss doesn’t care. He said there are 

hundreds of others that would gladly take my place.” 

Discuss It 

Why did factories use child labor on production lines? 


25 


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Labor Stands United! 

American workers began to feel they had no voice to protest the negative effects of 

industrialization. So, they formed labor unions. A labor union is a group of workers from 

the same industry or company. The union represents the workers and the interests of 

their families. It tries to negotiate with company owners for better wages and working 

conditions, including a safe work environment. 

Most of the early unions were small and did not have much power. 

National Labor Union 

Founded in 1866, the National Labor Union (NLU) was an organization of smaller unions. 

It succeeded in getting Congress to pass a law enacting an 8-hour day for federal workers, 

but the law was not enforced. 

Order of the Knights of Labor 

Founded in 1869, the Knights of Labor allowed 

all workers—skilled and unskilled, white and 

black, male and female—to join. The union 

sought better working conditions, as well 

as government regulation of industry and 

arbitration. At the time, the government 

adhered to a policy of laissez-faire and was 

not willing to intercede on behalf of workers. 

While the Knights had approximately 

700,000 members at its most successful time, 

membership declined after union activists 

were accused of bombing and killing police 

officers during the Haymarket Square riot. 

Samuel Gompers 

Courtesy of Wikipedia Commons 

American Federation of Labor 

After talking with workers in his factory, Samuel Gompers, a 

cigar maker, became aware of the terrible working conditions 

American workers endured. In 1886, Gompers organized 

the American Federation of Labor, or AFL. Unlike the 

Knights, the AFL did not include unskilled workers and only 

fought for “bread and butter issues” such as the right to 

collective bargaining, higher wages, shorter hours, and better 

working conditions. Gompers sought to enact change through 

established channels without resorting to strikes whenever 

possible. As a result, many businessmen looked upon him 

favorably. Also, because businesses could not easily replace 

skilled workers, they could not afford to ignore the union. 

The AFL became the dominant force in U.S. labor for decades. 


A 

Z Vocabulary 

arbitration: : the settling of a dispute by a 

presumably neutral third party 

laissez-faire: : policy that advocates 

minimum interference by the government 

in the economic affairs of people and 

society 

collective bargaining: : the negotiation 

process between an employer and a union 

to create an agreement governing the terms 

and conditions of the workers’ employment 




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Violence Against Strikes 

A 

Many company owners were not happy about the 

Z Vocabulary 

creation of unions. They often refused to meet with 

union representatives. One way workers and their 

strike: : when workers stop working until 

unions responded was to call a strike. But strikes 

their company meets certain demands 

sometimes did not go well for workers. 

In 1892, the Amalgamated Association of Iron and Steel Workers called a strike at the 

Carnegie Steel plant in Homestead, Pennsylvania. Workers were unhappy about a wage cut. 

Violence broke out between striking workers and guards working for the company. Several 

people were killed, and many others were injured. When calm was restored, most of the 

workers quit the union and went back to work. 

In 1894, the Pullman Company cut 

wages and laid off workers at its train 

car plant outside of Chicago. The 

American Railway Union called for 

a strike on all railroads that used 

Pullman cars. Passenger and freight 

train travel were interrupted around 

the country. The federal government 

got a court order for strikers to stop 

interfering. When the union refused, 

President Grover Cleveland sent in 

the U.S. Army. Violence broke out in 

many cities. The strike eventually was 

broken, and the union was ended. 

Violence in the Pullman strike 

Rise of the Progressive Movement 

Labor unions were not yet bringing about the social change that many Americans felt was needed. 

This was one reason for the rise of the Progressive Movement: to look after the needs of poor and 

immigrant workers and to control the size and power of big businesses. However, the movement 

started out seeking workplace reforms, such as: 

➥ 

➥ 

➥ 


improved safety conditions 

restrictions on using child labor 

reduced work hours 

Do you think Industrialization had an overall positive or negative effect on the growth of our 

nation? Consider such things as new inventions, the growth of unions, and the Progressive 

Movement. Use evidence from the text to develop your argument. 



27 


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Apply What You Learned 

Circle the correct answer. 

1. The effects of __________ led to the rise of organized labor. 

automation industrialization 

2. During the late 1800s, many workers __________ want unions to represent them. 

did did not 

3. During the late 1800s, many employers __________ want to deal with unions. 

did did not 


Write what you believe will be the effects of actions taken by companies during the 

era of industrialization. 

Answers will vary. Examples include: 

Action Positive Effects Negative Effects 

Children are asked to do 

adult jobs in factories. 

Workers are expected 

to do 12-hour shifts, six 

days a week. 

Factories spend little 

money on a safe and 

healthy workplace. 

Discuss It 

Family income increases. Children do not attend 

school. 

Company makes money 

from people working such 

long hours. 

No positive effects other 

than company making 

higher profits. 

Discuss why the U.S. government seemed to side with the companies rather than the 

workers in some of America’s early strikes. 


Workers are exhausted and 

have little time off. 

Workers may get injured. 



Notes: 


page 35


STUDENT BOOK: 

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Chapter 4: The Spanish-American War 



TOOL: 


STUDENT BOOK: 


TOOL: 









Primary Source Analysis page 29 


Interactive Read Aloud page 31 


Project-Based Learning page 31 

 

Video page 32 

 

Internet Link page 32 

 


 


page 36









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Study Guide 

 

 


page 37




ChApter 4 

the spAnIsh-AmerICAn WAr 




Develops SSP.01, .02, .04, .05, .06 

During the westward expansion era, many Americans believed in Manifest Destiny. 

President James K. Polk popularized the concept by stating that it was America’s right to 

expand across the continent. As a result, Americans moved west and began acquiring 

and developing new territories. This belief continued throughout the 1800s, but the idea 

developed into something much larger. By the late 1800s, many leaders wanted to continue 

spreading American influence throughout the world! This idea was known as imperialism. 

There were three main focuses of American imperialism: 

Economic 

a desire to obtain more 

natural resources to 

develop new materials to 

grow the U.S. economy 

Welcome to the World Stage 

Rapid Recall 

Answer the questions. 

Military 

a need to create new 

military bases around 

the world to protect 

businesses 

Cultural 

a belief that the world 

needed American liberty 

and democracy 

After the Civil War and the division of the United States, many Americans simply wanted 

to focus on rebuilding the nation. Most citizens did not want the U.S. to get involved in 

foreign affairs or other countries’ issues. However, as businesses grew and expanded during 

Reconstruction, U.S. leaders realized that the growth of the American economy was largely 

due to markets outside of the United States. 

At the turn of the century, around 1900, two U.S. presidents, William McKinley and 

Theodore Roosevelt, changed Americans’ minds and expanded America’s role in the world 

by invading countries throughout the Pacific and Caribbean regions. 

1. Identify and explain the three focuses of American imperialism in the late 1800s. 

_____________________________________________________________________________ 

Economic: a desire to obtain more natural resources to develop new materials to grow the U.S. economy 

_____________________________________________________________________________ 

Military: a need to create new military bases around the world to protect businesses 

_____________________________________________________________________________ 

Culture: a belief that the world needed American liberty and democracy 

2. How did most Americans feel about American imperialism at this time? 

_____________________________________________________________________________ 

Most Americans did not want the United States to become involved in foreign affairs. 

_____________________________________________________________________________ 

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This political cartoon was created at 

a time in history when many countries, 

including the United States and countries 

in Europe, desired to expand their 

influence around the world. It shows 

President Theodore Roosevelt looking at 

styles of hats, many of them worn 

by past U.S. presidents, including 

Ulysses S. Grant, Abraham Lincoln, and 

George Washington. 

1. Which hat appeals to President Roosevelt? 

Describe the hat. ________________________ 

________________________________________ 

He likes the shiny crown that says 

________________________________________ 

“Imperialism” on it. 

________________________________________ 

2. List several adjectives you would use to describe Roosevelt’s attitude in the cartoon. 

_____________________________________________________________________________ 

Answers will vary but may include happy or excited. 

3. What do the words “All the Style in Europe” on the sign tell you about the popularity of 

imperialism in Europe at that time? _______________________________________________ 

_____________________________________________________________________________ 

They imply that imperialism is favored in Europe at that time. 

4. By observing how Roosevelt is portrayed in the cartoon, how would you describe his attitude 

regarding U.S. expansion? ______________________________________________________ 

Answers will vary but may include that he is in favor 

_____________________________________________________________________________ 

of U.S. expansion and excited to lead the United States in that direction during his presidency. 

Tensions Rise in Cuba 

Cubans Rebel Against Spain 

In the 1890s, the Caribbean island of Cuba was a Spanish colony. In 1895, Cubans rebelled 

against Spain. They wanted independence from Spanish rule. 

The United States and Cuba were close neighbors. The two countries had developed a 

strong economic relationship. American sugar companies owned large plantations on the 

small Caribbean island. U.S. businesses had invested more than $50 million in Cuban sugar! 

When the Cubans rebelled against the Spanish, they called on the United States to help 

them win independence. Many American sugar companies quickly urged Congress to help 

protect their interests in Cuba. 


Cover of Puck magazine, September 21, 1904 

Courtesy of Library of Congress 



page 38




The Media’s Influence 

Some American newspapers published stories that exaggerated how badly Spanish soldiers 

and officials were mistreating both Cuban and American people. This style of sensational 

news coverage is known as “yellow journalism.” 

Remember the Maine! 

In February 1898, an American battleship, the USS Maine, 

was in the harbor of Havana, Cuba. The ship suddenly 

exploded! More than 250 sailors died. Some U.S. 

newspapers accused Spain of putting mines in the harbor 

or planting a bomb aboard the Maine. “Remember the 

Maine!” became a rallying cry across America. 

U.S. Declares War 

Once President William McKinley heard the news, he 

asked Congress for permission to send troops to Cuba. 

As a result, Congress agreed and declared war on Spain 

on April 20, 1898, and within days, U.S. battleships were 

headed to Cuba. The conflict became known as the 

Spanish-American War. 

Why did the Maine sink? At the time, many Americans thought 

the Spanish had blown up the ship. Then in 1976, a Navy 

investigation said that the explosion was probably caused by a 

coal bunker fire on the ship itself. The sinking of the Maine is 

still a mystery! 


True or False 

Circle whether each statement is true or false. 


Wreckage of the Maine 

Cuban rebels 

Imagine you live in the United States in 1898. Newspapers are full of stories accusing Spain 

of causing the explosion aboard the USS Maine. . Write down the questions you would want 

answered before you would support such an accusation. 

1. Economic interests often influence U.S. involvement in international affairs. True False 

2. “Yellow journalism” helped supporters of U.S. intervention in Cuba. True False 

3. Business ties to Cuba affected U.S. attitudes toward Spain. True False 

4. Americans had little sympathy for the situation of the Cuban people. True False 


31 

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Why Did We Get Involved? 

To summarize, the reasons that the Spanish-American War started include: 

➡ 

➡ 

➡ 

Protection of American business interests in Cuba 

Rising tensions between Spain and the United States as a result of 

the sinking of the USS Maine in Havana Harbor. 

Exaggerated news reports of events (yellow journalism) 

Quick Victory for the United States 

The Spanish-American War was fought 

in Cuba and the Philippines, which 

were also controlled by Spain. U.S. sea 

power—including four new battleships, 

each prepped with plenty of ammunition 

and a well-trained crew—far outclassed 

Spain’s navy. Spanish soldiers in Cuba 

were hit hard by yellow fever, devastating 

their numbers and ability to fight. After 

just ten weeks of fighting, the U.S. had 

won the war! 

American War Heroes 

In Cuba, Theodore Roosevelt led a group of 

volunteer soldiers known as the Rough Riders. 

This diverse unit included cowboys, Native 

Americans, miners, and even law enforcement 

officials. The Rough Riders secured victory 

at San Juan Hill in one of the most significant 

battles of the war. The Buffalo Soldiers 

all-Black cavalry unit also played an important 

role in the triumph. 

The Rise of a World Power 

The Rough Riders charge at San Juan Hill 

The Rise of Theodore Roosevelt 

One of the heroes of the war was 

Theodore Roosevelt. He resigned his job as 

assistant secretary of the U.S. Navy to help 

command the Rough Riders. 

Theodore Roosevelt’s contributions in the 

Spanish-American War helped him become 

U.S. president in 1901. 

The Spanish-American War ended in August 1898. More than 3,000 Americans were killed 

and 55,000 Spaniards died, most from disease. In December, Spain and the U.S. signed the 

Treaty of Paris to officially end the conflict. As a result of the Spanish-American War: 

Cuba gained independence from Spain. 

➡ The U.S. gained possession of the Philippines, Guam, and Puerto Rico. 

America’s determination to extend its influence throughout the Pacific region 

soon led to a Philippine-American War as Filipino nationalists fought for 

independence. Fighting began in 1899 and lasted for three years before the U.S. 

claimed victory. 

The United States emerged as a world power as the Spanish empire crumbled. 

➡ 




page 39

MEXICO 

GUATEMALA 

BELIZE 

U. S. A. 

Gulf of Mexico 

HONDURAS 

EL SALVADOR 

NICARAGUA 

COSTA RICA 

PANAMA 

Gulf of 

Alaska 

CANADA 

CUBA 

THE BAHAMAS 

JAMAICA HAITI 

DOM. REP. 

ECUADOR 

Caribbean Sea 

COLOMBIA 

PERU 

Hudson Bay 

VENEZUELA 

CHILE 

BOLIVIA 

Chukchi Sea 

Beaufort Sea 

GUYANA 

PARAGUAY 

ARGENTINA 

FRENCH GUIANA 

SURINAME 

URUGUAY 

Baffin Bay 

BRAZIL 

GREENLAND 

Greenland 

Sea 

ICELAND 

Kara Sea 

Barents Sea 

Norwegian Sea 

RUSSIA 

SWEDEN 

NORWAY 

FINLAND 

ESTONIA 

Baltic 

LATVIA 

Sea 

LITHUANIA 

UKRAINE 

North 

POLAND 

DENMARK 

MOLDOVA 

Sea 

Black Sea 

GERMANY 

NETH. 

SLOVAKIA 

ROMANIA 

CZECH 

HUNGARY 

U. K. BELGIUM 

AUSTRIA 

LUX. 

CROATIA BULGARIA 

IRELAND 

SLOVENIA YUGOSLAVIA 

BOSNIA 

SWITZERLAND 

MACEDONIA 

PORTUGAL 

Canary Islands 

WESTERN SAHARA 

GAMBIA 

GUINEA BISSAU 

RUSSIA 

FRANCE 

SPAIN 

MOROCCO 

SENEGAL 

SIERRA LEONE 

ANDORRA 

MAURITANIA 

GUINEA 

BELARUS 

LIBERIA 

Aral Sea 

ITALY 

IVORY 

COAST 

ALGERIA 

MALI 

ALBANIA 

TUNISIA 

GREECE 

BURKINA 

BENIN 

GHANA 

TOGO 

TURKEY 

LEBANON 

LIBYA 

NIGER 

NIGERIA 

IRAN 

SYRIA IRAQ 

ISRAEL 

EQUATORIAL 

GUINEA 

SAO TOME & GABON 

PRINCIPE 

NAMIBIA 

EGYPT 

CAMEROON 

CHAD 

CONGO 

ANGOLA 

SAUDI 

ARABIA 

C.A.R. 

SUDAN 

DEM. REP. 

OF CONGO 



Map Skill-Builder 

Use the map to complete the activity. 

1. Name the city’s harbor where the U.S. battleship USS Maine sank and circle it on the map. 

__________________________________. 

Havana, Cuba 

2. Cuba is just south of which U.S. state? Draw a star on that state on the map. 

__________________________________ 

Florida 

3. How does your answer to Question 2 help 

explain why the United States would worry 

about the situation in Cuba? 

85˚W 

80˚W 

75˚W 

________________________________ 

Albany Cuba is near enough to the 

Georgia 

Valdosta 

Brunswick 

________________________________ 

U.S. that Spain could be a 

Jacksonville 

Tallahassee 

________________________________ 

threat to the U.S. 

90˚W 

70˚W 

65˚W 

60˚W 

Mississippi Alabama 

Hattiesburg 

Natchez 

Dothan 

ge 

Mobile 

Biloxi 

Pensacola 

ATLANTIC 

les 

Panama City 

30˚N 

New Orleans 

Houma 

Daytona Beach 

________________________________ 

Orlando 

Tampa 

Melbourne 

Fort Pierce West Palm 

Sarasota 

Beach 

ulf 

Fort Myers FLORIDA 

Grand 

Bahama Abaco 

A t l a n t i c 

OCEAN 

of 

Miami Nassau Eleuthera 

25˚N 

New 

Key West 

THE BAHAMAS 

Providence 

Cat Island 

Andros 

San Salvador 

xico 

O c e a n 

Rum Cay 

Havana 

Great 

Long Island 

Exuma 

Samana Cay 

Crooked Island 

Colon 

Long Cay 

Mayaguana 

Cabaiguan 

Acklins 

Guane 

CUBA 

TURKS AND CAICOS 

Little Inagua 

Caicos ISLANDS 

Isla De La 

Islands Turk Islands 

Merida 

Juventud 

Camaguey 

Great Inagua 

Baracoa 

eche 

Guantanamo 

20˚N 

Little Cayman Cayman Brac 

Esperanza 

Grand Cayman 

CAYMAN 

Gonaives HAITI 

VIRGIN ISLANDS 

Chetumal 

George Town ISLANDS 

Port-au-Prince 

DOM. REP. 

(U.S. & UK.) Anegada 

San Juan 

St. 

Thomas Virgin Gorda 

Tortola 

ANGUILLA 

JAMAICA 

St. John 

ahermosa 

Santo 

St. Martin St. Barthelemy ANTIGUA 

Belize City 

Kingston 

PUERTO 

St. Croix 

St. Eustatius 

Barbuda 

AND 

Domingo RICO 

St. Kitts 

Flores 

BARBUDA 

BELIZE 

SAINT KITTS AND NEVIS Nevis 

Antigua 

C a r i b b e a n S e a 

MONTSERRAT 

Belmopan 

Grande – Terre 

Plymouth 

Basse –Terre 

Puerto Barrios 

GUADELOUPE Maria – Galante 

Coban San Pedro Sula Puerto Lempira 

DOMINICA 

GUATEMALA 

HONDURAS 

Roseau 

15˚N 

MARTINIQUE 

o 

Tegucigalpa 

emala 


Castries 

San Miguel 

Puerto Cabezas 

SAINT LUCIA 

NICARAGUA 

n Salvador 

Kingstown St. Vincet BARBADOS 

EL SALVADOR 

Matagalpa 

SAINT VINCET 

~This book is not Oranjestad reproducible.~ 

AND THE 33 

NETHERLANDS 

GRENADINES Bridgetown 

Leon 

Grenadines 

ARUBA 

ANTILLES 

Granada 

St. Georgeʼs 

Curacao Bonaire 

Managua 

GRENADA 

Bluefields 

Willemstad 

L. Nicaragua 

Rivas 

Barranquilla 

Port of 

Tobago 

Spain TRINIDAD 

Liberia 

Maracaibo 

AND 

Valencia 

Cumana 

TOBAGO 

San Jose 

Puntarenas 

Colon 

Maturin 

Panama 

COSTA 

Monteria 

Ciudad 

RICA David 

PANAMA 

VENEZUELA 

fic 

Guayana 

Cucuta San Cristobal 

Ciudad 

Bolivar 

GUYANA 

Mississippi R. 

an 


REVIEW COPY 

Quick Review 

Fill in the blanks. 

Most of the Spanish-American War took place in ___________________________________. 

Cuba and the Philippines 

________________________ Theodore Roosevelt and the ____________________ Rough Riders 

helped with a significant battle 

during the war. The ____________________________ Treaty of Paris 

was signed between the United States 

and ________________________________________ Spain 

, which ended the war. Cuba gained its 

________________________ independence 

, and the Spanish Empire crumbled. 

G r e a t e r A n t i l l e s 

ARCTIC 

OCEAN 

Caspian Sea 

Mediterranean Sea 

Red Sea 

Trinidad 

Tennessee Experience • 5th Grade Teacher’s 

Caracas 

10˚N 

Barquisimeto Edition • This book is not reproducible. • ©Carole Marsh/Gallopade • www.gallopade.com 

Rio Magdalena 

Medellin 

COLOMBIA 

L e s s e r A n t i l l e s 

Rio Orinoco 

Puerto Ayacucho 

Georgetown 

page 40 


Circle whether each statement describes a cause or effect of the 

Spanish-American War. 

1. People wanted to protect American business interests in Cuba. 

People wanted to protect American business interests in Cuba. Cause Effect 

2. The United States emerged as a world power. 

The United States emerged as a world power. Cause Effect 

3. America supported Cuban rebels on independence. 

America supported Cuban rebels on independence. Cause Effect 

4. Cuba won independence from Spain. 

Cuba won independence from Spain. Cause Effect 

5. Americans blamed Spain for the U.S.S. Maine explosion. 

6. The U.S. took possession of the Philippines, Guam, and Puerto Rico. 

explosion. Cause Effect 

The U.S. took possession of the Philippines, Guam, and Puerto Rico. Cause Effect 

7. Newspapers exaggerated the Spanish oppression of Cubans. 

Newspapers exaggerated the Spanish oppression of Cubans. Cause Effect 

Order of Events 

Number the events in the order they occurred. 

_____ 2 

The U.S.S. Maine explodes and sinks in Havana Harbor. 

_____ 1 

A revolution breaks out and Cuban rebels attack Spanish troops. 

_____ 3 

The United States officially declares war on Spain. 

_____ 5 

The Treaty of Paris is signed. 

_____ 4 

The Spanish-American War ends. 

Research It 

Did you know that video exists from of the Spanish-American War? There is even 

footage showing Theodore Roosevelt and his Rough Riders! Research the topic, and 

watch some of the war films for yourself. Then write about what you saw, and include 

pictures to show your classmates. 


34 ~This book is not reproducible.~


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Chapter 5: The Journey of Immigrants 



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ChApter 5 

the Journey of ImmIgrAnts 

In the late 1800s and early 1900s, new technologies improved manufacturing and 

transportation in the United States. Industrialization changed where people worked 

and lived. Many Americans moved away from rural areas, where jobs on small farms had 

become scarce, to rapidly growing cities where new factories—and jobs—were located. 

Land of Opportunity 



Develops SSP.01, .02, .03, .04, .05, .06 

Industrialization also led to increased U.S. immigration. The U.S. was a land of opportunity 

and freedom! People immigrated here to improve their lives. People also moved to the 

United States to escape problems elsewhere. Reasons for emigration included: 

➡ 

➡ 

➡ 

➡ 

➡ 

Hope for better opportunities 

Religious persecution 

Escape from cruel and unfair governments 

Crop failure and famine 

Land and job shortages 


Read each statement and write a ✓ if it describes a common reason for immigration 

to the United States in the late 1800s and early 1900s. 

_____ 1. “I hope to find better opportunities for my family.” 

_____ 2. “I expect things will be the same in America. The United States government is just as 

oppressive as the one here at home.” 

_____ 3. “My family is so happy. We’re leaving for America. Some of our friends are 

already there, and we know we’ll be able to worship God as we please.” 

_____ 4. “What a waste of time. I don’t know why I’m leaving my homeland. It’s going to be 

pretty dull. Nothing new or exciting ever happens in America.” 

Discuss It 

A 

Z Vocabulary 

emigration: : the act of leaving one’s 

country to settle in another 

immigration: : the act of entering 

another country to live there 

permanently 

Imagine you were a poor farmer in Europe. What inventions during the Industrial 

Revolution would have inspired you to leave your home and immigrate to America? 


35 

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Reasons for Emigration and Immigration 

People immigrate to other countries for multiple reasons. 

These reasons can be classified as either a push factor or a pull factor. 

POLITICAL 

Push 

People often leave 

countries with governments 

that deny citizen rights and 

liberties. 

Pull 

Countries that protect 

citizens and their rights and 

have stable governments 

are very attractive to 

people. 

ECONOMIC 

Push 

When a country has a low 

quality of life due to lack of 

job opportunities or a failing 

economy, people often 

leave. 

Pull 

Countries with many job 

opportunities, a high quality 

of life, and a growing 

economy attract people. 


Where Immigrants Came From 

Before 1890, most immigrants came from 

northern and western European countries such 

as Great Britain, Ireland, Scotland, Germany, 

Norway, and Sweden. 

From 1890 through 1920, the number of 

immigrants from southern and eastern Europe 

increased dramatically. These immigrants 

came from countries such as Italy, Greece, 

Poland, Austria, Hungary, Turkey, and Russia. 

Additionally, a significant spike in immigration 

from Asia occurred from 1910 through 1915. 

Immigrants coming into New York 

The trip across the Atlantic took about 12 days. Most immigrants traveled in steerage, the 

cheapest area of the ship. Here, hundreds of people were often packed together in dark and 

smelly quarters. Families usually traveled together, although young men frequently came 

first to find work. 


ENVIRONMENTAL 

Push 

Areas at high risk of natural 

disasters or extreme 

climates often do not attract 

people. 

Pull 

Safety is important, so 

people generally live where 

it is comfortable and there 

is a lower risk for natural 

disasters. 

Write “push” by each Push Factor, or “pull” by each Pull Factor. 

_______ push 

drought _______ push 

crop failure _______ pull 

steady rainfall _______ pull 

tolerance 

_______ pull 

fertile land _______ push 

country at war _______ push 

high unemployment 



page 43




Charts & Graphs 

Use the chart to answer the questions. 

1. In the late 1800s, most U.S. immigrants 

emigrated from which continent? 

__________________________________ 

Europe 

2. The highest numbers of U.S. immigrants 

in the 1860s came from which three 

countries? 

__________________________________ 

Germany 

__________________________________ 

England 

__________________________________ 

Ireland 

3. How did the U.S. immigration change 

between 1860s and 1880s? 

_____________________________________________________________________________ 

Immigration from European countries increased substantially-sometimes by as much as 1000%! 

U.S. Immigration Stations 

Immigrants entered the United States through immigration stations on both the East Coast 

and the West Coast. The two largest immigration stations were Ellis Island in New York City 

and Angel Island in San Francisco, California. Immigration officers at each location asked 

immigrants questions such as why they came to America, where they planned to live, and 

how they planned to make a living. 

Most Asian immigrants arrived at Angel Island. Most European immigrants arrived at Ellis Island. 

Angel Island 

Years Open: 

1910 to 1940 

Nickname: 

Ellis Island of the West 


Ellis Island 

Years Open: 

1892 to 1954 

Nickname: 

Isle of Hope, Isle of Tears 


37 

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Journey Through Ellis Island 

At Ellis Island, European immigrants were processed as 

quickly as possible. Everyone was examined by a doctor 

or a trained individual. Those who were considered ill or 

dangerous were held back for further inspection but were 

rarely detained for more than a few days. Most applicants 

passed through Ellis Island in a matter of hours! 

Why were so many Europeans allowed to immigrate into the 

United States? At the time, Congress did not limit the number 

of European immigrants allowed into the United States. More 

than 12 million European immigrants passed through Ellis 

Island. Only one to two percent of all European immigrants 

were sent back to their homelands. 

Another Story at Angel Island 

At Angel Island, Asian immigrants had a much more difficult time entering the United 

States than Europeans at Ellis Island. Why? Congress made strict laws, such as the Chinese 

Exclusion Act, to limit Asian immigration. At Angel Island, immigrants were often held for 

weeks, even months, before a decision on whether to admit them to the U.S. was made. 

Angel Island sent 11-30 percent of all immigrants back to their homelands, and only about 

300,000 immigrants were allowed entry into America. 

Life in America 

Life for immigrants was difficult. Housing in big cities was often crowded and unsanitary. 

Most jobs paid very low wages and working conditions were hazardous. As challenges in 

the big cities grew, and different cultural groups lived closer to one another, clashes and 

disagreements often occurred. Immigrant groups found themselves discriminated against 

by people who had lived in the United States longer. Immigrants passing through Angel 

Island suffered the most from discrimination in the U.S. at this time. 


Ellis Island, New York Harbor, NY 

Angel Island, San Francisco Bay, CA 

PAPER SONS AND DAUGHTERS For many years, the only Chinese immigrants admitted 

to the U.S. were those who were the son or daughter of someone already living here. 

To verify (or dispute) their identities, officers at Angel Island asked Chinese immigrants 

questions about their past, their parents, and their homeland. Many Chinese immigrants 

bought fake paper documents to try to “prove” they were children of U.S. citizens. 

These Chinese immigrants became known as “Paper Sons” or “Paper Daughters” 

CHINESE IMMIGRANTS BUILD A RAILROAD Chinese immigrants were instrumental in 

laying the railroad tracks that would connect the East and West Coasts. By the summer 

of 1868, workers for the Central Pacific Railroad Company, including about 12,000 

Chinese workers, and the Union Pacific Railroad, who were predominantly Irish, finished 

laying tracks for the Transcontinental Railroad. On May 10, 1869, the two railroads met 

at Promontory, Utah. Just days before, a Chinese and Irish crew set a record by laying 

10 miles of track in one day. They completed the work in only 12 hours! 



page 44




Point of View 

Cultural Neighborhoods 

When immigrants settled in the United States, they brought their culture with them. 

Neighborhoods where they settled began to reflect the culture of the immigrants who 

settled there. These neighborhoods often attracted new immigrants from the same 

country and encouraged them to settle there because the food, customs, language, 

places to worship, and people were familiar to what those immigrants knew. 

Neighborhoods that reflect a particular country’s heritage still exist in many places 

today. For example, a “Chinatown” or a “Little Italy” can be found in many cities 

across the United States, including Cleveland, New York City, and Los Angeles. 

Express Your Opinion 

Consider this statement that expresses the disillusionment felt by many new immigrants: 

“I came to America because I heard the streets were paved with gold. 

When I got here, I found out three things: First, the streets weren’t paved with 

gold; second, they weren’t paved at all, and third, I was expected to pave them.” 

Credit: Eyewitness to History 

On a separate sheet of paper, imagine being the immigrant quoted, and explain whether 

you think the trip and the process most immigrants endured at either Ellis or Angel Island was 

worth it. Support your opinion with evidence from this text and what you’ve learned. 

Consider two different perspectives as tensions and conflicts arose in overcrowded 

U.S. cities. Write I if the statement applies to an immigrant. Write NB (native born) 

if the statement applies to someone born in the United States. 

_____ I 

1. “We left our home and gave up everything to come to this golden land of opportunity. 

But I can’t even find a job to pay for food for my family! How will we survive?” 

_____ NB 

2. “I’ve lived in this country all my life, but now I’m having trouble finding work because 

people from other countries are competing for the jobs!” 

_____ I 

3. “My children complain about how badly they are treated by their classmates just 

because we are new here! We never expected this!” 

_____ I 

4. “I hear there is trouble between the neighboring Italian and Russian neighborhoods a 

few blocks away. Everyone is looking for jobs, but jobs are so scarce right now!” 



39 

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Research It 

Conduct research to discover why immigrants from Asia suffered from 

discrimination at the turn of the century. Create a digital presentation to 

show your findings to your classmates. 

Data Analysis 

This graph shows immigration patterns from 1870 to 1920, a period when industrialization 

was at its peak in the United States. Study the graph and answer the questions. 

Immigration to the United States, 1870-1920 

1000 

900 

Immigrants (in thousands) 

800 

700 

600 

500 

400 

300 

200 

100 

0 

1870 1875 1880 1885 1890 1895 1900 1905 1910 1915 1920 

Year of arrival 

Northern and Western Europe Southern and Eastern Europe Asia, Africa, and the Americas 

1. Describe the purpose of this graph. __________________________________________________ 

to show the patterns of immigration to the U.S. 

_________________________________________________________________________________ 

from 1870 to 1920 (where people came from and how immigration changed) 

2. How many years of immigration are shown? ___________________________________________ 

50 

3. In 1880, where did most immigrants come from? ______________________________________ 

Northern and Western Europe 

From 1900 to 1915, where did most immigrants come from? ___________________________ 

Southern and Eastern Europe 

4. Describe the change that occurred in the early 1900s and infer the reason for this change. 

_________________________________________________________________________________ 

There was a surge in immigrants from Southern and Eastern Europe. 

_________________________________________________________________________________ 

They came for jobs available in the Industrial Revolution. 




page 45


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Chapter 6: Reform Movements of the Progressive Era 


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ChApter 6 




Develops SSP.01, .02, .04, .05 

reform movements of the progressIve erA 

The Progressive Movement of the early 20 th century was intended to help improve living 

conditions for all Americans. However, reforms could not legislate how all people behaved. 

Temperance Rules! 

The Temperance Movement occurred 

during the Progressive Era. Its leaders 

were opposed to the making or consuming 

of alcohol. These individuals believed 

that alcohol was harmful to families and 

that it was destroying American homes. 

Temperance supporters backed legislation 

that led to the 18 th Amendment to the U.S. 

Constitution. This amendment prohibited 

the manufacture, sale, or transport of 

alcoholic beverages. 

A Prohibition rally 

The 18 th Amendment was ratified in 1919. This led to a period called Prohibition. 

Congress also passed the Volstead Act in 1919, a law that enforced alcohol prohibition by 

listing the criminal penalties for breaking the law. 

At first, most Americans obeyed the new ban. Drinking of alcohol declined sharply in 

the first year after Prohibition. But then many Americans became resentful, thinking 

the government had unnecessarily intruded into their private lives. Those who opposed 

Prohibition continued to drink alcohol behind closed doors. 

The Sign of the Times December 18, 1918 

Progressive Movement Pushing PROHIBITION! 

Many Progressive Movement 

reformers are supporting national 

prohibition for a variety of reasons. 

Reformers believe alcohol is 

to blame for poverty and health 

problems, and for the neglect by 

husbands of their wives and children. 

Reformers see saloons as the 

backbone of corrupt urban political 

organizations. 

Employers think drunkenness 

reduces workers’ productivity and 

endangers their safety. 

What will the Prohibition 

stemming from the 18 th Constitutional 

Amendment lead to? This reporter 

sees an increase in crime. 

Liquor will be secretly 

manufactured, smuggled to its 

destinations, and sold either on the 

black market or in secret barrooms 

with entrances in dark alleys where 

you have to know a password to get 

in. These “illegal” operations will profit 

heavily from this ill-conceived law. 

41 

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What was the goal of the Temperance Movement and was it successful? 

_____________________________________________________________________________ 

Its goal was to make alcohol illegal. Congress passed the 18 th Amendment which led 

_____________________________________________________________________________ 

to Prohibition. Too many people broke the law for it to be enforced and alcohol was 

_____________________________________________________________________________ 

being illegally made and transported across the nation. Prohibition ultimately failed 

_____________________________________________________________________________ 

when Congress repealed it with the 21 st Amendment. 

Obeying, Then Disobeying Prohibition 

With so many people breaking the law, 

it was very hard for the government 

to enforce Prohibition. Smuggling of 

alcohol, known as bootlegging, was 

widespread. Rather than eliminating 

crime and the social issues associated 

with alcohol, Prohibition created a 

whole new set of problems, including 

increased violent crime and gang wars. 

In 1926, Andrew Furuseth, the 

president of the International Seamen’s 

Union of America, testified to Congress 

about the first years of Prohibition. 

Andrew Furuseth’s Testimony 

“When the prohibition amendment was passed and the Volstead Act was enacted, about three months 

after that I came through Portland, Oregon. Now there is a certain district in Portland where there is the 

so-called employment district—it is usually amongst the working people, called the ‘slave market’—and 

I was the most astonished man you ever saw. Before that I had seen drunkenness there, dilapidated men, 

helpless, and in any condition that you do not want to see human beings. This time, three months after this 

act was passed, there was an entire change. The men walked around from one place to another looking for 

employment, seamen and others. And they were sober. And they looked at the conditions, and they said, 

‘No, we will wait a little.’ There was more independence amongst them than I had ever seen before…And I 

became an ardent advocate of the Volstead Act. 

“Two years afterwards, I…went to the very same place for the purpose of looking at the situation, and the 

condition was worse than it had been prior to the passage of the law. As long as the Prohibition legislation 

was enforced, could be enforced, as long as the bootlegging element had not been organized and not get the 

stuff, everything looked well. But the moment that they could get it, they got it.” 

Prohibition Ends! 

Per-Capita Consumption of Alcohol in the United States 

Volstead Act takes effect in 1920 

By the late 1920s, many Americans called for an end to Prohibition. In 1933, the 18 th 

Amendment was repealed by ratification of the 21 st Amendment. 



Source: University at Albany 


page 48





Use Andrew Furuseth’s testimony and the alcohol consumption chart to answer 

the questions. 

1. Describe the impact of bootlegging on Prohibition. 

_______________________________________________________________________________ 

Bootlegging obviously made alcohol readily available, and Americans bought it. 

_______________________________________________________________________________ 

_______________________________________________________________________________ 

2. What does the graph show about Americans’ willingness to obey the law? 

_______________________________________________________________________________ 

The graph shows that Americans were willing to break the law because their 

_______________________________________________________________________________ 

alcohol consumption increased after Prohibition passed. 

_______________________________________________________________________________ 


Write F for Fact or O for Opinion. 

_____ O 

1. “You can’t use a federal law to tell people how to behave in their free time, like with 

drinking alcohol!” 

_____ F 

2. “Government statistics show the level of alcoholism among American families is rising!” 

_____ F 

3. “It is illegal to make alcohol at your home under the 18 th Amendment!” 

_____ F 

4. “Consumption of alcohol has actually increased under the 18 th Amendment!” 

_____ O 

5. “Drinking whiskey is contributing to a decline of morals in this country!” 


What message is this 

Prohibition poster telling 

its audience? 

____________________________ 

Answers may vary, but 

____________________________ 

should include that being 

____________________________ 

drunk with alcohol can lead 

____________________________ 

to tragic results. 

____________________________ 

____________________________ 

____________________________ 

____________________________ 



43 

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The Same Rights for Women 

Another issue in the Progressive Movement was women’s suffrage. Actually, the 

Women’s Suffrage Movement was about much more than just the right to vote. Its 

supporters believed that men and women were created equal, so women deserved all of 

the same rights and opportunities that men had. So, they also wanted women to get: 

➥ 

➥ 

➥ 

the right to educational opportunities, especially to attend college 

the right to equal opportunities in business 

the right to own property 

Women’s Suffrage Success! 

In the mid-1800s, women began working together to improve the rights of women. 

⚫ In 1842, Elizabeth Cady Stanton and Lucretia Mott convened the Seneca Falls 

Convention, which issued a Declaration of Sentiments that stated in part: 

“We hold these truths to be self-evident: that all men and women are created 

equal, that they are endowed by their Creator with certain inalienable rights; 

that among these are life, liberty, and the pursuit of happiness. . . ” 

⚫ After discovering that male teachers made $10 a month while female teachers 

only made $2.50 a month, Susan B. Anthony joined the suffrage movement. 

⚫ In 1869, Stanton, Anthony, and others founded the National Woman 

Suffrage Association. 

After decades of work, the suffrage movement finally succeeded: 

States ratified the 19 th Amendment to the U.S. Constitution in 1920. 

Discuss It 

The 19 th Amendment says: 

“The right of citizens of the United States to vote shall 

not be denied or abridged by the United States or 

any state on account of sex.” 

Why do you think it took so long, and it was so hard, for women to 

gain the right to vote? Was it fair? What achievements did the 

women’s suffrage accomplish? 



A 

Z Vocabulary 

suffrage: : the right to vote in 

political elections 

Votes For 

Women! 


page 49



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Match each goal on the left with the right that women desired on the right. 

_____ B 

1. Ellen wanted to be a doctor. 

_____ C 

2. Sue wanted to have a say in who was 

mayor of her town. 

_____ A 

3. Grace wanted to buy a home. 

_____ D 

4. Beth wanted to start a cleaning business. 

Predict Possible Outcomes 

Comprehensive Cross-Check 

Answer the questions. 

A. right to own property 

B. right to education, especially college 

C. right to vote 

D. right to equal business opportunities 

On a separate sheet of paper, explain what American society would look like today if 

the Women’s Suffrage Movement had not happened during the early 20 th century. 

Child Labor Reform Struggles 

At the same time that women were fighting for the right to vote, many women (and men!) 

were fighting to limit child labor. Because of the lack of child labor laws, children often did 

not attend school. Instead, they worked long hours in dangerous factory conditions for 

very little money. 

During the Progressive Era, people wanted this to change. Many people believed 

that primary school education was a necessity for children and for our nation. These 

progressives attempted to restrict child labor and improve working conditions. Their 

efforts led to the establishment of minimal requirements for school attendance and a 

minimum wage in several states, but not in all. Eventually, reformers began to work for a 

federal child labor law. Congress passed laws protecting children in 1916 and 1918. But, 

the Supreme Court ruled them unconstitutional. 

It was not until the Great Depression, when adults needed the jobs previously held by 

children, that attitudes changed. Only then was a law enacted and enforced that placed 

limitations on the employment of children. 

1. What was the major goal of the Women’s Suffrage Movement? 

_____________________________________________________________________________ 

to obtain equal rights for women, including the right to vote 

2. In your own words, describe the 19 th Amendment. 

_____________________________________________________________________________ 

guaranteed women the right to vote 

3. Which reforms were successfully passed during the Progressive Era? 

____Women’s Suffrage ____Child Labor Reform ____Prohibition 

✓ ✓ 



45 

Notes: 


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