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#501 Industrialization, Railroads, and Chinese in America

1/23/2017

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Preparation:
  • See unit 5 assignments page.

Image analysis:
  • What is happening in the image to the right? What significance might this event have had in the context of nineteenth-century America?
  • What kind of people do you see in this image?
    ​
Picture
Promontory Point, Utah. May 10, 1869. Wikimedia.
Background
  • ​During Civil War, the North passed laws that helped industry.
    • Supporting industry was a key part of Lincoln’s program to support continued development of a free-labor economy
  • Congress passed the Pacific Railway Act of 1863:
    • Federal government would give rail companies free land and loan them money to build the transcontinental railroad
    • Afterwards, the rail companies were supposed to sell the land on both sides of the track and pay back the government, though that did not happen
  • Two companies competed to get the most land and money: Union Pacific (built tracks from East to West) and Central Pacific (built tracks from West to East).
  • On May 10, 1869, the Central Pacific Railway met the Union Pacific Railway in Promontory Point, Utah, marking the completion of the transcontinental railroad.
  • Building the railroad depended on the labor of hundreds of thousands of workers, many of whom were Chinese.
Picture
Picture
Clip from Ken Burns

  • View video clip: from Ken Burns’ The West, "The Grandest Enterprise under God: 1868-1874." Start at episode 5, minute 19:15. (7:25)

Document-based discussion
  • Together, view: timeline of Chinese Immigration and Exclusion (PDF)
  • Next, in pairs, class will divide between Document A and Document B (PDF):
    • Document A: “The Chinese Must Go,” an anti-Chinese play, 1879
    • Document B: “Hands off Gentlemen!” a political cartoon, 1891
  • In pairs, discuss the prompt: “If this document were your only piece of evidence, how would you answer the question: ‘Why did Americans pass the 1882 Chinese Exclusion Act?’”

Homework: #502
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  • Courses
    • HS150 Global Thinking >
      • HS150 Course Information
      • HS150 In-Class
      • HS150 Assignments
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
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