Unit 1 History - ID terms
Studied by 0 people
Call with Kai
Knowt Play
Learn
Practice Test
Spaced Repetition
Match
Flashcards1/46
There's no tags or description
Looks like no tags are added yet.
Name | Mastery | Learn | Test | Matching | Spaced |
|---|
No study sessions yet.
47 Terms
New immigration
who: immigrants from southern and eastern europe(italy,poland,russia,greece,hungary). there were also some from asia(china,japan)and mexico. many were catholics, jews, and eastern orthodox christians, unlike protestant immigrants
what: a large wave of immigration to the US bringing millions of new people seeking jobs and better lives. these immigrants often worked in factories, mines, and construction, and lived in crowded urban tenements
where: most settled in cities in the northeast and midwest(ny, chicago, boston, philadelphia) some went to western states for railroad and agricultural work
when: 1880s-1920s; ended largely after the immigration acts of the 1920s, which set strict quotasÂ
why: push factors: poverty, famine, political unrest, religious persecution in home countries. pull factors: jobs, land, freedom, and the promise of the “american dream”
how: most traveled by steamship, entering through ports like ellis island(ny) or angel island(ca). faced medical and legal inspections before entering the US
significance: transformed american culture, economy, and cities. created ethnic neighborhoods(little italy, chinatown). led to nativism and anti-immigrant laws(like the chinese exclusion act and immigration act of 1924). provided the labor that fueled industrial growth in the US
Chinese Exclusion Act
who: passed by the us congress and signed by president chester a. arthur. targeted chinese immigrants, especially laborers.
what: a federal law that banned chinese immigration to the us for 10 years. it also prohibited chinese immigrants already in the us from becoming citizens
where: applied across the us, but most strongly affected chinese communities in the west, like california
when: passed in 1882 and later renewed and made permanent until it was finally repealed in 1943.
why: many americans blamed chinese workers for low wages and job competition during tough economic times. fueled by racism and the belief that chinese immigrants could not assimilate into american culture.
how:Â enforced through immigration officers and strict documentation requirements at ports like angel island.
significance: it was the first major us law to restrict immigration based on race or nationality. set a precedent for future immigration restrictions. deepened racial discrimination and shaped us immigration policy for decades
push factors
who: people leaving their home countries - often farmers, workers, and poor families
what: conditions that force people to emigrate, such as poverty, war, or lack of jobs
where: came from many regions like europe, asia, and latin america, depending on the time period
when: major waves occurred in the 1800s-1900s, during times of economic hardship or conflict
why: economic struggles, famine, political unrest, religious persecution, and lack of opportunity pushed people to leave their homelands
how:Â immigrants moved to new countries(like the US) seeking safety, jobs, and a better life
significance: push factors were a major reason for large immigration waves to the US. they helped shape american society, bringing diverse cultures, skills, and labor that fueled growth and change
pull factors
who: immigrants from around the world, especially europe, asia, and latin america, seeking better lives
what: attractions or opportunities that draw people to a new country, like jobs, freedom, or land
where: mostly to the us and other growing countries with expanding economies
when: major immigration waves occurred during the 1800s and early 1900s, especially during the industrial revolution
why: people were pulled by economic opportunities, available land, political freedom, and a chance for a better future
how: immigrants traveled long distance by ship or train to settle in cities or farmlands where opportunities were availableÂ
significance: pull factors helped populate and develop the US, especially in cities and the West. they contributed to economic growth, cultural diversity, and the idea of the “American dream”
knights of labor
who: founded by Uriah Stephens and later led by Terence V. Powderly. included skilled and unskilled workers, men and women, and people of all races(except some groups like bankers and lawyers)
what: one of the first major labor unions in the US. aimed to improve working conditions, wages, and hours for all workers
where: active throughout the US, especially in industrial cities
when: founded in 1869 and reached its peak in the 1880s
why: formed to fight unfair labor practices, low pay, and unsafe working conditions during the rise of industrialization
how: organized strikes, boycotts, and negotiations to demand better treatment for workers
significance: paved the way for future labor movements and unions. promoted ideas like the 8 hour workday and equal pay for equal work. declined after the haymarket riot(1886), but inspired the labor rights movement in America
american federation of labor
who: founded by samuel gompers; made up of skilled workers organized into separate trade unions (like carpenters, electriciants, etc.)
what: a national labor union that focused on improving wages, hours, and working conditions for skilled workers
where: active across the US, especially in industrial and urban areas
when: founded in 1886
why: formed because many workers wanted a more practical, focused approach to labor reform after the decline of the Knights of Labor
how: used collective bargaining(negotiations between workers and employers) and strikes when necessary to win better conditions
significance: became one of the most powerful labor organizations in US history. helped make unions more accepted and improved conditions for skilled workers. laid the foundation for the modern labor movement and later merged with the congress of industrial organizations(CIO) in 1955 to form the AFL-CIO
peoples party
who: formed by farmers, laborers, and reformers, mainly from the farmers’ alliances. represented working-class americans who felt ignored by big businesses and the government
what: a political party that pushed for economic reforms to help farmers and workers. wanted to limit the power of railroads, banks, and corporations
where: strongest in the south and midwest of the usÂ
when: founded in 1891 and active throughout the 1890s
why: created because farmers were struggling with debt, falling crop prices, and unfair railroad rates. they felt that republicans and democrats ignored their needs
how: organized rallies, campaigns and conventions. ran candidates for local, state, and national offices - including william jennings bryan in 1896(though he was also a democrat(
significance: the people’s party gave a political voice to farmers and workers. many of their ideas, like the income tax, direct election of senators, and banking reform, were later adopted by progressive reformers. showed the growing demand for economic and political change in americaÂ
haymarket riot
who: workers, labor activists, and anarchists in chicago. involved members of the knights of labor and local labor unions. police officers were also part of the conflictÂ
what: a labor protest that turned violent when a bomb exploded, killing police officers and civilians. started as a peaceful rally for the 8 hours workday
where: haymarket square in chicago
when: may 4, 1886
why: workers were protesting poor working conditions and demanding shorter work hours. anger had grown after police killed workers during a strike at the mccormick factory the day before
how: a peaceful rally turned chaotic after an unknown person threw a bomb at police. police opened fire, leading to violence and deaths on both sides.
significance: the event caused a nationwide backlash against labor unions, especially the knights of labor. many americans began to associate unions with violence and radicalism. despite the tragedy, it became a symbol of the struggle for workers’ rights and is remembered on international workers’ day
pullman strike
who: railroad workers at the pullman palace car company in chicago. led by eugene v. debs and the american railway union.opposed by george pullman(company owner) and the US government
what: a nationwide railroad strike protesting wage cuts and high rents in company-owned housing
where: began in pullman, chicago and spread across the US
when: may to july 1894
why: the pullman company cut workers’ pay during an economic depression but did not lower rent or prices in the company town. workers went on strike for fair wages and better conditions
how: the ARU organized a boycott of trains carrying pullman cars. the federal government sent troops to break the strike, leading to violence and deaths
significance: showed the growing tension between labor and big businesses. the federal government sided with business owners over workers. led to labor day becoming a national holiday(184) as a way to ease tensions with the labor movement. marked a major turning point in US labor history, highlighting the need for better labor laws
presidential-reconstruction
who: led by president andrew johnson(after abraham lincoln’s assassination). involved southern states and newly freed african americans
what: a plan to rebuild and reunite the south after the civil war. focused on quickly restoring southern states to the union with lenient terms
where: took places across the former confederate states in the american south
when: 1865-1867, immediately after the civil war ended
why: johnson wanted reconciliation, not punishment, for the south. aimed to restore the union quickly and let southern states manage their own affairs.Â
how: required southern states to ratify the 13th amendment(ending slavery). allowed former confederate leaders to regain power easily. did not protect the rights of freed african americans effectively.
significance: led to the rise of black codes, which limited the freedom of african americans. angered radical republicans in congress, who wanted stricter reconstruction and more rights for freedpeople. eventually caused congress to take control and begin radical reconstruction(1867)
congressional-reconstruction
who: led by radical republicans in congress, such as thaddeus stevens and charles sumner. focused on protecting the rights of freed african americans in the south.
what: a harsher, more structured plan to rebuild the south and ensure equal rights after the civil war. replaced presidential reconstruction because congress believed johnson’s plan was too lenient
where: took palce in the southern states that had been part of the confederacy
when: began in 1867 and lasted until about 1877
why: congress wanted to punish the south, protect freedmen’s rights, and prevent former confederate leaders from regaining power
how:Â passed the reconstruction acts of 1867, which divided the osuth into five military districts. required southern states to write new constitutions, ratify the 14th amendment, and grant voting rights to black men before rejoining the union.
significance: led to the 13th, 14th, and 15th amendments, expanding civil and voting rights. allowed african americans to hold political office for the first time. faced strong white resistance(rise of the KKK). ended in 1877 with the compromise of 1877, marking the start of jim crow laws and loss of many rights for african americans
black codes
who: created and enforced by southern state governments after the civil war. affected freed african americans(formerly enslaved people)
what: laws designed to restrict the rights and freedoms of african americans. aimed to keep them in a position of low wages and limited rights, similar to slavery
where: southern states
when: passed during presidential reconstruction(1865-1866), right after the civil war
why: white southerners wanted to maintain control over black labor and preserve the social order that existed under slavery
how: imposed strict labor contracts, vagrancy laws, and restrictions on movement and property ownership. allowed police to arrest unemployed black people and force them into labor or apprenticeships
significance: showed that the south was unwilling to grant true freedom to african americans. angered congress, leading to congressional(radical) reconstruction. led to the passage of the 14th amendment, guaranteeing equal protection under the law
compromise of 1877
who:
what:
where:
when:
why:
how:Â
significance:
sharecropping
who:
what:
where:
when:
why:
how:Â
significance:
ku klux klan
who:
what:
where:
when:
why:
how:Â
significance:
jim crow laws
who:
what:
where:
when:
why:
how:Â
significance:
dawes severalty act
who:
what:
where:
when:
why:
how:Â
significance:
union pacific
who:
what:
where:
when:
why:
how:Â
significance:
central pacific
who:
what:
where:
when:
why:
how:Â
significance:
homestead act
who:
what:
where:
when:
why:
how:Â
significance:
social darwinism
who:
what:
where:
when:
why:
how:Â
significance:
committee on public information
who:
what:
where:
when:
why:
how:Â
significance:
spanish american war
who:
what:
where:
when:
why:
how:Â
significance:
philippine insurrection
who:
what:
where:
when:
why:
how:Â
significance:
panama canal
who:
what:
where:
when:
why:
how:Â
significance:
queen liliuokalani
who:
what:
where:
when:
why:
how:Â
significance:
lusitania
who:
what:
where:
when:
why:
how:Â
significance:
zimmerman telegram
who:
what:
where:
when:
why:
how:Â
significance:
treaty of versailles
who:
what:
where:
when:
why:
how:Â
significance:
naval reserve act
who:
what:
where:
when:
why:
how:Â
significance:
margaret sanger
who:
what:
where:
when:
why:
how:Â
significance
eigteenth amendment
who:
what:
where:
when:
why:
how:Â
significance:
red scare
who:
what:
where:
when:
why:
how:Â
significance:
great african-american-migration
who:
what:
where:
when:
why:
how:Â
significance:
harlem renaissance
who:
what:
where:
when:
why:
how:Â
significance:
jacob riis
who:
what:
where:
when:
why:
how:Â
significance:
sitting bull
who:
what:
where:
when:
why:
how:Â
significance:
henry pratt
who:
what:
where:
when:
why:
how:Â
significance:
terence powderly
who:
what:
where:
when:
why:
how:Â
significance:
samuel gompers
who:
what:
where:
when:
why:
how:Â
significance:
tammany hall
who:
what:
where:
when:
why:
how:Â
significance:
ida tarbell
who:
what:
where:
when:
why:
how:Â
significance:
john d. rockefeller
who:
what:
where:
when:
why:
how:Â
significance:
randolph bourne
who:
what:
where:
when:
why:
how:Â
significance:
george creel
who:
what:
where:
when:
why:
how:Â
significance:
william jennings bryan
who:
what:
where:
when:
why:
how:Â
significance:
clarence darrow
who:
what:
where:
when:
why:
how:Â
significance:
Note 
Flashcards (49)