1. By: Tara Green Saraland Elementary “ALABAMA: The History, Geography, Economics, and Civics of an American State”,Dr. Leah Rawls Atkins and Dr. Harvey H. Jackson, III By: Tara Green Saraland Elementary “ALABAMA: The History, Geography, Economics, and Civics of an American State”,Dr. Leah Rawls Atkins and Dr. Harvey H. Jackson, III

2. Ch:7 Charting A New Course Think about all the things in your life that help you live an enjoyable life. Take 1 minute and share your thoughts with your partner. Now imagine life without some of those luxuries like electricity, the privilege of going to school, a comfortable home, etc… Take 1 minute and share your thoughts with your partner. In this lesson, you will learn about some very important people that spent their life making changes in Alabama so that you can enjoy the life you have today.

3. Ch:7 Charting A New Course The Constitution of 1901 Lesson 1 (pages 202-211) ∙ A new constitution had just been written in 1875, but to keep the poor white farmers and blacks voting the Democrats out of office, the Democrats in office decided that the state needed a new constitution. They hoped to take away their right to vote (disfranchise). ∙ They planned to require that all voters be able to read and write, own property, and pay a fee in order to vote (poll tax). This would keep most poor white farmers and blacks from voting.

4. Ch:7 Charting A New Course The Constitution of 1901 Lesson 1 (pages 202-211) ∙ The Democrats knew that this constitution (with all the new voting requirements) would never actually be voted for, so they stuffed the ballot boxes and won (put illegal ballots in the box so the outcome was in their favor). ∙ Within 2 years after the constitution went into effect, more than 40,000 white voters could no longer vote, and almost every black voter in Alabama was disfranchised (couldn’t vote). The Democrats would be in power for a long time…all because of the new constitution of 1901

5. Ch:7 Charting A New Course Progressive Alabama Lesson 1 (pages 202-211) ∙ Even though the Democrats had taken away the right to vote for many, there were some people that worked hard to improve the lives of others. These people were called … PROGRESSIVES Progressives wanted to do more than improve education. They wanted to end child labor and get children into schools and out of the textile mills. They wanted to improve the health care of the people. They thought women should have the right to vote. They also wanted to use technology to raise the standard of living in Alabama.

6. Ch:7 Charting A New Course Progressive Alabama Lesson 1 (pages 202-211) Julia Tutwiler -She worked hard to improve educational opportunities for women, especially educating women to become teachers. -Because of all her efforts, the state legislature set up Alabama Normal College (now University of West Alabama in Livingston) where women could be trained to be classroom teachers. -She also thought it was wrong for the University of Alabama to admit only men. She worked hard to persuade the trustees. -Auburn admitted women in 1892, and as a result of Julia’s efforts, two women enrolled in the University of Alabama in 1893

7. Ch:7 Charting A New Course Progressive Alabama Lesson 1 (pages 202-211) Booker T. Washington -He was born a slave in Virginia, but was able to get an education after he was freed from slavery (emancipation). -As a young man, he moved to Alabama to open a school. -In Alabama, he built Tuskegee Institute, which soon became one of the best schools for African Americans in the nation.

8. Ch:7 Charting A New Course Progressive Alabama Lesson 1 (pages 202-211) George Washington Carver -He served for many years on the Tuskegee faculty -His research with the peanut earned him fame and gave southern farmers something to grow besides cotton. -The peanut oil your family uses to cook with and the peanut butter you eat are some of the results of his hard work and experiments.

9. Ch:7 Charting A New Course Progressive Alabama Lesson 1 (pages 202-211) John Tyler Morgan -He had a physical disability as a child which made walking difficult. This made attending school rather difficult. He learned a little from school, but was educated by his mother. -He grew up to be an lawyer. He fought in the Civil War and became a general. After the war, he became involved in Alabama politics and later a U.S. senator. -As senator, one of his goals was to have a canal cut through the Isthmus of Panama. He believed that this would allow the South’s cotton and cloth to be shipped throughout the world. He is known as the “Father of the Panama Canal”.

10. Ch:7 Charting A New Course Progressive Alabama Lesson 1 (pages 202-211) Lewis Hine: A Hero with a Camera -He was a New York photographer. He was greatly concerned about the large number of children in this country working in dangerous jobs and not attending school. Children worked because families were so poor that they needed their children to earn money. -He worked with the National Labor Committee in an attempt to protect children from being mistreated. -In 1910, he began to take pictures in Alabama of children being forced to work long hours and paid poorly. He photographed children working in coal mines, cotton mills, and fish canneries. His pictures helped the progressives get child labor laws passed to protect children from these horrible conditions.

11. Ch:7 Charting A New Course Turning on the Lights Lesson 1 (pages 202-211) -In the early 1900’s, people realized that to make progress, people needed electricity. Most Alabamians did not have electricity. -A group of men formed the Alabama Power Company. They wanted to build hydroelectric dams across the Coosa and Tallapoosa Rivers. In the dams, water would flow through turbines that turned generators to produce electricity. The electricity would be sent through wires to different parts of the state. -To build these dams, roads, railroads, and entire villages had to be built. It was one of the biggest engineering projects in the state’s history. -By 1950, electricity was available to almost everyone in Alabama

12. Ch:7 Charting A New Course Other Alabamians Make Their Mark Lesson 1 (pages 202-211) Many Alabamians became well known both inside and outside our state. Some of them overcame handicaps to accomplish many things.

13. Ch:7 Charting A New Course Other Alabamians Make Their Mark Lesson 1 (pages 202-211) Maria Fearing -She was born a slave. She always had a strong interest in Africa. After emancipation (the act of setting free from slavery), she saved enough money to go to Talladega. Because she had almost no education, she was put in the 1 st grade, even though she was over thirty years old. -Maria did so well in school that she quickly made progress and before long, she learned enough to become a teacher. At about age 50, she heard a missionary (one sent to do religious work in a foreign country) speak of the need for workers in Africa. She sold her house to pay her way to Africa for the job. -Maria lived and taught in Africa for the next 25 years. When her health declined, she returned to Selma, and died in 1937 when she was almost 100 years old. She was one of the most loved and respected people in her community.

14. Ch:7 Charting A New Course Other Alabamians Make Their Mark Lesson 1 (pages 202-211) Helen Keller -Because of a childhood illness, she was both deaf and blind. She also could not speak because she could not hear words. Her handicap caused her to become frustrated, so she was an unruly child. Her parents wanted to give her a better life, so they contacted Perkins Institute for the Blind in Boston, Massachusetts. They sent Annie Sullivan to teach Helen. -Annie taught Helen that signs she made with her hands could mean things that she could touch and feel. The first word she learned to sign was “water”. Helen then learned very quickly. -She learned to read letters printed in Braille. Then when she was 10, a new teacher began to teach her to speak. She eventually went to Radcliffe College and in 1904 graduated with honors. She traveled around the world showing people what can be accomplished in spite of handicaps.

15. Ch:7 Charting A New Course Lesson 1 (pages 202-211) Lesson 1 Review Questions -1. What group of people led the Alabama Democrats? -2. What two groups opposed the Democrats? -3. According to the 1901 constitution, what were the requirements to vote? -4. What did progressives want for Alabama? -5. What role did electricity play in Alabama in this time period?

16. Ch:7 Charting A New Course Lesson 1 (pages 202-211) Lesson 1 Answers -1. Planters from the Black Belt, industrialists from the mineral belt, mill owners from the piedmont, and business men from larger cities led the Alabama Democrats. -2. Poor white farmers and blacks opposed the Democrats. -3. According to the 1901 constitution, the requirements to vote were to read and write, own property, and pay a poll tax. -4. Alabama progressives wanted to improve the lives of the people of Alabama. -5. In Alabama during this time period, progress depended on electricity.

17. Ch:7 Charting A New Course Lesson 1 Small Group Activity ALCOS 10. Describe significant social and educational changes in Alabama during the late nineteenth and early twentieth centuries. Identifying Alabamians who made contributions in the fields of science, education, the arts, the military, politics, and business during the late nineteenth and early twentieth centuries. Directions: Your group will be assigned one of the following progressives of Alabama: John Tyler Morgan, Julia Tutwiler, Booker T. Washington, George Washington Carver, and Helen Keller Read the informational text given by your teacher or refer to the website (www.encyclopediaofalabama.org) to learn more details about that person’s life. On your chart paper, write a brief summary of their life including more information than just what was in this presentation. Finally, draw a portrait of that person “in action”.

18. Ch:7 Charting A New Course Imagine that you were enjoying a beautiful afternoon at a nearby park. You walk over to where some of your classmates are hanging out. You quickly realize that something is going on! Gunter, a really tall athletic boy, appears to be bullying Ethan and Freddie, 2 shorter non athletic boys. You really don’t want to get involved, but you are pretty good friends with Ethan and Freddie. So you decide to go stand by them just in case they need you. Even though you are just being a supportive friend, Gunter gives you the “evil eye”. “I’ve done nothing to you Gunter, but these guys are my friends and I don’t agree with how you are treating them”, you comment.. Gunter’s anger continues to grow…Turn and talk to your partner and make a prediction about what happens next. In this lesson, you will learn about World War I. Think back on this story and see if you can guess which country was represented by each character in the story.

19. Ch:7 Charting A New Course The Age of Flight in Alabama Lesson 2 (pages 212-223) ∙ December 1903 – Orville and Wilbur Wright, 2 young bicycle makers flew the 1 st motorized aircraft at Kitty Hawk, North Carolina. The “mechanical bird’s” 1 st try was successful by flying for 12 seconds. It covered 120 feet. ∙ In 1910, Orville Wright opened a civilian flying school in Montgomery, Alabama. Many pilots were trained there and sponsored the 1 st night flight. ∙ He later moved the school, but Alabama had played a major role in the early history of flight.

20. Ch:7 Charting A New Course Progress and War Lesson 2 (pages 212-223) Progress and War -Along with electricity, other inventions made life better for Alabamians. -Telephone, telegraph, wireless radio- easier communication -Streetcars- people in the suburbs could easily travel to their jobs in the city (Horses, buggies, and wagons were fewer and fewer thanks to Henry Ford’s new affordable automobile.) -Giant ocean liners could carry people between America and Europe in just over a week.

21. Ch:7 Charting A New Course Alabama and World War I Lesson 2 (pages 212-223) World War I -The Great War was going on in Europe between Germany and the combined forces of England and France. Soon the United States developed close ties with England and France. They were buying manufactured goods from the United States, which made Germany very angry. -Diplomatic relations (communication between countries) grew worse. German subs were sinking ships carrying supplies to England and France. -1915- a German sub sank the Lusitania, which killed 128 Americans, and threatened to sink anymore ships helping the other countries. -1917-United States declared war on Germany. Because so many countries were fighting, the conflict became known as the Great War. -During the war, 100,000 Alabamians entered the armed forces.

22. Ch:7 Charting A New Course Alabama and World War I Lesson 2 (pages 212-223) World War I President Woodrow Wilson said to Congress, “the world must be made safe for democracy,” “the world must be made safe for democracy,” when he asked Congress to declare war on Germany.

23. Ch:7 Charting A New Course Alabama and World War I Lesson 2 (pages 212-223) -The Great War introduced many new and terrible weapons…so warfare changed! Machine guns-they had so many bullets that a shot could be fired from far away instead of soldiers having to charge each other on a battlefield. They dug and waited in trenches for the enemy positions to weaken. Airplanes- This was the 1 st time planes were used in warfare. They scouted enemy positions, carried and shot at ground troops, and fought in aerial dogfights. Poison Gas- Its effects were so horrible that after the war its use was banned by international agreement. -World War I ended on November 11, 1918. This day was celebrated as Armistice Day, now known as Veterans Day. More than 6,200 Alabamians died- 2,400 died in fighting-the rest died from wounds and diseases(flu epidemic).

24. Ch:7 Charting A New Course On the Home Front Lesson 2 (pages 212-223) On the Home Front -WWI also changed the lives of the Alabamians that stayed home…demand for textiles grew and cotton prices rose. Many poor farmers were earning more money than they had ever thought possible. Some of them used their money to buy land and others bought consumer goods (goods, as in food and clothing that satisfy human needs and wants) -TIMES WERE GOOD ON THE FARM!!!

25. Ch:7 Charting A New Course On the Home Front Lesson 2 (pages 212-223) On the Home Front -TIMES WERE EVEN BETTER IN THE CITY!!! -Factories and industrial centers made iron and steel for the war effort. Textile mills also stayed busy. Sawmills buzzed. Trains ran from factories to the docks at Mobile loaded with what Alabamians had made. Then the ships carried those goods to the war. At this time, ship building became a major industry, and many were built in Mobile. -Many poor farmers heard of the good jobs in the city and moved. The population in cities grew, the population in rural areas declined. -If the sharecroppers would have returned to their farms, they would have been disappointed. Alabama had been invaded by the boll weevil (a small beetle that destroys cotton crop). Many planters had to start raising cattle which didn’t leave work for a sharecropper.

26. Ch:7 Charting A New Course On the Home Front Lesson 2 (pages 212-223) On the Home Front -In Alabama, people helped the war effort in many ways. Families planted “victory gardens”, saved food for soldiers by having “meatless” days, buying war bonds to help pay for the war, and making clothing. -Many Americans who joined the military were sent to Alabama to train because of mild climate. -WWI changed Alabama and Alabamians!!!

27. Ch:7 Charting A New Course Lesson 2 (pages 212-223) Lesson 2 Review Questions -1. Name 2 other inventions that made life easier for Alabamians, and explain how they changed lives. -2. Why did America declare war on Germany? -3.Why was this conflict known as the Great War? -4. Name 2 weapons that had a dramatic effect on how war was waged. -5. What economic changes did the Great War bring to Alabama?

28. Ch:7 Charting A New Course Lesson 2 (pages 212-223) Lesson 2 Review Answers -1. Other inventions that made life easier for Alabamians were the telephone, telegraph, wireless radio, streetcars, and ocean liners. They all made communication and transportation easier -2.America declared war on Germany because Germany sank the ocean liner Lusitania, killing 128 Americans. -3.This conflict known as the Great War because so many countries were fighting. -4. Some weapons that had a dramatic effect on how war was waged were machine guns, airplanes, and poison gas. -5. The Great War caused Alabama’s economy to improve because of the demand for products increasing which created more jobs and the opportunity to earn more money.

29. Ch:7 Charting A New Course Lesson 2 (pages 212-223) LESSON 2 ACTIVITY 4 SQUARES Step 1: Fold your paper 2 times in order to create 4 equal size boxes. Outline your boxes. Label your squares 4, 3, 2, 1. You will have a writing assignment in each box. After your writing is complete, you can illustrate one of the ideas expressed in that box. Step 2: Complete box “4” by listing 4 new inventions that made life easier during this time period. Then illustrate one of these inventions. Step 3: Complete box “3” by explaining 3 ways that Alabamians helped war efforts. Then illustrate one of these ideas. Step 4: Complete box “2” by explaining how WWI affected Alabama’s economy ($). Then illustrate one of these ideas. Step 5: Complete box “1” by answering the following question. Do you agree or disagree with the United States declaring war on Germany? Give detail to support your opinion.

30. Ch:7 Charting A New Course What do you think the word “roaring” means? Turn and Talk to your partner In this lesson, you will learn about the 1920’s. They are described by using the adjective “roaring”. “Roaring” means very active or strong. Some synonyms for this word iare “booming” or “prosperous”. Why do you think the 1920’s were considered roaring or prosperous? Turn and Talk to you partner.

31. Ch:7 Charting A New Course After the War: The Roaring Twenties Lesson 3 (pages 224-227) The Roaring 20’s -The years after World War I were exciting for many Alabamians!!! Most towns had motion picture theaters where people could see silent movies that told of places far away from Alabama. The radio was also becoming very popular. People could be informed of events happening in other parts of the country. -This decade was known as the Roaring 20’s because everything seemed to happen so fast. Automobiles ran faster, airplanes flew faster, and people danced faster.

32. Ch:7 Charting A New Course After the War: The Roaring Twenties Lesson 3 (pages 224-227) The Roaring 20’s -William Christopher Handy (W.C. Handy) -born in Florence, Alabama in 1873 -loved church songs he heard as a child -learned about music as he traveled to other states -organized his own band in Memphis, Tennessee -liked sad, mournful songs called “the blues” - wrote these songs and began a business publishing them --known as “The Father of Blues”

33. Ch:7 Charting A New Course After the War: The Roaring Twenties Lesson 3 (pages 224-227) The Roaring 20’s -Zelda Sayre Fitzgerald: Alabama Flapper -born Montgomery, Alabama in 1900 -known as a flapper (young women who cut their hair, wore short skirts, and seemed to live a carefree, glamorous lives) -famous in Montgomery for her sense of fun -1920 married F. Scott Fitzgerald (later one of America’s most famous writers) -they lived an exciting life of travels and parties

34. Ch:7 Charting A New Course After the War: The Roaring Twenties Lesson 3 (pages 224-227) The Roaring 20’s -This was also an important time period for women. Progressive Alabamians wanted women to have the right to vote, but many men opposed it. They feared that voting would distract women from their wifely duties at home. -Alabama women joined the National American Suffrage Association. As suffragettes (women who worked for the voting rights of women) they made speeches, held rallies, and marched in parades. -Finally, in 1920, suffrage was granted when the 19 th Amendment was added to the U.S. Constitution. -Alabama did not vote in favor of this, but many other states did, and it passed. WOMEN COULD VOTE…AND THEY DID!!!

35. Ch:7 Charting A New Course Progress In The Twenties Lesson 3 (pages 224-227) PROGRESS IN THE 20’s -Alabama elected 2 progressive governors: Thomas E. Kilby and Bibb Graves. -Thomas E. Kilby: -wealthy business man from Anniston -improved education and the state’s prison system -worked to improve the health of children -Bibb Graves: -worked to give Alabamians more educational opportunities -paid special attention to colleges that trained teachers -interested in the rights of workers (labor unions bean)

36. Ch:7 Charting A New Course Progress In The Twenties Lesson 3 (pages 224-227) As the decade ended, many factories were not able to sell their goods, and they were laying off workers. Farm prices were also down. Farmers were having trouble paying off their debts. Some people felt that hard times were ahead of them. Unfortunately…they were right!

37. Ch:7 Charting A New Course Lesson 3 (pages 224-227) Lesson 3 Review Questions -1. Why are the 1920s known as the Roaring Twenties? -2. Who was W.C. Handy and what did he contribute to American life? -3.What did Alabama women do to win the right to vote? -4. Name 2 progressive governors from this time period. What goals did they share?

38. Ch:7 Charting A New Course Lesson 3 (pages 224-227) Lesson 3 Review Questions: Answers -1. The 1920s were known as the Roaring Twenties because everything seemed to be faster. -2. W.C. Handy was a musician and he contributed to American life by his music and being known as “the Father of the Blues”. -3.Alabama women made speeches, held rallies, and marched in parades to win the right to vote. -4. 2 progressive governors from this time period were Thomas Kilby and Bibb Graves. They both worked to improve education.

39. Ch:7 Charting A New Course ABC summary Complete the ABC summary your teacher has given you by thinking back on all the people, events, and ideas expressed in the chapter.

40. Ch:7 Charting A New Course Vocabulary Review poll taxdisfranchiseemancipation missionarydiplomatic relations consumer goodsboll weevilsuffragettes war bondsprogressives

41. Ch:7 Charting A New Course -POLL TAX -A fee paid in order to vote

42. Ch:7 Charting A New Course -DISFRANCHISE -To deprive a person of the rights of citizenship, especially the right to vote

43. Ch:7 Charting A New Course -EMANCIPATION -The act of setting free, as from slavery

44. Ch:7 Charting A New Course -MISSIONARY -One sent to do religious work in a foreign country

45. Ch:7 Charting A New Course -DIPLOMATIC RELATIONS -Communication between countries, especially in negotiating treaties and agreements

46. Ch:7 Charting A New Course -CONSUMER GOODS -Goods, as in food and clothing that satisfy human needs

47. Ch:7 Charting A New Course -BOLL WEEVIL -A small beetle that damages cotton

48. Ch:7 Charting A New Course -SUFFRAGETTES -Women who worked for the voting rights of women

49. Ch:7 Charting A New Course -WAR BONDS -Certificates bought by citizens to help the government pay the expenses of war