The document discusses life in America during the Gilded Age from 1870-1890. Key points:
1) Rapid industrialization, fueled by new technologies like railroads, created great wealth for some but also poor living/working conditions for many immigrants in cities.
2) Business consolidation led to trusts and monopolies controlled by "robber barons." While some philanthropists aimed to improve society, inequality grew sharply.
3) As the West developed, Native Americans faced increasing conflict as the US took their lands to access resources, culminating in the Wounded Knee massacre of 1890.
Many history books don't mention the Great Migration. Between 1920 and 1980, six million African Americans migrated from the south. They were escaping Jim Crow Laws, Lynchings, poor job opportunities, poor education for their children. Some planned for years and saved to leave. Some saw a body hanging from a tree and took off. Many of our famous African American artists managed to accomplish what they did because their parents or grandparents left the south. This needs to be in every American history book in the country. I teach it in my American History course from 1877 to the present.
The 2nd and 3rd lectures for 1st year's students of English are devoted to the history of immigration to the United States from the Pilgrim Fathers to most recent legislation on immigration
This is the last of a series of lectures on African American history from the Civil War to the 1st WW. It covers the era of the Great Migration, focusing on their living conditions in the South and reasons that lead them to head of the North in such great numbers. The quiz with results is included.
Many history books don't mention the Great Migration. Between 1920 and 1980, six million African Americans migrated from the south. They were escaping Jim Crow Laws, Lynchings, poor job opportunities, poor education for their children. Some planned for years and saved to leave. Some saw a body hanging from a tree and took off. Many of our famous African American artists managed to accomplish what they did because their parents or grandparents left the south. This needs to be in every American history book in the country. I teach it in my American History course from 1877 to the present.
The 2nd and 3rd lectures for 1st year's students of English are devoted to the history of immigration to the United States from the Pilgrim Fathers to most recent legislation on immigration
This is the last of a series of lectures on African American history from the Civil War to the 1st WW. It covers the era of the Great Migration, focusing on their living conditions in the South and reasons that lead them to head of the North in such great numbers. The quiz with results is included.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Biological screening of herbal drugs: Introduction and Need for
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2. gild1
verb
past tense: gilded; past participle: gilded
1.cover thinly with gold.
2.give a specious or false brilliance to.
"they gild the facts until the truth all but
vanishes"
4. Questions to Answer in this Unit
• How did the railroad affect the American
West?
• What was the impact of this technological
change on Native Americans?
• How did Native Americans resist/fight
back?
5. Bottom Line:
The West in the Gilded Age
• Railroads made Western lands more desirable
by connecting them to markets.
• After completion of transcontinental rail in
1869, land rush to the West.
• U.S. govt. and military fight wars against Native
Americans; law used to dispossess Mexican
Americans
• Farming and mining boom favors corporations,
easterners and European immigrants
6. Second Industrial
Revolution• Rapid economic growth
• Promoted by federal
government
• High tariffs to protect
industry
• Land grants to railroads
• Army "removes"
Indians from western
land
Image: arizonaexperience.org
7. Industrial
Economy
• Factories, mining, railroads expand everywhere but
South
• 1880: majority of Americans in non-farming jobs
http://arcweb.sos.state.or.us/pages/exhibits/1857/after/rail1.htm
9. • Environmental degradation: buffalo, lumber, etc.
• Social changes: urbanization, privatization, time
"Trail of the hide hunters." Buffalo lying dead in snow, 1872. 79-M-1B-4
The Railroad
10.
11. • Rail labor and immigrants
• New industries in the SW
13. • 1865-1890: 1,000
battles/attacks on
Indian settlements by
US Cavalry
• 1871: US government
renounces policy of
making treaties with
Native American
groups
• Legal battles in CA and
the SW - European
Americans force out
Mexican landowners
Westward
Expansion
Co. B~ 10th Infantry~, crossing Gila River in
buckboard wagons near San Carlos, Ariz. Terr., ca.
1885. 111-SC-89105. Source: archives.gov
14. 6 See, vast, trackless
spaces,
As in a dream, they change,
they swiftly fill,
Countless masses debouch
upon them,
They are now covered with
the foremost people, arts,
institutions known.
7 See projected, through
time,
For me, an audience
interminable.
With firm and regular step they
wend—they never
stop,
Successions of men,
Americanos, a hundred
millions,
One generation playing its part
and passing on,
And another generation
playing its part and passing
on in its turn,
With faces turned sideways or
backward toward me
to listen,
With eyes retrospective toward
me. Walt Whitman, from Leaves of Grass (1855).
Source: http://www.whitmanarchive.org/
published/LG/1860/poems/1
15. • The ideal:
opportunity to
better life; esp.
economically
• The real:
• beginning 1700s,
forced Indian
labor on CA
missions
• large companies
and landholders
used semi-free
and unfree labor
Mining crew drifting for gold below discovery point, Deadwood, Dak.
Terr. Bystanders pose for photographer S. J. Morrow, ca. 1876. 165-
FF-2F-10
Transformation
of the West
16. Farming in the Trans-
Mississippi West• Advertising to
attract farmers
• Hundreds of
thousands get land
from Homestead
Act; more buy
• MN, ND, SD, NE,
KS: population
explosion - 300,000
(1860) to 5 million
(1900)
• ND most diverse
state in the union
"In Line At The land Office, Perry, Sept. 23, 1893. 9 o'clock A.M.
waiting to file." 49-AR-32
17. Farming• Even family farms
produced cash
crops
• CA as future: large
farms, poor and
often immigrant
migrant laborers
• Mechanization and
chemical fertilizers
drive this
transformation
over time
"The Covered Wagon of the Great Western Migration.
1886 in Loup Valley, Nebr." A family poses with the wagon
in which they live and travel daily during their pursuit of a
homestead. 69-N-13606C
19. The Cowboy and
the Corporate West
• The ideal:The rugged
individual
• The real:
• Cowboy = low-paid
workers
• West becomes the
home of big
corporations: e.g.
mining in MI, CA, NV,
CO The Broncho Buster, 1895; revised 1909; this cast, by November 1910
Frederic Remington (American, 1861–1909)
Bronze
Source: Metropolitan Museum of Art
20. The Subjugation
of the Plains
Indians
• Pre-Civil War migrants traded
with Indians
• Conflict bloodier at mid-
century, and wholesale attack
on Indian way of life after
Civil War
• Battle of Little Big Horn, 1876
= victory of Sioux and
Cheyenne
• But by 1890, Plains Indians
concentrated on reservations
21.
22.
23. Indian Reservations, ca. 1890
http://www.lib.ku.edu/MapsColl/mapstuff/Conference/indianres1890.jpg
24. The Dawes Act
• Dawes Act 1887:
• Indian land divided
into family plots
• Indian farmers = full
US citizens
• Rest of land
auctioned off to
whites
• Indians lost 86 of 138
million acres in 50
years
25.
26. Wounded Knee• Ghost Dance 1890:
• religious
observances, singing
and dancing
• government troops
sent to reservations
• December 29, 1890:
Massacre at
Wounded Knee -
150-200 Indians,
mostly women and
children killed
"Big Foot, leader of the Sioux, captured at the
battle of Wounded Knee, S.D." Here he lies frozen
on the snow-covered battlefield where he died,
1890. 111-SC-82412.
27. Bottom Line:The Gilded Age in
the West
• The railroad changed the U.S. by connecting
the coasts, connecting raw materials to
urban markets:
• This made land and natural resources in the
West valuable…
• Which led the U.S. to make war on Native
American communities in order to take
over those resources.
29. Questions to answer in Part 2:
The City
• How did businesses change with
technological advances after the Civil War?
• What does robber baron mean? Why
would someone use this term?
• What is one way that people responded to
the problems of the new industrial cities?
32. Bottom Line:
Cities in the Gilded Age
• Technological changes helped create
massive fortunes for a few
• Jobs created in cities - new growth in
Midwestern cities, esp. Chicago
• Largely immigrant workforce with relatively
little power, though they worked to change
this
33. Technical
Change and the
New Business
• National enterprise and the “trust”
• “pools” - divide markets, fix prices
• “trusts” - rival companies managed by
single director
• Giant companies: U.S. Steel = 1st billion-
dollar enterprise
34. New Industries
and the City
• Immigrants: In 1880, % of
foreign-born residents:
San Francisco, 45%;
Chicago, 42%; NewYork,
40% (vs. LA county today:
35.6% foreign-born)
• Young women from the
countryside
• Technology made large
population concentrations
possible From Leslie’s Weekly, Aug.
29,1895. Accessed via http://
docsteach.org/documents/
35. The New Rich
• Andrew Carnegie:“vertical
integration” in steel
• most technologically
advanced factories in the
world
• dictatorial control of
factories
• rich have social obligations
36. The New Rich
• “Robber barons” or “Knights of Industry”?
Carnegie: Between 1899 and
1917, provided nearly a million
dollars to help create 65 public
libraries in MN alone.
Rockefeller: founded the
University of Chicago
37. This poster highlights the famous homes that lined Euclid Avenue between East 12th and East 45th Streets from 1850-1910 Source: http://
www.clevelandhistorylessons.com/millionaires-row-poster.html.
38. The problem of our age is the administration of wealth, so
that the ties of brotherhood may still bind together the rich
and poor in harmonious relationship. . . . The contrast
between the palace of the millionaire and the cottage of the
laborer with us today measures the change which has come
with civilization.
This change, however, is not to be deplored, but welcomed as
highly beneficial. It is well, nay, essential for the progress of
the race, that the houses of some should be homes for all that
is highest and best in literature and the arts, and for all the
refinements of civilization, rather than that none should be
so.... A relapse to old conditions would be disastrous to both-
not the least so to him who serves-and would sweep away
civilization with it....
Andrew Carnegie,“Wealth,” North American Review (1889).
Accessed via http://www.fordham.edu/halsall/mod/1889carnegie.asp
40. Responses to
Industrialization
• Reformism and the Social
Gospel
• Middle-class reformers -
books about social inequality
• Protestant clergy - reform
churches:
• expand appeal among poor
in cities
• respond better to social
problems
Walter Rauschenbusch
Image: spider.georgetown.edu
42. Jacob A. Riis,“Dens of Death,” 1872.
Museum of the City of NewYork, accessed via ARTstor.
43. Jacob A. Riis,“In sleeping quarters -
Rivington Street Dump,” ca. 1890.
Museum of the City of NewYork, accesed via ARTstor
44. Jacob A. Riis,“Home of an Italian Ragpicker,”
1888-1889.
Museum of the City of NewYork, accesed via ARTstor
45. Responses to
Industrialization
• Unionism:The Knights of
Labor
• unskilled AND skilled
workers
• blacks AND whites (but
not Asians)
• women AND men
• 1886: 800,000 members (its
highest)
46. • Chicago, May 1, 1886: 40,000
strikers in Chicago strike for
the day in support of 8-hr
day
• Two McCormick Reaper
strikers murdered on May 3
• Protest/rally at Haymarket
Square on May 4 in
response
• Bomb thrown into crowd;
police open fire
• 8 labor leaders arrested, all
convicted, 4 hanged
The Haymarket
Affair
47. Government
and Labor
• Strikes are met with violence
during this period: Pinkerton
men and government troops
• Homestead Steel, 1892:
300 private security
turned back; 8,000 state
militiamen sent to break
strike
48. Bottom Line:
The Gilded Age in the City
• The new economy led to a large gap between rich and poor:
• Some people became fabulously wealthy.
• Others - mostly immigrants - worked hard for very low wages.
They:
• lived in slums
• organized unions and went on strike
• got some sympathy from middle-class people, but not
enough to make much difference in their lives.