Samiyah Lightfoot - Benchmark #1 Review PDF

Benchmark #1 Review Odd Classes (Periods 1, 3, and 7) - Tuesday, November 12th Even Classes (Periods 2, 4, and 8) - Wednesday, November 13th DIRECTIONS: Define the following vocabulary terms below. Use your notes and the textbook for reference. labor unions...

Benchmark #1 Review Odd Classes (Periods 1, 3, and 7) - Tuesday, November 12th Even Classes (Periods 2, 4, and 8) - Wednesday, November 13th DIRECTIONS: Define the following vocabulary terms below. Use your notes and the textbook for reference. labor unions Organized group of workers who unite to make decisions about conditions affecting their work strikes A work stoppage intended to force an employer to respond to demands trusts A business organization in which competing companies are under the control of a single group of trustees assembly lines An arrangement of workers and machines in a factory, where each worker deals with only one part of a product industrialization The development of industries in a country 0r region on a wide scale urbanization The growth of cities. immigration The process of moving to a new country or region with the intention of staying and living there ethnic enclave A geographical area where a particular ethnic group is spatially clustered and socially and economically distinct from the majority group quota A system of limiting by nationality the number of immigrants who may enter the United States each year. nativism Favoring the interests of native-born people over foreign- born people. child labor Children working in jobs that deprive them of their childhood, interfere with schooling, or harm their mental, physical, or social development. reconstruction The period of rebuilding that followed the Civil War. sharecropping A system in which landowners give farm workers land, seed, and tools in return for a part of the crops they raise. suffrage The right to vote. inalienable rights A right that people are born with and that can never be taken away. martial law The temporary substitution of military authority for civilian rule and is usually invoked in time of war, rebellion, or natural disaster. DIRECTIONS: Complete the chart below. Use your notes and the textbook for reference. Explanation/Importance Sherman Antitrust Act A law, enacted in 1890, that was intended to prevent the creation of monopolies by making it illegal to establish trusts that interfered with free trade. Melting Pot Theory A mixture of people from different cultures and races who blend together by abandoning their native languages and cultures. Compromise of 1877 Gave Rutherford B. Hayes the presidency in exchange for the end of Reconstruction in the South. Key pieces of the Compromise: The removal of all remaining military forces from the former Confederate states. At the time, United States troops remained in Louisiana, South Carolina, and Florida, but the Compromise completed their withdrawal from the region. 1. The appointment of at least one Southern Democrat to Hayes’ cabinet. 2. The construction of another transcontinental railroad through the South and Texas 3. Legislation to help industrialize the South and restore its economy following Reconstruction. 4. The right to deal with African American citizens in southern states without northern interference. Jim Crow Laws Laws enacted by southern states and local governments to separate white and black people in public and private facilities. The Black Codes The discriminatory laws passed throughout the post-Civil War South which severely restricted African Americans' lives, prohibiting such activities as traveling without permits, carrying weapons, serving juries, testifying against whites, and marrying whites. 13th Amendment Abolished slavery and involuntary servitude. (1865) 14th Amendment Makes all persons born or naturalized to the United States (including former slaves) citizens of the country and guarantees equal protection of the laws (1868). 15th Amendment Prohibits the denial of voting rights to people because of their race or color or because they have previously been slaves (1870). 3 Reconstruction Plans 1. Abraham Lincoln’s Plan A general amnesty would be granted to all who would take an oath of loyalty to the United States and pledge to obey all federal laws pertaining to slavery High Confederate officials and military leaders were to be temporarily excluded from the process. When one tenth of the number of voters who had participated in the 1860 election had taken the oath within a particular state, then that state could launch a new government and elect representatives to Congress. 2. Radical Republican Plan Protective tariffs Pro-business national banking system Liberal land policies for settlers Federal aid for railroad development 3. Andrew Johnson’s Plan Pardons would be granted to those taking a loyalty oath. No pardons would be available to high Confederate officials and persons owning property valued in excess of $20,000. A state needed to abolish slavery before being readmitted A state was required to DIRECTIONS: In the space provided, answer the questions below. Use your notes and the textbook for reference. 1. Why was Rockefeller and Standard Oil seen as predatory? Created a monopoly of the oil industry, controlled prices, colluded with the railroad companies; eliminated competition. 2. What is the difference between a “Captain of Industry” and “Robberbarons”? Robber Baron- gained wealth through unethical and ruthless business practices Captain of Industry-used their wealth to benefit society- donated/contributed their wealth to worthy causes such as educational facilities, churches, charities, etc. 3. How were workers treated during Industrialization? Why did they continue to work these jobs? Working conditions were harsh- long work hours (12 hours or more a day), unsafe working conditions (sometimes leading to deadly accidents), low wages, unsanitary, repetitive work. Workers often remained in these jobs because they were untrained/uneducated; came from poor families and had to contribute. 4. How were immigrants treated when they arrived in the United States? Immigrants were often discriminated against, faced challenges in finding work, lived in poverty, lacked sufficient homing (tenements), etc. 5. How did the “new” immigrants differ from the “old” immigrants? Why were the “new” immigrants not as welcomed as the “old” immigrants? “New” immigrants were those that came in after the Civil War. “Old” immigrants had come in prior to the Civil War. “New” immigrants did not speak English and were generally poor, whereas “Old” immigrants did speak English and arrived with wealth/education/skills. 6. Why did immigrants come to the United States? Freedoms- escape persecution, war, etc. Better Opportunities- education, jobs, etc. 7. What were some of the problems of Urbanization? How were these problems corrected? Increase in crime rates, disease, congestion, lack of sufficient living space, social exclusion, etc. Technology- electricity, telephone, etc., building of larger structures such as skyscrapers, improved transportation, etc. 8. How did Reconstruction come to an end? The compromise of 1877 brought an end to Reconstruction in the United States.