8.2 - Women Make Progress / Women's Suffrage

Grab yourself a text book, turn to page 221, and get a piece of paper ready.

Journal Write:  Take 8 minutes and answer the following prompt:  Who is the most influential woman you know?  Why does she inspire you?  Should she have the same rights as a man?  Why or why not?

 

Addressing Tennessee History Standards: #17 & 18:

US.17 Analyze the goals and achievements of the Progressive movement, including the following:

• Adoption of the initiative, referendum, and recall

• Adoption of the primary system

• 16thAmendment

• 17^th Amendment

• impact on the relationship between the citizen and the government

US.18 Describe the movement to achieve suffrage for women, including its leaders, the activities of suffragettes, the passage of the 19^th Amendment, and the role of Tennessee in the suffrage effort (Anne Dallas Dudley, Harry Burn, Josephine Pearson, “Perfect 36”).

US.42 Describe changes in the social and economic status of women, including the work of Margaret Sanger, flappers, clerical and office jobs, and rise of women’s colleges.

US.94 Analyze the civil rights and voting rights legislation, including the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Civil Rights Act of 1968, and the 24th Amendment.. 

13th	Abolishes slavery, and involuntary servitude, except as punishment for a crime.	January 31, 1865	December 6, 1865	10 months 6 days
14th	Defines citizenship, contains the Privileges or Immunities Clause, the Due Process Clause, the Equal Protection Clause, and deals with post–Civil War issues.	June 13, 1866	July 9, 1868	2 years 0 months 26 days
15th	Prohibits the denial of the right to vote based on race, color, or previous condition of servitude.	February 26, 1869	February 3, 1870	11 months 8 days
16th	Permits Congress to levy an income tax without apportioning it among the states or basing it on the United States Census.	July 12, 1909	February 3, 1913	3 years 6 months 22 days
17th	Establishes the direct election of United States Senators by popular vote.	May 13, 1912	April 8, 1913	10 months 26 days
18th	Prohibited the manufacturing or sale of alcohol within the United States. (Repealed December 5, 1933)	December 18, 1917	January 16, 1919	1 year 0 months 29 days
19th	Prohibits the denial of the right to vote based on sex.	June 4, 1919	August 18, 1920	1 year 2 months 14 days

The 15th Amendment

Chapter 8 Section 2: Women Make Progress (Section Outline)

1. Progressive Women Expand Reforms
1. Working Women Face Hardships
2. Reformers Champion Working Women's Rights
3. Women Work for Changes in Family Life
2. Women Fight for the Right to Vote
1. Catt Takes Charge of the Movement
2. Activists Carry on the Struggle
3. The Nineteenth Amendment Becomes Law

---

Label your paper with the following table (boxes optional):

Women's Suffrage:

Year	England	America
1908
1909
1910
1911
1912
1913
1914
1915
1916
1917
1918
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929

As you watch the following clips, enter the events/occurrences into your table.

---

Emmeline Pankhurst:

Sister Suffragette: Mary Poppins

Suffragette Emily Davison Killed (100th Anniversary):   [1st 2:30 minutes] 

History of Anne Dallas Dudley: The Dallas on Elliston Apartments:

This is a short clip from the movie "Iron Jawed Angels" about the women who fought for the right to vote.

This is the preview for the movie:

Women's Suffrage: Crash Course US History #31   [First 5:00 & 9:00-11:00]

  ~  

Here's a link called: "The Mother Who Saved Suffrage: Passing the 19th Amendment"

http://www.history.com/news/the-mother-who-saved-suffrage-passing-the-19th-amendment

There is a very well-done [albeit weird] music video about the suffrage movement focused mainly on Alice Paul.  Here's a "making of" the show how much time, research and effort went into the video:

And here's the music video: (Based on Lady Gaga's video https://www.youtube.com/watch?v=qrO4YZeyl0I)

You can check out Lady Gaga at the Super Bowl (2017) here:
https://www.youtube.com/watch?v=txXwg712zw4

Question: Answer this question [about Susan B. Anthony] in a paragraph at the bottom of your timeline (or on the back of your paper).

Assignment:  

• What is one great example of a group of thoughtful, committed citizens changing the world?  (One we didn't already discuss.)
• Write a paragraph summarizing how the 19th Amendment was passed, how East Tennessee contributed to that, and include some of the big players (Paul, Catt, Burn, etc.)
• Are there any Constitutional Amendments we need today?  Explain why/why not.

ACT Practice:

Full practice can be found at: http://www.act.org/content/act/en/products-and-services/the-act/test-preparation/english-practice-test-questions.html?page=0&chapter=4

The right to vote for U.S. Citizens who are 18:

Why did these young people suddenly want the right to vote?

26th Amendment: Passage by Congress. On March 10, 1971, the Senate voted 94–0 in favor of proposing a Constitutional amendment to guarantee that the minimum voting age could not be higher than 18. On March 23, 1971, the House of Representatives voted 401–19 in favor of the proposed amendment.

Text Assignment:  Remember to label your paper with your name, Chapter 8:2, and the date.

• Checkpoint (p.223): What steps did women take to win workers' rights?
• Thinking Critically (p.225): Why was the banner that was unveiled when the Russians visited Wilson so effective in stirring public opinion?
• Checkpoint (p.226): What tactics did Progressive women use to win the right to vote?
• Section 2 Assessment: 
• People:  Explain how each of the following people changed the lives of women.
• Look at the map on the passage of women's suffrage in this section.  In one paragraph, explain the map and then how Tennessee compared to surrounding states.
• Why did education lead women to address society problems?
• How did suffragists efforts at the state level affect their effort to win the right to vote at the national level?
• Debate the Issue (p.227): #1 & 2

Journal Write: YouTube in 1912

Journal Write: YouTube in 1912

(8 minutes)

7.3: Farmers and Populism

Chapter 7 Section 3: Farmers and Populism

• Note Taking (p.197): Cause and Effect Chart
• Critical Thinking (p.198): #1 & 2
• Checkpoint (p.199): What were the farmers' major grievances, or complaints?
• Checkpoint (p.200): What reforms did the farmers' organizations introduce?
• Checkpoint (p.200): What were the goals of the Populist Party?
• Map Skills (p.201): #1 & 2
• Map Skills (p.202): #1 & 2
• Checkpoint (p.203): How did the nomination of William Jennings Bryan affect the Populist Party?
• Checkpoint (p.203): What happened to the Populist Party?
• Section 3 Assessment (p.203): #1, 4, 5, 6

Short Story: Historical Fiction

Write a short story including U.S. History.  The type of story is up to you, but it should take place during the time we have been studying.  You could write a science fiction story (time travel, for example) or a story about a Jewish person living in Nazi Germany or Poland or a story about a Japanese American being put into a camp or a story about the wife of an American soldier being alone in America -- or anything else that connects your characters to history.  Write neatly so I can read your story.

To get into the mode of historical fiction, think about it like this:  You are entering a time machine to go and witness history during the era you have chosen. Close your eyes. Step into the time machine and listen to the machine's whirring hum as you are transported through space and time, back, back, to the most fascinating place you can imagine! This place and time has intrigued you...and there you are! You climb carefully out of the time machine. You look around. Whom and what do you see? What do you hear? What are people doing? What confuses you about your new surroundings? Remember as many details as you can, so that you can share your observations in a story about that time in history.

• Characters:All characters must behave in realistic ways.
• Problem:The characters are involved in a dilemma that is realistic for that period.
• Description:Places and events are vividly described.
• Setting:The setting is a definite time in history and a very real place.
• Plot:Real events are mixed with fictional happenings. The plot makes sense and ends with a logical solution.
• Dialogue:The characters' words reflect what people knew and thought about in those times.

Could you write a story about trying to change history?  A story about what it's like to be a child living during that time?  An alternative history where something changes the outcome [good or bad] such as Abraham Lincoln being saved, the South inventing better weapons to win the war, Germany developing the bomb first, etc.?  Maybe it's a love story or a drama about someone losing a family member?

• Today you will brainstorm and outline your story [or build upon what you already have]
• Rework your story to incorporate historical events from your text book
• Write out your story.  
• When it's finished, have a classmate read your story and write some notes/suggestions on your paper -- then have them sign next to their suggestions.  
• Students who leave feedback on a classmates paper [if I can read their signature] will receive Extra Credit.  
• If you get feedback from TWO of your classmates [or more], then YOU will get extra credit as well.
• Your homework is to take home your story and feedback/suggestions, and neatly rewrite your story.  [Make sure you attach your original with classmate feedback tomorrow!]

Be creative and start with some brainstorming.  I suggest using a Story Arc.

Another way of looking at it:

8.1: The Drive for Reform

Chapter 8 Section 1: The Drive for Reform

• Note Taking (p.212): Chart
• Checkpoint (p.213): What problems did progressive reformers hope to solve?
• Analyzing Political Cartoons (p.213): #1 & 2
• Thinking Critically (p.215): What do Rhiis's images reveal about the conditions of city slums?
• Checkpoint (p.215): What role did journalists and other writers play in the Progressive Movement?
• 1911 Triangle Shirtwaist Factory (p.216): How did the fire help or hurt Progressives' efforts to reform workplace conditions?
• Checkpoint (p.217): How did Progressives work to help the urban poor?
• Graph Skills (p.217): According to the graphs, how did the percentage of children employed change from 1890 to 1920?  How did school enrollment change during the same period?
• Devastated Galveston (p.218): What features would a city government need to handle a reconstruction job of the scale seen here?
• Checkpoint (p.219): How did Progressive reformers change local and state governments?
• Section 1 Assessment (p.219): #1, 2, 4, 5, 6

Upton Sinclair's: The Jungle SchoolTube

Journal Write: Best Time and Place to Live

Journal Write: In the whole history of the world,what was the best time and place to be alive? Why?

(10 Minutes)

7.1: Segregation and Social Tensions

DAY 1 (Thursday)

• Checkpoint (p.186): In what ways were the rights of African Americans restricted?
• Checkpoint (p.187): How did Wells, Washington, and Du Bois protest the mistreatment of African Americans?
• Checkpoint (p.188): How did Chinese immigrants use the court system to protest discrimination?
• Checkpoint (p.189): Why did Mexican Americans lose rights to their land?
• Thinking Critically (p.189): #1 & 2
• Transfer Activities (p.190): #1 & 2
• Checkpoint (p.191): What successes did women achieve in the years after Reconstruction?
• Section 1 Assessment (p.191):  #1, 4, 5, & 6
• Homework: Summarize the sections called "African Americans Lose Freedoms" and "African Americans Oppose Injustices" in a 5 paragraph essay.  Include Jim Crow laws.

STOP --- We will pick this next piece up when I return.

Cornell Notes: The Emergence of Modern America: The Gilded Age

• While watching the video, take Cornell Notes on the movie.

Plessy and the Era of Jim Crow

13th Amendment: December 6, 1865 -- Abolished slavery and involuntary servitude.  This would have made African American's "equal", but something called "The Black Codes" were put into place.
https://en.wikipedia.org/wiki/Black_Codes_(United_States)

The 14th Amendment:  Ratified on July 9, 1868, and granted citizenship to “all persons born or naturalized in the United States,” which included former slaves recently freed.

Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.

Section 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may, by a vote of two-thirds of each House, remove such disability.

Section 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.^[1]

Homer Plessy:

Journal Write: Spartan, Viking, Knight or Roman?

Journal Write: Spartan, Viking, Knight or Roman?

(10 minutes)

Journal Write: The Next 100 Years

Journal Write: The Next 100 Years

(1/2 Page -- Stretch yourself.  Don't just fill a paper with garbage.  Think -- and show me that you thought about your answers.)

6.3: Transforming the West

• NoteTaking (p.169): Chart
• Thinking Critically (p.170): #1 & 2
• Prosperity in the West (p.171): How does this image illustrate the growth of Denver, Colorado?
• Checkpoint (p.171): What were the two major phases of mining?
• The Final Spike (p.172): How does the photograph above illustrate the mood of this event?
• Checkpoint (p.172): How did the government encourage the development of a transcontinental railroad?
• Map Skills (p.173): #2 & 3
• Checkpoint (p.173): How did the railroad affect the cattle industry?

• Farming the Plains (p.174): How did settlers adapt to the challenges of living on the Plains?
• Checkpoint (p.175): Why did farmers move to the Plains?
• Checkpoint (p.176): What were some of the causes of prejudice and discrimination in the West?
• Section 3 Assessment (p.176): #1, 4 & 5
• Thinking Critically (p.177): #1

6.1: The New South

Chapter 6: Section 1 -- The New South.  

• Checkpoint (p.157): What factors limited southern economic recovery?
• Farming in the New South (p.158): What do the graphs indicate about the economic situation in the South after the Civil War?
• Checkpoint (p.158): Why did southern farmers face hard times?
• Checkpoint (p.159): How did southern blacks lose their rights?
• Section 1 Assessment (p.159):
• #1: Terms and People
• #4: What positive steps did the South take to industrialize after the Civil War?
• #5: How did southern agriculture suffer from the domination of cotton?
• #6: How did southern African Americans both gain and lose civil rights after the Civil War?

Please scroll down to Chapter 6.2

6.2: Westward Expansion and the American Indians

Chapter 6: Lesson 2: Westward Expansion and the American Indians

• A Meeting of Cultures (p.161): How does this photograph illustrate the cultural differences between the groups??
• Checkpoint (p.162): What three circumstances hurt Native Americans?
• Note Taking (p.162): Timeline
• Map Skills (p.163): #1 & 2
• Checkpoint (p.164): Why did tensions exist between settlers and Indians?
• Transfer Activities (p.165): #1 & 2
• Checkpoint (p.167): What rebellions ended major Indian resistance?
• Thinking Critically (p.167): #1 & 2
• Checkpoint (p.168): How did the Dawes Act change the way Indians were treated?
• Section 2 Assessment (p.168): #1, 4 & 5.

Native Americans:

The 25th Amendment: What is it all about?

AMENDMENT XXV:

Section 1. In case of the removal of the President from office or of his death or resignation, the Vice President shall become President.

Section 2. Whenever there is a vacancy in the office of the Vice President, the President shall nominate a Vice President who shall take office upon confirmation by a majority vote of both Houses of Congress.

Section 3. Whenever the President transmits to the President pro tempore of the Senate and the Speaker of the House of Representatives his written declaration that he is unable to discharge the powers and duties of his office, and until he transmits to them a written declaration to the contrary, such powers and duties shall be discharged by the Vice President as Acting President.

Section 4. Whenever the Vice President and a majority of either the principal officers of the executive departments or of such other body as Congress may by law provide, transmit to the President pro tempore of the Senate and the Speaker of the House of Representatives their written declaration that the President is unable to discharge the powers and duties of his office, the Vice President shall immediately assume the powers and duties of the office as Acting President.

Thereafter, when the President transmits to the President pro tempore of the Senate and the Speaker of the House of Representatives his written declaration that no inability exists, he shall resume the powers and duties of his office unless the Vice President and a majority of either the principal officers of the executive department or of such other body as Congress may by law provide, transmit within four days to the President pro tempore of the Senate and the Speaker of the House of Representatives their written declaration that the President is unable to discharge the powers and duties of his office. Thereupon Congress shall decide the issue, assembling within forty-eight hours for that purpose if not in session. If the Congress, within twenty-one days after receipt of the latter written declaration, or, if Congress is not in session, within twenty-one days after Congress is required to assemble, determines by two-thirds vote of both Houses that the President is unable to discharge the powers and duties of his office, the Vice President shall continue to discharge the same as Acting President; otherwise, the President shall resume the powers and duties of his office.^[3]

Girls' Life vs. Boys' Life

5.3: Social and Cultural Trends / Short Story: Immigration

As you read this section, think about the Focus Question: What luxuries did cities offer to the middle class?

• Terms and People
• Note Taking (p.144): Chart
• Changing Roles for Women (p.145): How might new appliances like these have changed women's work and expectations?
• Checkpoint (p.145): How did consumption patterns change in the late nineteenth century?
• Thinking Critically (p.146): #1 & 2
• Checkpoint (p.148): What factors contributed to mass culture?
• Checkpoint (p.149): What new forms of entertainment began in the late nineteenth century?
• Section 3 Assessment: #2, 4, 5, 6
• Chapter Assessment (p.152): #1-5, 9 & 10
• Document-Based Assessment (p.153): #1-3

Homework: Write a short story about someone immigrating to America in the late 1800's.

Consider the following:

• Reason for immigration
• The journey to America
• Arrival at processing stations
• Life in the United States
• The process of adopting American culture
• Include descriptive details about the places in the story

A student-created documentary about the Sears Roebuck catalog:

More about writing a short story below...

5.2: Cities Expand and Change

America - The Story of Us: Cities
Worksheet Available Here

Chapter 5: Section 2: Cities Expand and Change

• #1: Terms and People
• #4: Why did immigrants and rural migrants move to cities?
• #5: How did city planners try to improve city life?
• #6: Why did the cities of the late nineteenth century have many problems?

5.1: The New Immigrants / Ellis Island

• Checkpoint (p.129): Describe the "new" immigrants.
• Checkpoint (p.129): List the push and pull factors for immigrants.
• Arriving in America (p.130): What thoughts and feelings might they have been experiencing?  Why?
• Checkpoint (p.131): Describe what happened to immigrants when they arrived.
• Analyzing Political Cartoons (p.132): #1 & 2
• Checkpoint (p.133): Why did some Americans want to restrict immigration?
• Section 1 Assessment (p.133): #4, 5 & 6

Next read the section on Ellis Island (pp.134-135) and answer the questions:

• #1: Look at the photos on this page.  In what ways might Ellis Island have been an intimidating place?
• #2: Why were single women not allowed to leave Ellis Island on their own?
• What does this poem symbolize?  
• What does it represent to the people who were coming to America?

The New Colossus
by Emma Lazarus 

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame. 

"Keep, ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!" 

 

The Transcontinental Railroad

Today we will spend some time discussing The Transcontinental Railroad:

7 Wonders of the Industrial World Episode 6 The Line from Ramuel Tamayo on Vimeo.  "Seven Wonders of the Industrial World" is a highly rated TV series done by the BBC in 2003.   (Here's an alternative video: Click Here)
You will be answering the following questions: (also available on this worksheet)

1. Describe at least three obstacles/challenges faced by railway workers.
2. Describe President Abraham Lincoln's involvement in the Transcontinental Railroad.
3. Explain how the railroads were funded.
4. What groups provided labor for the railroad construction?  Describe the role of Chinese and Irish workers in the railroad construction.
5. Explain why Native Americans were angered by the Transcontinental Railroad.
6. Identify the places where the Union Pacific and the Central Pacific Railroads began their construction.  Where did the two railroads meet?
7. Why did the government play such a large role in the building of the Transcontinental Railroad.
8. Using this map of the railroad, identify the body of water that is located near where the Union Pacific and Central Pacific met.
9. The map (above) shows that the Union Pacific Railroad was able to lay more miles of track than the Central Pacific Railroad.  Why do you think that is?
10. Assess the importance of the Transcontinental Railroad.  Why was it important?  How did it change the country?

If you need more information to answer the questions, you can download and read this PDF:

Click to Download PDF

4.3: Organized Labor Movement

Chapter 4 Section 3: The Organized Labor Movement

• Look at the Section Focus Questions  (p.114).  Think about these as we read the section.

1. A Changing Workforce (p.115): Describe the growth in the industrial workforce between 1860 and 1900.
2. Technology and Society (p.116): Transfer Activities #1 & 2
3. Showing Loyalties (p.117): Do you think employers allowed workers to display such items at work?  Explain.
4. Checkpoint (p.118): How did various labor unions differ in their goals?
5. Analyzing Political Cartoons (p.119): #1 & 2
6. Thinking Critically (p.120): #1 & 2
7. Checkpoint (p.121): Why did workers increasingly turn to th estrike as a tactic to win labor gains?
8. Complete Section 3 Assessment items:
• Add Terms and People to your list.
• Answer questions 4, 5 & 6

  9.  If labor unions had not come about, would these conditions continued on?  Explain as "Video Response" on your paper.

Instead of a test for this chapter, I simply want you to complete the Chapter Assessment on page 124 by answering the 16 questions.  You can do this for homework.

Click to download PDF

4.2: The Rise of Big Business

Chapter 4 Section 2:  The Rise of Big Business

• Read "Witness History" on the top of page 107 and discuss: 

• Why do you think Carnegie believed that a man who dies rich is "disgraced?
• Why did so many people admire Carnegie?

• Pre-Read the Section
• What is a corporation (p.108)

• Next we will discuss Horizontal vs. Vertical Integration.

Assignment:

1. Write down your "Terms and People" (p.112).
2. Answer questions 4, 5 & 6 (p.112).
3. Discuss Andrew Carnegies statement on "Wealth" (p.113).
1. Answer questions 1 & 2.

4.1: Technology and Industrial Growth

Chapter 4 Section 1: Technology and Industrial Growth

1. Pre-Read Chapter 4: Section 1 (pp.100-106)
1. Discuss "Why was the Centennial Celebration" so popular?  Why might it represent a turning point for America?
2. Read through the questions.
2. Complete your "Terms and People".
3. Complete the Causes and Effects chart (seen p.100).
4. Answer questions 4, 5 & 6 of the Section 1 Assessment.

Chapter 4: Industrialization and Invention in the United States

Today we will be jumping ahead to Chapter 4.  Get a book from the shelf and turn to page 96.

1. Read "Reflections: The Civil War" (p.96).
2. Discuss:
1. How did the war lead to improvements in civil rights in America?
2. How did the war lead to the eventual rise of the United States as a world power?
3. What was the most important outcome of the war?
3. Turn to page 98 and look at the picture of the Brooklyn Bridge being built.  Read "The March of American Progress" (p.99) from 1883.  
1. Discuss American views of industry and progress based on that paragraph.
2. How do you think the completion of this bridge changed the lives of the people living around it?
4. Watch this short documentary about the Brooklyn Bridge
   
5. Watch "Turning Points in History: The Industrial Revolution"
   
6. Many people have never heard of Granville T. Woods (mentioned on page 103), but he was an amazing inventor.
   
7. Finally, this is an interesting clip about Thomas Edison
   

   8.  Crash Course: The Industrial Revolution

America: The Story of Us: Heartland

Vocabulary:  As you watch this video, look for these terms.  Define them in your own words.

Dysentery  Formidable  Gradient  Inert

Nitroglycerin  Redundant  Stealthily  Treaty

Introduction:  In 1869, the Atlantic and Pacific coasts of America, more than two thousand miles apart, are linked by continuous metal rails. The Transcontinental Railroad – the world’s first – is one of the most ambitious human enterprises since the Great Wall of China, and much of it is built by Chinese laborers who immigrate to the U.S. in search of work and the promises of prosperity.

The railroad doesn’t just change the lives of Americans, it alters the entire ecology of the continent – and there are enormous casualties that result from this massive and transformative project. The vast Plains, where buffalo and Native Americans roam, become home to farmers who build houses of grass, and cowboys who trail their cattle thousands of miles to the railheads. Steel roads and now steel wire fences parcel up the Plains.

In less than a quarter of a century, the West is won – by the railroad, the fence, and the plow.

Discussion Questions: 

1. Why do you think President Lincoln decided to support the construction of the Transcontinental Railroad, a very expensive project, even though the Civil War was still going on? 
2. What were some of the benefits of the Transcontinental Railroad? What were the human costs of its construction? What groups of people built the railroad? 
3. In this episode, the bison is described as a “mobile general store” for Native Americans on the plains. What does this phrase mean? What were the consequences of the destruction of the bison population for Native Americans? 
4. Who was Theodore Judah and what was his significance in American history? Why was he called “Crazy Judah”? 
5. What happened at the Battle of Little Big Horn? What was the outcome of conflicts between Native Americans and the U.S. military on the plains? 
6. In 1886, Richard Sears established the first mail order catalog. Why do you think this development was a significant event in U.S. history?

Primary Source: An Excerpt from Black Elk Speaks

“In the old days when we were a strong and happy people, all our power came to us from the sacred hoop of the nation, and so long as the hoop was unbroken, the people flourished.

The flowering tree was the living center of the hoop, and the circle of the four quarters nourished it. The east gave peace and light, the south gave warmth, the west gave rain, and the north with its cold and mighty wind gave strength and endurance. This knowledge came to us from the outer world with our religion.

Everything the Power of the World does is done in a circle. The sky is round, and I have heard that the earth is round like a ball, and so are all the stars. The wind, in its greatest power, whirls. Birds make their nests in circles, for theirs is the same religion as ours. The sun comes forth and goes down again in a circle. The moon does the same, and both are round. Even the seasons form a great circle in their changing, and always come back again to where they were.

The life of a man is a circle from childhood to childhood, and so it is in everything where power moves. Our tepees were round like the nests of birds, and these were always set in a circle, the nation’s hoop, a nest of many nests, where the Great Spirit meant for us to hatch our children.”

(Excerpt from Neihardt, John. Black Elk Speaks: Being the Life Story of a Holy Man of the Oglala Sioux. University of Nebraska

Discussion Questions: 

1. What are some of the images you find most interesting in this passage? 
2. What do you think the hoop represents in this passage? What do you think threatened the sacred hoop? 

Further Explorations: What else was going on during this time period? Explore the sites below to learn more about the era of U.S. history covered in this episode. 

More background on Wounded Knee 

www.history.com/topics/wounded-knee

Learn about the Transcontinental Railroad from the Smithsonian’s America on the Move exhibit 

http://americanhistory.si.edu/onthemove 

A lesson plan with documents on the Homestead Act from the National Archives

www.archives.gov/education/lessons/homestead-act 

More background on the history of the Pony Express 

www.sfmuseum.org/hist1/pxpress.html 

More information on the history of the bison from the Smithsonian Museum of Natural History 

www.amnh.org/exhibitions/virtual/bison/history.php 

Places to Visit: Interested in what you saw in this episode? Visiting historic sites is a great way for teachers, students, and families to learn more about the past. Explore these historic sites, or look for local historic sites in your town or city to visit. 

The Little Bighorn Battlefield National Monument
www.nps.gov/libi/index.htm

The Chisholm Trail
www.onthechisholmtrail.com

The Donner Memorial State Park
www.parks.ca.gov/?page_id=503

Cherokee People: Paul Revere and the Raiders