Bellwork 3-16-15 1. The Jim Crow laws were designed to do what? A. Give African-Americans the right to vote B. Allow women to own property in their own.

Bellwork 3-16-15 1. The Jim Crow laws were designed to do what? A. Give African-Americans the right to vote B. Allow women to own property in their own name C. Maintain African American representation in S.C. politics D. Make racial segregation an accepted part of life in South Carolina Answer: D 2. During the Reconstruction Era, what was one reason for the formation of the Ku Klux Klan? A. Prevent former slaves from exercising their rights B. Encourage immigration form Southern and Eastern Europe C. Support the South during the Civil War D.Eliminate share cropping in the Southern States Answer: A

Reminders Study notes nightly Notecards due Friday Post Reconstruction Test (Mar.18) End of Third Quarter (Mar.23) Early Dismissal (Mar. 27 th ) Spring Break (Mar. 30-April 3)

Agenda Notes/Discussion: The policies and actions of South Carolina’s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, and violence. Key Focus: Leadership of Benjamin Tillman (Populist Democrat) & Wade Hampton Student Group Activity: Using informational text to summarize the role of SC’s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, and violence using a graphic organizer Closure: Q & A using whiteboards IP Short Paragraph Reflection: Micro Lab

Relevance THE RULES JUST KEEP CHANGING!!!!

Policy Defined Policies- A plan or course of action intended to influence and determine decisions, actions and other matters. (Also known as laws)

Focus Statement 8-5.4 Summarize the policies and actions of South Carolina’s political leadership after Reconstruction.

Review-Wade Hampton-Bourbons or Redeemers Ex-Confederate General SC Governor – Won election by coordinating a campaign of violence and intimidation. African Americans left to fend for themselves Objective restore or “redeem” government to pre-war state- Little taxes/Rich rule Bourbon name of French royal family restored to throne after French Revolution

Bourbons or Redeemers At the end of the Reconstruction this new group of men took control (wealthy men or military leaders of the Confederacy) Believed they had “redeemed” the state from corruption of the Radical Reconstructionist Gov. Wade Hampton: leader of this group & very out spoken critic of Reconstruction Wade Hampton’s Plan Although Hampton was a Democrat, he supported Republican judges and appointed African Americans & Caucasions to statewide offices Hampton also encourage his followers to work on rebuilding the state instead of focusing only on their resentment of the north Hampton supported racial harmony, but not racial equality. He wanted to avoid another confrontation with the North at all costs.

CFU Why did Governor Wade Hampton and his followers refer to themselves as the “Redeemers” Answer: This conservative Democratic Party claimed to have “redeemed” South Carolina from the Republicans.

Thinking Critically: Use your talking chips The Northerners lost interest in the Reconstruction of the South by the 1870s. What do you think happened to cause this loss of interest? Possible Answers: Grew tired of the African American /Southerners problem Disillusioned with African Americans lack of political skills Realize they were often not treated fairly in the North sometimes either.

Benjamin Tillman In South Carolina, poor white farmers accepted the leadership of Ben Tillman because of his extraordinary oratorical and political skills. Tillman was a Populist because he appealed to the values and needs of the common people against the Conservative elite. Unlike his Populist counterparts elsewhere in the nation, Tillman never supported the appeal for the vote of the African-American farmers, who suffered as much or more from declining economic conditions as did the white farmer.

Benjamin Tillman This appeal led to an increase of violence and lynching against African-Americans and opposition to the Populist Party in many parts of the South. In South Carolina, Tillman ran on a platform of white superiority and later led the movement to further disenfranchise the African- American voter. Tillman’s bigotry and racist rhetoric led to the reemergence of the terrorism of the Reconstruction era. Soon violence and lynching increased and African Americans who dared to protest were intimidated into silence. Race baiting (the making of verbal attacks against members of a racial group) increased during economic hard times as poor whites took out their frustrations on an easy target.

CFU Why did Ben Tillman appeal to poor Farmers?

Thinking Critically: (Talking Chips) Tillman also thought some of the poor conditions in agriculture could be attributed to the fact that too many farmers did not know how to farm. Why would this be a possible theory.

8-5.4 Summarize the policies and actions of South Carolina’s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, violence. Students will complete chart summarizing the policies and actions of political leadership in SC after Reconstruction I Do: The teacher will model using informational text to find relevant information about policies and actions of political leaders in SC after Reconstruction We Do: Work together finding relevant information about policies and actions of political leaders in SC after Reconstruction using informational text and graphic organizer You Do: The students will complete the graphic organizer Students will then share responses Guided Practice

Policies/ActionsSummary of Policies and Actions Government Plessy v/s Ferguson Jim Crow Laws Eight Box Law Poll Taxing Treatment of African Americans 8-5.4 Summarize the policies and actions of South Carolina ’ s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, and violence.

Policies/ActionsSummary of Policies and Actions Government In 1895, Senator Benjamin Tillman urged his followers to call for a new state constitution to replace the Reconstruction constitution of 1868 (8.5.3). Tillman wished to cement his control of the Democratic Party and to be sure that the black majority did not provide political support to his Conservative opposition. The new constitution established a literacy test for voting by requiring that voters be able to read and interpret the United States Constitution. It also required that the poll tax be paid six months before the election. Poor farmers had little money so far ahead of harvest time. Poor, illiterate white voters were protected by the “grandfather clause” because they were able to vote if their grandfathers had been able to vote in 1860. This accelerated the trend in limitations on the right to vote that had begun under the Wade Hampton and the Bourbons. The new constitution required that there be separate schools for black and white children. South Carolinians further limited the social opportunities of African Americans by passing a series of laws, called Jim Crow Laws, which set social segregation into law, not just practice. In 1896, the Supreme Court of the United States ruled that such laws were constitutional. The Court ruled that separate-but-equal facilities satisfied the 14th amendment’s requirement for equal protection under the law in the case of Plessy v Ferguson. As a result, nationally sanctioned Jim Crow impacted, both directly and indirectly, every aspect of the African-American experience for most of the next six decades. Although African-American South Carolinians protested their exclusion from public life, violence, intimidation and lynchings by white terrorists effectively silenced them. I Do

Policies/ActionsSummary of Policies and Actions Plessy V Ferguson In 1895, Senator Benjamin Tillman urged his followers to call for a new state constitution to replace the Reconstruction constitution of 1868 (8.5.3). Tillman wished to cement his control of the Democratic Party and to be sure that the black majority did not provide political support to his Conservative opposition. The new constitution established a literacy test for voting by requiring that voters be able to read and interpret the United States Constitution. It also required that the poll tax be paid six months before the election. Poor farmers had little money so far ahead of harvest time. Poor, illiterate white voters were protected by the “grandfather clause” because they were able to vote if their grandfathers had been able to vote in 1860. This accelerated the trend in limitations on the right to vote that had begun under the Wade Hampton and the Bourbons. The new constitution required that there be separate schools for black and white children. South Carolinians further limited the social opportunities of African Americans by passing a series of laws, called Jim Crow Laws, which set social segregation into law, not just practice. In 1896, the Supreme Court of the United States ruled that such laws were constitutional. The Court ruled that separate-but-equal facilities satisfied the 14th amendment’s requirement for equal protection under the law in the case of Plessy v Ferguson. As a result, nationally sanctioned Jim Crow impacted, both directly and indirectly, every aspect of the African-American experience for most of the next six decades. Although African-American South Carolinians protested their exclusion from public life, violence, intimidation and lynchings by white terrorists effectively silenced them. We Do

Policies/ActionsSummary of Policies and Actions Government Plessy v/s Ferguson Jim Crow Laws Eight Box Law Poll Taxing Treatment of African Americans 8-5.4 Summarize the policies and actions of South Carolina ’ s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, and violence. They were silenced by intimidation, and lynching by white terrorists ex. Ku Klux Klan A tax that had to be paid six months before any election, according to the constitution of 1895 Required voters to place ballots for each different office into a different box. Set social segregation into law, not just practice Supreme court ruled separate but equal facilities satisfied the 14 th amendment’s requirement for equal protection 1895 Constitution replaced the Constitution of 1868 New Constitution established a literacy test for voting

Do You Know?? Closure Which Supreme Court ruled separate but equal facilities satisfied the 14 th amendment? Plessey v/s Ferguson Required voters to place ballots for each different office into a different box? Eight Box Law A tax that had to be paid six months before any election, according to the 1895 Constitution. Poll Taxing These series of laws are responsible for setting social segregation into law Jim Crow The leader of the Populist Party Benjamin Tillman

Independent Practice 8-5.4 Complete the graphic summarizing the policies and actions of South Carolina’s political leadership after Reconstruction

Reflection Pretend you are a news reporter from the North covering the story on Reconstruction. Write a one page report summarizing the policies and actions of South Carolina’s political leaders and how they affect the lives of African Americans after Reconstruction. Reminder: Make sure your story has a “eye- catching” headline Articles graded using a rubric

Bell Work 3-17-15 1. What was the purpose of the 13 th amendment? A. Give African-Americans the right to vote B. Allow women to own property in their own name C. To abolish slavery D. Make racial segregation an accepted part of life in South Carolina Answer: C 2. Southern Republicans who were sympathetic to the Northern politicians in the South were referred to as? A. Ku Klux Klan B. Carpetbaggers C. Radical Republicans D.Scalawags Answer: D

Agenda Notes/Discussion: Key Focus: Industrialization in SC & the US Textile Industries Railroad Expansion Development of Phosphate Immigration Model and Guided- Fill in Graphic organizer Closure: Independent Practice: Micro Lab Reflection: Quiz questions

Prior Learning Government Plessy v/s Ferguson Jim Crow Laws Eight Box Law Poll Taxing Treatment of African Americans Are all policies and actions of South Carolina ’ s political leadership in which many discriminatory laws established a system of racial segregation, intimidation, and violence.

Relevance How many of you have parents, or know of someone who works in factories?

Focus Statement 8-5.5 Compare industrial development in South Carolina to industrialization in the rest of the United States.

Industrialization Defined Industrialization- is a process that happens in countries when they start to use machines to do work that was once done by people.process

Industrialization Example and Non-Example Example With industrialization, there are many people involved in making shoes. An individual shoemaker has a smaller task, however. There is one person that cuts the sole of the shoe. Another person stitches it on. In short there is division of labor. The machines to make the shoes cost a lot of money so the factory will be owned by a wealthy person who can afford the machines.division of labor Non-Example Before industrialization, a shoemaker produced the whole shoe. He worked on one pair of shoes, finished that, and then did the next pair of shoes shoemaker

Industrialization in SC & the US In the post Civil War period, spurred by wartime government spending and the federal government’s support for the building of the transcontinental railroad, industry throughout the United States expanded rapidly. Discoveries of iron ore and coal in the west and the need for steel for the railroad as well as the role of entrepreneurs and new technologies led to a growth in the steel and oil industries. Meat packing and grain processing plants were built to make the bounty of the ranches and farms of the west and Midwest available to people throughout the country. Immigrants anxious to make their fortunes in America provided the labor for expanding factories.

CFU Who provided the labor for expanding factories? Answer: Immigrants

Industrial Growth Slow Textile (ex. cloth or fabric) industry was the most important industry in SC (Galey & Lord in Society Hill) Mill owners later begin to set up mill villages which attracted a lot labor South did not enter oil and steel industry Gov. just wanted to revive the old Agricultural South

Textiles begin Upcountry began textile mills located close to cotton fields and along rivers that supplied power-Greenville’s Reedy River Poor farmers became mill workers Mill villages provided homes, schools, churches, and stores in addition to jobs Upstate started but within 15 years the whole state had them 1910 SC was the 2 nd largest textile producer in the nation AA were purposely not hired

8-5.5 Compare industrial development in South Carolina to industrialization in the rest of the United States, including the expansion of railroads, the development of the phosphate and textile industries, and immigration. Students will complete chart comparing industrialization in South Carolina and the United States I Do: The teacher will model using informational text to find relevant information to compare SC & the US We Do: Work together finding relevant information to compare industrialization in the SC & the US using informational text and a graphic organizer You Do: The students will complete the graphic organizer Students will then share responses Guided Practice

8-5.5 Compare industrial development in South Carolina to industrialization in the rest of the United States, including the expansion of railroads, the development of the phosphate and textile industries. South CarolinaUnited States Expansion of Railroads Development of Phosphate Textile Industries Immigration

Model and GuidedSouth CarolinaUnited States Expansion of Railroads In the post Civil War period, spurred by wartime government spending and the federal government’s support for the building of the transcontinental railroad, industry throughout the United States expanded rapidly. Discoveries of iron ore and coal in the west and the need for steel for the railroad as well as the role of entrepreneurs and new technologies led to a growth in the steel and oil industries. Meat packing and grain processing plants were built to make the bounty of the ranches and farms of the west and Midwest available to people throughout the country. Immigrants anxious to make their fortunes in America provided the labor for expanding factories. South Carolina remained largely unaffected by the economic growth in the rest of the country in the immediate postwar period and consequently South Carolina did not attract large numbers of immigrants looking for work. The planter elite looked down on the development of industry as a less noble calling than their antebellum agricultural society. Conservatives did little to support South Carolina’s struggling industrial development, being more interested in reviving the old South than in fostering the birth of a New South. However, the railroad boom that spurred national industrialization in the post war period was also felt in South Carolina. Major cities grew as a result of their location on track routes that connected them to suppliers and markets throughout the country. Columbia was a regional railroad hub served by over 100 trains a day. The transcontinental trains promoted the establishment of time zones and standard time, so time in South Carolina was standardized, too.

8-5.5 Compare industrial development in South Carolina to industrialization in the rest of the United States, including the expansion of railroads, the development of the phosphate and textile industries. South CarolinaUnited States Expansion of Railroads Development of Phosphate Textile Industries Immigration

Do You Remember? 1.How did railroad expansion in SC compare to the expansion in the US? 2.How did the development of the phosphate industry in SC compare to its development in the US? 3.How did the textile industry in SC compare to the textile industries across the US? 4.How did immigration in SC compare to immigration across the US?

Focus Statement 8-5.5 Compare industrial development in South Carolina to industrialization in the rest of the United States.

Independent Practice 1. Students will complete questions on Industrialization in SC and the United States 2. Students will use informational text and graphic organizer to highlight relevant information to respond to the questions 3. Review questions will be assessed as a quiz grade based on completion and accuracy.

Reflection 1.Students will complete an interview between a South Carolina industrial worker and an industrial worker from another part of the US. 2.Students will work in pairs to conduct the interviews. (Partner A & B) 3.Partner A= South Carolina Industrial Worker Partner B=Worker from another part of US 4. Students will be given allotted time to create questions based on information given and extended research on industrialization.(sample quest. Available SRM. 204) 5. Volunteers will role-play their interview

Bellwork 3/18/15 1. The use of workers in textile mills under the age of 16 brought about changes in what? A.The railroad industry B.State college entrance ages C.Child labor laws D.Equal funding for separate school systems Answer: C 2. Governor Benjamin Tillman created the South Carolina Dispensary to establish what? A.a state bureau to dispense medicines B.state control over the sale of alcohol C.prohibition in South Carolina D.medical help for alcoholism Answer: B

Reminders Study notes nightly Notecards due Friday Post Reconstrucution Test (Mar.18) End of Third Quarter (Mar.23) Early Dismissal (Mar. 27 th ) Spring Break (Mar. 30-April 3)

Agenda Notes/Discussion: Key Focus: Mill Villages Student Group Activity: Closure: Independent Practice:

Prior Learning How did industrialization impact the United States? How did it impact SC?

Use Your Talking Chips In spite of hard working conditions, could it be argued that during this period, mill workers were better off than agricultural workers? Explain

Relevance How many of you have jobs? How many of you have chores? Explain to your partner the chores you perform

Focus Statement 8-5.5 Analyze the life and working conditions in Mill Villages

Mill Villages Silently as individuals, read and annotate informational text on Mill Villages Make bulleted notes Groups will place bulleted notes on chart paper Each group member will use a different color marker to list information Groups will take a brief gallery walk around the room to view posted info of the various groups Group discussion of your findings Whole class discussion of your findings

Mill Life Not ideal-conditions depended on the owner When depression hit workers were laid off Although some children went to school many worked in the mills Children’s small fingers made them useful for dangerous jobs Men, women, and children worked long hours for low pay and were looked down upon as “lint heads”

Mill Life cont. SC workers made less than half what other workers around the country made Women and children paid less than men Worked from 6am to 6pm until Gov. Tillman reduced hours to 66 per week Workers suffered from lung diseases including tuberculosis from breathing cotton fibers and crowded conditions Labor Unions not allowed to organize-crushed by mill owners- workers trying to establish them were immediately fired

Critical Thinking/Use Your Talking Chips Its apparent that child labor was legal during this time period. Why is this no longer the case? Students can of course work today, what restrictions, if any should be placed on child labor today?

Focus Statement 8-5.5 Analyze the life and working conditions in Mill Villages

Step Inside : Mill Village Life Imagine that you are a worker working in the mill. Students will view video of Mill Life experiences Students will answer the questions from the Step Inside graphic Groups will discuss their answers

Step Inside: Mill Village Life Guided Practice What do you already know ? What can this person or thing see, observe, or notice? What might the person or thing know, understand, hold true, or believe? What might the person or thing care deeply about? What might the person or thing wonder about or question?

Step Inside: Mill Village Life What do you already know ? What can this person or thing see, observe, or notice? What might the person or thing know, understand, hold true, or believe? What might the person or thing care deeply about? What might the person or thing wonder about or question? I Do: We Do You Do

Mill Video

Closure Using your whiteboards, identify 2 things about mill life Using your whiteboards, identify 3 things about working conditions in the mills Using your whiteboards, identify 2 things about mill life Using your whiteboards, identify 3 things about working conditions in the mills

Mill Workers & Mill Villages Independent Practice

Reflection Pretend you are a mill worker Create a work song about the work conditions and the life of mill workers You may need to do some extended research in addition to your notes and textbooks to use for references. Be sure to include information about work hours, daily life, work conditions, living conditions, etc. Rubric will be used to grade assignment Pretend you are a mill worker Create a work song about the work conditions and the life of mill workers You may need to do some extended research in addition to your notes and textbooks to use for references. Be sure to include information about work hours, daily life, work conditions, living conditions, etc. Rubric will be used to grade assignment

Bell Work 3-19-15 1. Soldiers who served only when needed and were free to go home when the need was over were called: a. Loyalistsc. Continentals b. Militiad. Regulars Answer: b 2. King George III and his ministers thought that the American colonies should: a. Raise troops to defend themselves b. Elect members to Parliament c. Pay all colonial expenses d. Help pay for the French and Indian War Answer: d

Reminders Study notes nightly Notecards due Friday Post Reconstruction Test (Mar. 18) End of Third Quarter Early Dismissal (Mar. 27 th ) Spring Break (Mar. 30-April 3)

Agenda Notes/Discussion: Key Focus: The plight of farmers in the late 19 th Century including overproduction, Students will read and annotate informational text to find information to fill in a graphic organizer about the plight of farmers

Quick Review Discuss with your partner facts about Industrialization in SC

Relevance. Plight- Have you ever found yourself in a pickle? Pickle- A situation you just could not fix. The more you tried to fix it the worse the situation became. This is just the situation that farmers in South Carolina and in other parts of the US found themselves in the 19 th Century ( late 1800’s)

Focus Statement 8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States. 8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States.

Key Terms Plight- dilemma, difficulty; situation Mechanization- to change a process or activity so that it is done by machines instead of by people. Crop Lien Law- A law passed by conservatives that allowed creditors to have first claim on a farmers crop. This was a way for farmers to get supplies they needed before the planting season on credit from merchants. Plight- dilemma, difficulty; situation Mechanization- to change a process or activity so that it is done by machines instead of by people. Crop Lien Law- A law passed by conservatives that allowed creditors to have first claim on a farmers crop. This was a way for farmers to get supplies they needed before the planting season on credit from merchants.

The Plight of Farmers in South Carolina The postwar agricultural depression continued after the end of Reconstruction and the Conservative government did nothing to help small farmers. Small farms, worked by sharecroppers or tenant farmers, replaced the large plantations of the Antebellum Period. Cotton continued to dominate the South Carolina economy, but it did not bring prosperity. Instead of helping the destitute farmers, the Conservatives passed a crop lien law that allowed creditors to have first claim on a farmer’s crop. The crop lien system held farmers in continual debt.

Use Your Talking Chips Why would the crop lien system be frustrating for a small farmer living in the rural areas?

CFU How did the Crop Lien Law affect South Carolina farmer’s?

Agricultural Depression Politicians did little to help small farmers Cotton prices fell –During Civil War Europe found other sources for cotton Postwar- cotton prices cont. to fall as more and more people began to plant it SC Government-passed a crop lien law-creditors got first $ from crop sales- farmers stayed in constant debt

Bad times for SC Farmers Other regions outside of the South mechanized farming, which increased production---the South did not Foreign suppliers were competition Supply exceeded demand- crop prices fell Farmers unable to make loan payments for land and equipment (crop lien law) First Farmers planted more-prices fell further Second bank foreclosures, lost land, drought pests- boll weevil led to crop failures

8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States, including the problems of overproduction, natural disasters, and sharecropping. Students will complete chart comparing the plight of farmers in South Carolina and the United States I Do: The teacher will model using informational text to find relevant information to compare SC & the US We Do: Work together finding relevant information to compare the plight of farmers in the SC & the US using informational text and a graphic organizer You Do: The students will complete the graphic organizer Students will then share responses

8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States, including the problems of overproduction, natural disasters, and sharecropping. South Carolina FarmersUS farmers Over Production Natural Disasters Share Cropping

MODEL and GuidedSouth Carolina – I doUnited States- We do Over Production In order to understand the economic roots of the Populist movement of farmers in the United States in general and in South Carolina in particular, students must understand supply and demand. Although South Carolina farmers did not experience the mechanization of farming (cotton was picked by hand well into the 20th century) that raised supply in other regions of the country, they did have fertilizers that increased the cotton yield. They were also competing with foreign suppliers. Worldwide supply exceeded demand and the price that farmers were able to get for their crops fell throughout the period. Farmers throughout the Midwest and the South were unable to make payments on the loans that they had taken out to purchase land and equipment. In South Carolina, the problem of debt was exacerbated by the sharecropping and tenant farming system and the crop lien laws. Farmers first responded to this problem as individuals by planting more so that they could make more profit. However, the more farmers planted, the more prices fell. In South Carolina, farmers also felt the impact of bank foreclosures,

8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States, including the problems of overproduction, natural disasters, and sharecropping. YOU DOSouth Carolina FarmersUS farmers Over Production No Mechanization Fertilizer increased cotton yield Competition with foreign suppliers Worldwide supply exceeded demand Farmers unable to make payments on land and equipment loans Mechanization raises yields Competition with foreign suppliers Worldwide supply exceeded demand Farmers unable to make payments on land and equipment loans Natural Disasters Share Cropping

8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States, including the problems of overproduction, natural disasters, and sharecropping. YOU DOSouth Carolina FarmersUS farmers Natural Disasters Share Cropping

Focus Statement 8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States.

Closure Competition with foreign suppliers, debt, mechanization, and fertilizers; these all led to: Answer: Overproduction Competition with foreign suppliers, debt, mechanization and fertilizer all led to over production, which of these was not a cause of overproduction in South Carolina? Answer: Mechanization/Mechanized Farming Competition with foreign suppliers, debt, mechanization, and fertilizers; these all led to: Answer: Overproduction Competition with foreign suppliers, debt, mechanization and fertilizer all led to over production, which of these was not a cause of overproduction in South Carolina? Answer: Mechanization/Mechanized Farming

Reflection 8-5.6 Pretend you are a visiting farmer from another state visiting SC You are to keep a daily journal of your stay summarizing the various farm operations on a day to day basis You are to visit farms throughout SC After returning back home, and carefully reviewing your findings, based on your knowledge and experience from farming in your area, you are to come up with suggestions on how to help SC farms become more productive and lucrative You will then return back to SC and hold a meeting with the farmers providing them with your valuable suggestions 8-5.6 Pretend you are a visiting farmer from another state visiting SC You are to keep a daily journal of your stay summarizing the various farm operations on a day to day basis You are to visit farms throughout SC After returning back home, and carefully reviewing your findings, based on your knowledge and experience from farming in your area, you are to come up with suggestions on how to help SC farms become more productive and lucrative You will then return back to SC and hold a meeting with the farmers providing them with your valuable suggestions

The Crop Lien System Independent Practice/Homework

Bellwork 3-20-15 1. One of the major disagreements between the North and the South had to do with a. whether slavery should be allowed to spread to the new western territories b. work opportunities in both areas c. how to best handle conflicts between the Native American and settlers in the west d. The increased population of the North Answer: a 2. The Underground Railroad was important because it a. was the route used by slaves escaping from the South b. carried many products from the North to the South c. carried settlers west d. led to the end of slavery Answer: a

Agenda Notes/Discussion: Key Focus: The Populist Party Benjamin Tillman The Grange Populists Land Grant Colleges Student Group Activity: Closure: Independent Practice:

Relevance Can you think of issues in the news today or in the past, that demonstrate the idea that there is strength in numbers?

Focus Statement 8-5.6 Analyze the encompassing roles of Ben Tillman and the Populists Movement

Key Terms The Grange- A national farmers association designed to protect farmers across the nation. Populist Party / Peoples Party- A new political party that arose after Reconstruction. Supported the same issues promoted by the grange. Conservatives – Redeemers and others who opposed Tillman. Tillmanites- Supporters of Ben Tillman Clemson College- Land grant college. Opened in 1893 as an agricultural and mechanical college. The Grange- A national farmers association designed to protect farmers across the nation. Populist Party / Peoples Party- A new political party that arose after Reconstruction. Supported the same issues promoted by the grange. Conservatives – Redeemers and others who opposed Tillman. Tillmanites- Supporters of Ben Tillman Clemson College- Land grant college. Opened in 1893 as an agricultural and mechanical college.

Populist Movement- Key Aspects Economic and Political Roots Leadership of Ben Tillman Conflicts between Tillman and Conservatives Founding of Land Grant Colleges Increased Racial Conflicts and Lynching Economic and Political Roots Leadership of Ben Tillman Conflicts between Tillman and Conservatives Founding of Land Grant Colleges Increased Racial Conflicts and Lynching

Populist Movement- Economic Roots The use of fertilizers increased cotton yield Farmers were competing with foreign suppliers Supply exceeded demand Farmers are unable to pay back loans Plant more cotton. The more they plant the more prices fall. Sharecropping and tenant farming Crop Lien laws Foreclosures because of nonpayment of taxes Drought and Pests ( army worm and boll weevil) The use of fertilizers increased cotton yield Farmers were competing with foreign suppliers Supply exceeded demand Farmers are unable to pay back loans Plant more cotton. The more they plant the more prices fall. Sharecropping and tenant farming Crop Lien laws Foreclosures because of nonpayment of taxes Drought and Pests ( army worm and boll weevil)

CFU List some of the problems farmers faced at this time.

Populist Movement- Political Roots Established in South Carolina and other parts of the South and Midwest because of worsening economic conditions. Farmers first organized the Grange Originally a social organization Midwest – evolved into a political organization South Carolina- Farmers had no political power Organized regional alliances Segregated- White Farmers Alliance Colored Farmers Alliance In 1890 Alliances united to form the POPULIST PARTY Established in South Carolina and other parts of the South and Midwest because of worsening economic conditions. Farmers first organized the Grange Originally a social organization Midwest – evolved into a political organization South Carolina- Farmers had no political power Organized regional alliances Segregated- White Farmers Alliance Colored Farmers Alliance In 1890 Alliances united to form the POPULIST PARTY

CFU Why was the Grange founded and how did it change over time?

Populist Party Supported Regulation of railroads and banking Free and unlimited coinage of silver /creation of silver coins to increase the money supply Democratic reforms to government – popular election of senators and the secret ballot Progressive income tax Loans for farmers The Populist also tried to gain support of industrial workers Eight hour work days Restrictions on immigration

CFU What were some of the reforms that the Populist party supported?

The Populist Party The Populist party was successful in electing Senators, governors and state legislators in the South and the West In South Carolina farmers did not form a separate party They worked to control the Democratic party

Ben Tillman Very popular legislator Had been a small farmer- promised to look out for the interest of small farmers His opponents supported institutions like SC College and the Citadel. Believed elitist colleges- He blamed upper class for holding back the poor white farmers in the state. Clemson College opened in 1893 He often blamed the textile industry for ruining agricultural traditions in the state. Promised to fight for the “little man.” Outspoken racist As he and his supporters grew in power- more segregation and violence. Lynching became common. JIM CROW Very popular legislator Had been a small farmer- promised to look out for the interest of small farmers His opponents supported institutions like SC College and the Citadel. Believed elitist colleges- He blamed upper class for holding back the poor white farmers in the state. Clemson College opened in 1893 He often blamed the textile industry for ruining agricultural traditions in the state. Promised to fight for the “little man.” Outspoken racist As he and his supporters grew in power- more segregation and violence. Lynching became common. JIM CROW

Ben Tillman-Populist? Appealed to values & needs of common man Against Southern Bourbon elite Not a true populist- His goal was to gain control of the Democratic party Platform of white supremacy Later led a movement to further disenfranchise the AA voter Bigotry and Racism by Tillman led to violence White farmers who were poor took out frustration on AA with lynching Appealed to values & needs of common man Against Southern Bourbon elite Not a true populist- His goal was to gain control of the Democratic party Platform of white supremacy Later led a movement to further disenfranchise the AA voter Bigotry and Racism by Tillman led to violence White farmers who were poor took out frustration on AA with lynching

Tillman’s College Established Clemson College Agricultural college-help farmers w/ crops Land Grant college-sale from Western lands to support agricultural improvement in the all states Property @ Clemson was from the son-in-law of John C. Calhoun Established Clemson College Agricultural college-help farmers w/ crops Land Grant college-sale from Western lands to support agricultural improvement in the all states Property @ Clemson was from the son-in-law of John C. Calhoun

Focus Statement 8-5.6 Analyze the Populist Movement and role of Ben Tillman

8-5.6 Analyze the Populist Movement and the role of Ben Tillman. Students will complete the Skills Sheet activity on Benjamin Tillman and the Populist Movement I Do: The teacher will model using informational text to find relevant information analyze Tillman and the Populist We Do: Work together finding relevant information used to analyze Tillman and the Populist Movement You Do: The students will complete the graphic organizer Students will then share responses Use Textbook pp. 349-352 as a reference

Closure What were the roots of the Populist party, how did it begin? What were some of the reforms that the Populist party supported? Why do you think many associated Ben Tillman with the Populist party? What were the roots of the Populist party, how did it begin? What were some of the reforms that the Populist party supported? Why do you think many associated Ben Tillman with the Populist party?

Independent Practice DB E AC F

Reflection Attention: It was just tweeted that Tillman wasn’t a true Populist! Each student is to respond to the tweet and give your opinion on the issue and explain your answer citing evidence. * Remember you have to include details about the Populist Movement and the man himself, “Benjamin Tillman” Attention: It was just tweeted that Tillman wasn’t a true Populist! Each student is to respond to the tweet and give your opinion on the issue and explain your answer citing evidence. * Remember you have to include details about the Populist Movement and the man himself, “Benjamin Tillman”

Materials Needed SC Standards Text book Informational Text Document Camera/Promethean Board PowerPoint Teacher Created Notes Teacher Created Graphic Organizers Construction Paper/Markers/Chart Paper Talking Chips Rubrics Study Guides/Test

Bellwork 3-16-15 1. The Jim Crow laws were designed to do what? A. Give African-Americans the right to vote B. Allow women to own property in their own.

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Presentation on theme: "Bellwork 3-16-15 1. The Jim Crow laws were designed to do what? A. Give African-Americans the right to vote B. Allow women to own property in their own."— Presentation transcript:

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Bellwork 3-16-15 1. The Jim Crow laws were designed to do what? A. Give African-Americans the right to vote B. Allow women to own property in their own.

Similar presentations

Presentation on theme: "Bellwork 3-16-15 1. The Jim Crow laws were designed to do what? A. Give African-Americans the right to vote B. Allow women to own property in their own."— Presentation transcript:

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About project

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