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1877 to 1918© 2014 Brain Wrinkles
SS8H7a
Standards
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition, Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta Riot, the Leo Frank Case, and the county unit system had on Georgia during this period.
© 2014 Brain Wrinkles
Teacher Info – Who’s & What’s
• Print off the Who’s & What’s handout for each student.
(Print front and back to save paper.)
• BEFORE the lesson, have students fill in the squares with
what they think each term means.
• AFTER the presentation, the students will write down new
(factual) information about each term.
• Check the answers as a class.© 2014 Brain Wrinkles
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e le
sson, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
Bou
rbo
n Triu
mv
irate
He
nry
Gra
dy
Interna
tion
al C
otto
n Ex
po
Tom
Wa
tson
& Po
pu
lists
Reb
ec
ca
Latim
er Fe
lton
What I th
ink th
is m
eans:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
1906 A
tlanta
Riot
What I th
ink h
appened:
Defin
ition:
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e le
sson, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
Leo
Fran
k C
ase
Co
unty
Unit Sy
stem
What I th
ink h
appened:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
Teacher Directions – CLOZE Notes
• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)
• Check the answers as a class after the presentation.
• *Please note – the slides in this presentation are content-heavy. Feel free to open the editable file if you’d like to delete anything. I’ve found that it’s better to have too much than not enough!
© 2014 Brain Wrinkles
Bourb
on T
riu
mvira
te•
Afte
r R
ec
onstru
ctio
n,
______________________________________________________________ ro
se to
pow
er in
the S
outh
.•
Bourb
ons b
elie
ved
that th
e S
outh
should
rely
___________________________ a
nd
m
ore
on in
dustr
y.
•In
Ge
org
ia, th
ree
Bourb
on le
ad
ers
__________________________________________________________________ fro
m
1872 to
1890: J
oseph E
. Bro
wn, J
ohn B
. Gord
on, a
nd A
lfred
H. C
olq
uitt.
•T
he _
__________________________ s
upporte
d p
olic
ies th
at re
pla
ced
Ge
org
ia’s
fo
rmer la
rge
pla
nta
tion-o
wnin
g c
lass w
ith a
ne
w m
iddle
and b
usin
ess c
lass.
•T
hey a
lso e
xpand
ed
railro
ad
s a
nd
increased
industr
ializ
atio
n,
_____________________________________________________________________ in
G
eorg
ia.
•T
hey p
rom
ote
d “
___________________________ ” in
ord
er to
kee
p th
e p
olitic
al
support o
f white
rac
ists
.
Jose
ph E
. Brow
n•
Joseph B
row
n w
as a
___________________________ w
ho w
as G
eorg
ia’s
governor
durin
g th
e C
ivil W
ar.
•H
e s
erved
four te
rm
s a
s th
e s
tate
’s g
overnor u
ntil h
e w
as n
am
ed
___________________________ o
f the G
eorg
ia S
upre
me C
ourt.
•B
row
n e
ventu
ally
serv
ed G
eorg
ia a
s a
___________________________ fro
m 18
80-
1891.
•H
e b
ecam
e o
ne o
f the s
tate
’s _
__________________________ .
John B
. Gord
on
•John B
. Gord
on w
as a
Civ
il War g
enera
l who la
ter b
ecam
e th
e
____________________________________________________ in
Ge
org
ia.
•H
e b
ecam
e a
___________________________ in
1872 a
nd
resig
ned in
1880.
•In
1886, G
ord
on b
ec
am
e _
__________________________ fo
r two te
rm
s.
•H
e re
turn
ed
to th
e S
enate
for o
ne m
ore
term
be
fore
___________________________ .
Alfre
d H
. Colq
uitt
•A
lfred
H. C
olq
uitt w
as e
ducate
d a
t ___________________________ .
•H
e o
wned
sla
ves b
efo
re th
e C
ivil W
ar a
nd
served
in th
e
___________________________ .
•C
olq
uitt w
as a
___________________________ a
nd o
ften ta
ught S
unday s
chool in
b
lac
k c
hurc
hes.
•C
olq
uitt s
erved
as th
e s
tate
’s
______________________________________________ a
fter R
ec
onstru
ctio
n fro
m
1877 to
1882
.
He
nry G
rady
•H
enry
Gra
dy w
as _
____________________________________________________
from
1880 to
1889, a
nd u
sed h
is n
ew
spaper to
pro
mote
what h
e la
bele
d th
e
“___________________________ ”.
•G
rad
y b
elie
ved
the S
outh
needed
to
________________________________________________________ a
nd
be
com
e m
ore
lik
e th
e N
orth
ec
onom
ically
.•
He trie
d to
ge
t north
ern b
usin
esses to
___________________________________________ , a
nd c
onvin
ce
d m
any
north
erners
to in
vest in
Atla
nta
.
©2
014
Bra
in W
rinkle
s
Cotto
n E
xpo
•In
1881, H
enry
Gra
dy p
rom
ote
d G
eorg
ia’s
first In
ternatio
nal C
otto
n E
xpositio
n,
an in
dustria
l fair th
at s
potlig
hte
d a
ttentio
n o
n th
e
__________________________________________________ .
•T
he e
xpositio
n a
ttrac
ted 2
00,0
00 p
aid
vis
itors
and
show
ed th
e c
ountr
y th
at
Georg
ia w
as _
_________________________________________________ .
•G
eorg
ia w
ent o
n to
__________________________________________________ ,
attra
ctin
g p
eople
from
33 s
tate
s a
nd
7 c
ountr
ies.
Tom
Wats
on
•D
urin
g th
e 18
80s, m
ost fa
rm
ers w
ere
___________________________ a
nd
fallin
g
furth
er a
nd
furth
er in
to d
eb
t.•
__________________________________________________ d
ram
atic
ally
and la
bor
was h
ard to
find a
fter s
laves w
ere fre
ed.
•G
eorg
ia la
wyer T
om
Wats
on c
riticiz
ed G
rad
y’s
New
South
be
cause h
e c
laim
ed
it _____________________________________________ .
•In
1890, W
ats
on w
on a
seat in
Congre
ss a
nd
__________________________________________________ in
Washin
gto
n.
Populis
ts•
In 18
91, th
e _
__________________________ (c
om
monly
know
n a
s P
opulis
t Party
) w
as o
rganiz
ed b
y fa
rmers
and T
om
Wats
on b
ecam
e th
e p
arty
’s le
ad
er in
G
eorg
ia.
•W
ats
on’s
greate
st re
form
was th
e
__________________________________________________ w
hic
h p
rovid
ed
free
deliv
ery to
rura
l farm
ers.
•P
opulis
ts _
_________________________________________________ a
nd
urg
ed
farm
ers to
work
toge
ther fo
r their c
ause.
•T
he P
opulis
ts c
halle
nged th
e d
om
inate
Dem
ocra
tic P
arty
in G
eorg
ia b
y
thre
ate
nin
g to
split th
e w
hite
vote
and to
__________________________________________________ .
County
Unit S
yste
m•
Many ru
ral G
eorg
ians c
am
e to
fear th
at th
ey w
ere
bein
g
___________________________ o
f the p
olitic
al p
rocess.
•In
response, th
e s
tate
ad
opte
d th
e
__________________________________________________ fo
r its p
olitic
al
prim
arie
s.
•U
nde
r the u
nit s
yste
m, th
e c
and
idate
that w
on th
e
_________________________________ w
on th
e e
lec
tion.
•T
he e
ight m
ost p
opulo
us c
ountie
s _
_____________________________________ ,
with
each o
f the re
main
ing c
ountie
s re
ceiv
ing le
ss.
•W
hoever w
on th
e m
ost v
ote
s in
the c
ounty
, _______________________________________________________________ .
•T
he e
ffec
t was th
at s
mall, ru
ral c
ountie
s e
nd
ed
up
__________________________________________________ o
ver w
ho w
on th
an
heavily
popula
ted
countie
s.
•E
ven th
ough m
ost o
f the p
opula
tion liv
ed
in a
hand
ful o
f countie
s, th
e re
st o
f the
countie
s h
ad
enough u
nit v
ote
s to
__________________________________________________ a
ll by th
em
selv
es.
•M
any s
aw
the _
_________________________________________________ b
ecause it
meant th
at c
erta
in c
and
idate
s c
ould
win
even if th
e m
ajo
rity o
f the p
eople
in th
e
sta
te v
ote
d fo
r som
eone e
lse.
•T
he s
yste
m d
id _
_________________________________________________ a
nd
in
1962
, the U
.S. S
upre
me C
ourt ru
led
ag
ain
st th
e c
ounty
unit s
yste
m.
©2
014
Bra
in W
rinkle
s
Re
becca F
elto
n•
Reb
ecc
a L
atim
er F
elto
n w
as th
e w
ife o
f pro
gre
ssiv
e c
ongre
ssm
an W
illiam
H.
Fe
lton, w
ho _
________________________________________________ .
•F
elto
n w
as a
ctiv
e in
politic
s a
nd
was th
e S
outh
’s b
est-k
now
n c
am
paig
ne
r for
___________________________ .
•A
lthough G
eorg
ia d
isappoin
ted
her b
y re
jec
ting th
e 19
thA
mendm
ent, e
nough
sta
tes e
ventu
ally
ratifie
d it a
nd
wom
en w
on th
eir
_________________________________________________ .
•T
wo y
ears
late
r, 8
7-y
ear-o
ld F
elto
n s
erved
as o
ne o
f Georg
ia’s
US
Senato
rs
when th
e g
overnor a
ppoin
ted
her to
fill the
_________________________________________________ u
ntil a
specia
l ele
ctio
n
could
be
held
.•
Alth
ough s
he s
erved
for o
nly
two d
ays, F
elto
n m
ad
e h
isto
ry a
s th
e
_________________________________________________ .
1906 A
tlanta
Rio
t•
The p
erio
d fro
m 18
90 to
1930 w
as th
e
_________________________________________________
in G
eorg
ia’s
his
tory
.•
In S
epte
mb
er 19
06, g
row
ing ra
cia
l tensio
ns re
sulte
d in
the
___________________________
Atla
nta
Rac
e R
iot.
•A
white
mob
sta
rte
d th
e rio
t, in p
art d
ue to
___________________________ th
at
bla
ck m
en h
ad
assaulte
d s
evera
l white
wom
en.
•H
oke S
mith
was ru
nnin
g fo
r governor a
nd
_________________________________________________ w
ith h
is a
ppeals
to w
hite
ra
cis
m in
an a
ttem
pt to
win
vote
s.
•T
he m
ob
_________________________________________________ a
nd k
illed
severa
l busin
ess o
wners.
•A
t least _
__________________________ d
urin
g th
e v
iole
nce
.
Le
o F
rank C
ase
•A
frican-A
meric
ans w
ere
not th
e o
nly
_________________________________________________ d
urin
g th
e e
arly
1900s.
•L
eo F
rank w
as a
_________________________________________________ in
A
tlanta
.•
In 19
13, h
e w
as c
onvic
ted
of
_________________________________________________ , a
13-y
ear-o
ld fe
male
w
ork
er.
•T
he tria
l was fille
d w
ith c
onflic
ting te
stim
ony a
nd _
__________________________
.•
Frank w
as s
ente
nc
ed
to life
in p
rison, b
ut tw
o y
ears
late
r, c
itizens fro
m M
ary’s
hom
eto
wn in
Marie
tta _
________________________________________________
from
an o
ak tre
e.
•D
ec
ad
es la
ter, n
ew
evid
enc
e re
veale
d th
at th
e m
urd
er w
as m
ost lik
ely
_________________________________________________ .
•T
he s
tate
_________________________________________________ a
fter h
is
lynchin
g, b
ut th
e c
ase s
ym
boliz
ed S
outh
erners
’ stro
ng a
nti-S
em
itic fe
elin
gs a
t th
e tim
e.
©2
014
Bra
in W
rinkle
s
Bo
urb
on T
riu
mvira
te•
Afte
r Reconstru
ctio
n, D
em
ocra
ts k
no
wn a
s “B
ourb
ons”
rose to
pow
er in
the S
outh
.•
Bourb
ons b
elie
ved th
at th
e S
outh
should
rely
less o
n a
gric
ultu
reand
more
on in
dustry
.•
In G
eorg
ia, th
ree B
ourb
on le
aders
dom
inate
d th
e s
tate
’s p
olitic
s
from
1872
to 18
90: J
oseph E
. Bro
wn, J
ohn B
. Gord
on, a
nd A
lfred H
. C
olq
uitt.
•T
he B
ourb
on T
rium
vira
te s
upporte
d p
olic
ies th
at re
pla
ced G
eorg
ia’s
fo
rmer la
rge p
lanta
tion-o
wnin
g c
lass w
ith a
new
mid
dle
and b
usin
ess
cla
ss.
•T
hey a
lso e
xpanded ra
ilroads a
nd in
cre
ased in
dustria
lizatio
n, a
nd
gain
ed w
ealth
as ra
ilroads, c
ities, a
nd
facto
ries flo
uris
hed in
G
eorg
ia.
•T
hey p
rom
ote
d “w
hite
supre
macy” in
ord
er to
keep th
e p
olitic
al
support o
f white
racis
ts.
Jo
seph E
. Bro
wn
•Joseph B
row
n w
as a
secessio
nis
tw
ho w
as G
eorg
ia’s
govern
or
durin
g th
e C
ivil W
ar.
•H
e s
erv
ed fo
ur te
rms a
s th
e s
tate
’s g
overn
or u
ntil h
e w
as n
am
ed
chie
f justic
e o
f the G
eorg
ia S
upre
me C
ourt.
•B
row
n e
ventu
ally
serv
ed G
eorg
ia a
s a
US
Senato
r from
1880-18
91.
•H
e b
ecam
e o
ne o
f the s
tate
’s w
ealth
iest m
en.
Jo
hn B
. Go
rdon
•John B
. Gord
on w
as a
Civ
il War g
enera
l who la
ter b
ecam
e th
e le
ader
of th
e K
u K
lux K
lan
in G
eorg
ia.
•H
e b
ecam
e a
US
Senato
r in 18
72
and
resig
ned in
1880.
•In
1886, G
ord
on b
ecam
e G
eorg
ia’s
govern
or fo
r two te
rms.
•H
e re
turn
ed to
the S
enate
for o
ne m
ore
term
befo
re le
avin
g p
olitic
s.
Alfr
ed H
. Co
lquitt
•A
lfred H
. Colq
uitt w
as e
ducate
d a
t Prin
ceto
n U
niv
ers
ity.
•H
e o
wned s
laves b
efo
re th
e C
ivil W
ar a
nd s
erv
ed in
the C
onfe
dera
te
arm
y.
•C
olq
uitt w
as a
Meth
odis
t Min
iste
r and o
ften ta
ught S
unday s
chool in
b
lack c
hurc
hes.
•C
olq
uitt s
erv
ed a
s th
e s
tate
’s firs
t dem
ocra
tic g
overn
or a
fter
Reconstru
ctio
n fro
m 18
77 to
1882
.
He
nry
Grady
•H
enry
Gra
dy w
as e
dito
r of th
e A
tlanta
Constitu
tion
from
1880 to
18
89, a
nd u
sed h
is n
ew
spaper to
pro
mote
what h
e la
bele
d th
e “
New
S
outh
”.•
Gra
dy b
elie
ved th
e S
outh
needed to
sto
p re
lyin
g o
n fa
rmin
g a
nd
becom
e m
ore
like th
e N
orth
econom
ically
.•
He trie
d to
get n
orth
ern
busin
esses to
invest in
the S
outh
, and
convin
ced m
any n
orth
ern
ers
to in
vest in
Atla
nta
.
©2
014
Bra
in W
rinkle
s
Co
tton E
xpo
•In
1881, H
enry
Gra
dy p
rom
ote
d G
eorg
ia’s
first In
tern
atio
nal C
otto
n
Expositio
n, a
n in
dustria
l fair th
at s
potlig
hte
d a
ttentio
n o
n th
e s
tate
’s
cotto
n te
xtile
industry
.•
The e
xpositio
n a
ttracte
d 2
00,0
00 p
aid
vis
itors
and s
how
ed th
e c
ountry
th
at G
eorg
ia w
as re
ady fo
r more
industry
.•
Ge
org
ia w
ent o
n to
host m
ore
expositio
ns, a
ttractin
g p
eople
from
33
sta
tes a
nd 7
countrie
s.
To
m W
ats
on
•D
urin
g th
e 18
80s, m
ost fa
rmers
we
re s
uffe
ring
econom
ically
and fa
lling
fu
rthe
r and fu
rthe
r into
de
bt.
•C
otto
n p
rices h
ad d
roppe
d d
ram
atic
ally
and la
bor w
as h
ard
to fin
d a
fter
sla
ves w
ere
free
d.
•G
eorg
ia la
wye
r Tom
Wats
on c
riticiz
ed G
rady’s
Ne
w S
outh
be
cause
he
cla
ime
d it h
urt s
mall fa
rmers
.•
In 18
90, W
ats
on w
on a
se
at in
Cong
ress a
nd a
rgue
d fo
r farm
ers
’ issue
s in
W
ashin
gto
n.
Po
pu
lists
•In
1891, th
e P
eople
’s P
arty
(com
monly
know
n a
s P
opulis
t Party
) was
org
aniz
ed b
y fa
rmers
and T
om
Wats
on b
ecam
e th
e p
arty
’s le
ade
r in
Ge
org
ia.
•W
ats
on’s
gre
ate
st re
form
was th
e R
ura
l Fre
e D
eliv
ery
Bill w
hic
h p
rovid
ed
free
mail d
eliv
ery
to ru
ral fa
rmers
.•
Populis
ts fo
ught to
help
farm
ers
and u
rge
d fa
rmers
to w
ork
tog
eth
er fo
r th
eir c
ause
.•
The P
opulis
ts c
halle
ng
ed th
e d
om
inate
Dem
ocra
tic P
arty
in G
eorg
ia b
y
thre
ate
nin
g to
split th
e w
hite
vote
and to
brin
g in
bla
ck R
epub
licans.
Co
unty
Unit S
yste
m•
Many ru
ral G
eorg
ians c
am
e to
fear th
at th
ey w
ere
be
ing
pushe
d o
ut o
f the
politic
al p
roce
ss.
•In
response
, the
sta
te a
dopte
d th
e c
ounty
unit s
yste
m in
1917
for its
politic
al p
rimarie
s.
•U
nde
r the
unit s
yste
m, th
e c
andid
ate
that w
on th
e m
ost u
nit v
ote
s w
on
the
ele
ctio
n.
•T
he e
ight m
ost p
opulo
us c
ountie
s re
ce
ive
d 6
vote
s, w
ith e
ach o
f the
re
main
ing
countie
s re
ce
ivin
g le
ss.
•W
hoe
ve
r won th
e m
ost v
ote
s in
the
county
, got a
ll of th
e c
ounty
’s u
nit
vote
s.
•T
he e
ffect w
as th
at s
mall, ru
ral c
ountie
s e
nded u
p h
avin
g m
ore
say o
ve
r w
ho w
on th
an h
eavily
popula
ted c
ountie
s.
•E
ven th
oug
h m
ost o
f the
popula
tion liv
ed in
a h
andfu
l of c
ountie
s, th
e re
st
of th
e c
ountie
s h
ad e
noug
h u
nit v
ote
s to
de
term
ine
the
win
ne
r all b
y
the
mse
lve
s.
•M
any s
aw
the
county
unit s
yste
m a
s u
nfa
ir be
cause
it meant th
at c
erta
in
candid
ate
s c
ould
win
eve
n if th
e m
ajo
rity o
f the
pe
ople
in th
e s
tate
vote
d
for s
om
eone
els
e.
•T
he s
yste
m d
id n
ot re
pre
se
nt th
e p
opula
tion fa
irly a
nd in
1962
, the
U.S
. S
upre
me
Court ru
led a
gain
st th
e c
ounty
unit s
yste
m.
©2
014
Bra
in W
rinkle
s
Re
becca F
elto
n•
Reb
ecca L
atim
er F
elto
n w
as th
e w
ife o
f pro
gre
ssiv
e c
ongre
ssm
an
Willia
m H
. Felto
n, w
ho o
pposed th
e B
ourb
on D
em
ocra
ts.
•F
elto
n w
as a
ctiv
e in
politic
s a
nd w
as th
e S
outh
’s b
est-k
now
n
cam
paig
ner fo
r wom
en’s
suffra
ge
.•
Alth
ough G
eorg
ia d
isappoin
ted h
er b
y re
jectin
g th
e 19
thA
mendm
ent,
enough s
tate
s e
ventu
ally
ratifie
d it a
nd w
om
en w
on th
eir rig
ht to
vote
in 19
20.
•T
wo y
ears
late
r, 87-y
ear-o
ld F
elto
n s
erv
ed a
s o
ne o
f Georg
ia’s
US
S
enato
rs w
hen th
e g
overn
or a
ppoin
ted h
er to
fill the s
eat o
f deceased T
om
Wats
on u
ntil a
specia
l ele
ctio
n c
ould
be h
eld
.•
Alth
ough s
he s
erv
ed fo
r only
two d
ays, F
elto
n m
ade h
isto
ry a
s th
e
first w
om
an to
sit in
the U
S S
enate
.
1906 A
tlanta
Rio
t•
The p
erio
d fro
m 18
90 to
1930 w
as th
e b
loo
die
st p
erio
d o
f racia
l vio
lence in
Georg
ia’s
his
tory
.•
In S
epte
mb
er 19
06, g
row
ing ra
cia
l tensio
ns re
sulte
d in
the th
ree
-day
Atla
nta
Race R
iot.
•A
white
mob
sta
rted
the rio
t, in p
art d
ue to
unpro
ven re
ports
that
bla
ck m
en h
ad a
ssaulte
d s
evera
l white
wom
en.
•H
oke S
mith
was ru
nnin
g fo
r govern
or a
nd c
ontrib
ute
d to
the ra
cia
l te
nsio
n w
ith h
is a
ppeals
to w
hite
racis
m in
an a
ttem
pt to
win
vote
s.
•T
he m
ob
atta
cked b
lack-o
wned b
usin
esses a
nd k
illed s
evera
l b
usin
ess o
wners
.•
At le
ast 12
people
die
d d
urin
g th
e v
iole
nce
.
Le
o F
rank C
ase
•A
frican-A
meric
ans w
ere
not th
e o
nly
targ
ets
of e
thnic
vio
lence
durin
g th
e e
arly
1900s.
•L
eo F
rank w
as a
Jew
ish fa
cto
ry s
uperin
tendent in
Atla
nta
.•
In 19
13, h
e w
as c
onvic
ted
of m
urd
erin
g M
ary
Phagan, a
13-y
ear-o
ld
fem
ale
work
er.
•T
he tria
l was fille
d w
ith c
onflic
ting te
stim
ony a
nd u
nansw
ere
d
questio
ns.
•F
rank w
as s
ente
nced to
life in
pris
on, b
ut tw
o y
ears
late
r, citiz
ens
from
Mary
’s h
om
eto
wn in
Marie
tta k
idnapped h
im a
nd h
anged h
im
from
an o
ak tre
e.
•D
ecades la
ter, n
ew
evid
ence re
veale
d th
at th
e m
urd
er w
as m
ost
likely
com
mitte
d b
y s
om
eone e
lse
.•
The s
tate
pard
oned F
rank 7
1 years
afte
r his
lync
hin
g, b
ut th
e c
ase
sym
boliz
ed S
outh
ern
ers
’ stro
ng a
nti-S
em
itic fe
elin
gs a
t the tim
e.
©2
014
Bra
in W
rinkle
s
1877 to 1918© 2014 Brain Wrinkles
SS8H7a
• After Reconstruction, Democrats known as “Bourbons” rose to power in the South.
• Bourbons believed that the South should rely less on agriculture and more on industry.
• In Georgia, three Bourbon leaders dominated the state’s politics from 1872 to 1890: Joseph E. Brown, John B. Gordon, and Alfred H. Colquitt.
© 2014 Brain Wrinkles
• The Bourbon Triumvirate supported policies that replaced Georgia’s former large plantation-owning class with a new middle and business class.
• They also expanded railroads and increased industrialization, and gained wealth as railroads, cities, and factories flourished in Georgia.
• They promoted “white supremacy” in order to keep the political support of white racists.
© 2014 Brain Wrinkles
• Joseph Brown was a secessionist who was Georgia’s governor during the Civil War.
• He served four terms as the state’s governor until he was named chief justice of the Georgia Supreme Court.
• Brown eventually served Georgia as a US Senator from 1880-1891.
• He became one of the state’s wealthiest men.© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Joseph E. Brown
• John B. Gordon was a Civil War general who later became the leader of the Ku Klux Klan in Georgia.
• He became a US Senator in 1872 and resigned in 1880.
• In 1886, Gordon became Georgia’s governor for two terms.
• He returned to the Senate for one more term before leaving politics.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
John B. Gordon
• Alfred H. Colquitt was educated at Princeton University.
• He owned slaves before the Civil War and served in the Confederate army.
• Colquitt was a Methodist Minister and often taught Sunday school in black churches.
• Colquitt served as the state’s first democratic governor after Reconstruction from 1877 to 1882.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Alfred H. Colquitt
• Henry Grady was editor of the Atlanta Constitution from 1880 to 1889, and used his newspaper to promote what he labeled the “New South”.
• Grady believed the South needed to stop relying on farming and become more like the North economically.
• He tried to get northern businesses to invest in the South, and convinced many northerners to invest in Atlanta.© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Henry Grady
• In 1881, Henry Grady promoted Georgia’s first International Cotton Exposition, an industrial fair that spotlighted attention on the state’s cotton textile industry.
• The exposition attracted 200,000 paid visitors and showed the country that Georgia was ready for more industry.
• Georgia went on to host more expositions, attracting people from 33 states and 7 countries.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
1881 Atlanta International Cotton Expo
• During the 1880s, most farmers were suffering economically and falling further and further into debt.
• Cotton prices had dropped dramatically and labor was hard to find after slaves were freed.
• Georgia lawyer Tom Watson criticized Grady’s New South because he claimed it hurt small farmers.
• In 1890, Watson won a seat in Congress and argued for farmers’ issues in Washington.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Tom Watson
• In 1891, the People’s Party (commonly known as Populist Party) was organized by farmers and Tom Watson became the party’s leader in Georgia.
• Watson’s greatest reform was the Rural Free Delivery Bill which provided free mail delivery to rural farmers.
• Populists fought to help farmers and urged farmers to work together for their cause.
• The Populists challenged the dominate Democratic Party in Georgia by threatening to split the white vote and to bring in black Republicans.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Rural FreeDelivery Service
• Many rural Georgians became to fear that they were being pushed out of the political process.
• In response, the state adopted the county unit system in 1917 for its political primaries.
• Under the unit system, the candidate that won the most unit votes won the election.
• The eight most populous counties received 6 votes, with each of the remaining counties receiving less.
© 2014 Brain Wrinkles
• Whoever won the most votes in the county, got all of the county’s unit votes.
• The effect was that small, rural counties ended up having more say over who won than heavily populated counties.
• Even though most of the population lived in a handful of counties, the rest of the counties had enough unit votes to determine the winner all by themselves.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• Many saw the county unit system as unfair because it meant that certain candidates could win even if the majority of the people in the state voted for someone else.
• The system did not represent the population fairly and in 1962, the U.S. Supreme Court ruled against the county unit system.
© 2014 Brain Wrinkles
• Rebecca Latimer Felton was the wife of progressive congressman William H. Felton, who opposed the Bourbon Democrats.
• Felton was active in politics and was the South’s best-known campaigner for women’s suffrage.
• Although Georgia disappointed her by rejecting the 19th Amendment, enough states eventually ratified it and women won their right to vote in 1920.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Rebecca Latimer Felton
• Two years later, 87-year-old Felton served as one of Georgia’s US Senators when the governor appointed her to fill the seat of deceased Tom Watson until a special election could be held.
• Although she served for only two days, Felton made history as the first woman to sit in the US Senate.
© 2014 Brain Wrinkles
• The period from 1890 to 1930 was the bloodiest period of racial violence in Georgia’s history.
• In September 1906, growing racial tensions resulted in the three-day Atlanta Race Riot.
• A white mob started the riot, in part due to unproven reports that black men had assaulted several white women.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• Hoke Smith was running for governor and contributed to the racial tension with his appeals to white racism in an attempt to win votes.
• The mob attacked black-owned businesses and killed several business owners.
• At least 12 people died during the violence.
© 2014 Brain Wrinkles
• African-Americans were not the only targets of ethnic violence during the early 1900s.
• Leo Frank was a Jewish factory superintendent in Atlanta.
• In 1913, he was convicted of murdering Mary Phagan, a 13-year-old female worker.
• The trial was filled with conflicting testimony and unanswered questions.© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Leo Frank Trial
• Frank was sentenced to life in prison, but two years later, citizens from Mary’s hometown in Marietta kidnapped him and hanged him from an oak tree.
• Decades later, new evidence revealed that the murder was most likely committed by someone else.
• The state pardoned Frank 71 years after his lynching, but the case symbolized Southerners’ strong anti-Semitic feelings at the time.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Teacher Info – Comprehension Questions
• Students should answer the questions after
discussing the presentation. Afterwards, check and
share answers as a class.
• *You can also use this as a quiz!
© 2014 Brain Wrinkles
1. The
De
mocra
tic p
olitic
al le
aders
who d
om
inate
d G
eorg
ia
afte
r Reconstru
ctio
n w
ere
calle
d w
hat?
2. W
ho fo
ug
ht to
he
lp fa
rme
rs w
ho w
ere
suffe
ring
econom
ically
durin
g th
e 18
90s?
3. W
hic
h p
olitic
al p
arty
was fo
rme
d d
urin
g th
is tim
e p
erio
d to
re
pre
se
nt in
tere
sts
of fa
rme
rs?
4. W
hat d
id H
enry
Gra
dy w
ant th
e S
outh
to d
o?
5. W
hat w
as th
e p
urp
ose
of th
e In
tern
atio
nal C
otto
n
Expositio
n?
6. R
eb
ecca L
atim
er F
elto
n th
e firs
t wom
an to
do w
hat?
7. W
ho w
as th
e e
dito
r of th
e A
tlanta
Constitu
tion
who u
rge
d
Ge
org
ians to
cre
ate
a “N
ew
South
”?
8. A
white
mob
sta
rted th
e A
tlanta
Race
Rio
t due
to w
hat?
9. T
he
murd
er o
f Leo F
rank w
as a
n e
xam
ple
of w
hat?
10. W
hat w
as th
e p
rob
lem
with
the c
ounty
unit s
yste
m?
©2
014
Bra
in W
rinkle
s
1. The D
em
ocra
tic p
olitic
al le
aders
who d
om
inate
d
Ge
org
ia a
fter R
ec
onstru
ctio
n w
ere
calle
d w
hat?
The B
ourb
on T
rium
vira
te2
. Who fo
ught to
he
lp fa
rmers
who w
ere
suffe
ring
ec
onom
ically
durin
g th
e 18
90s?
Tom
Wats
on
3. W
hic
h p
olitic
al p
arty
was fo
rmed d
urin
g th
is tim
e
perio
d to
repre
se
nt in
tere
sts
of fa
rmers
?P
opulis
t Party
4. W
hat d
id H
enry
Gra
dy w
ant th
e S
outh
to d
o?
Be
com
e m
ore
industria
lized
, like th
e N
orth
5. W
hat w
as th
e p
urp
ose o
f the In
tern
atio
nal C
otto
n
Expositio
n?
To s
how
that G
eorg
ia w
as re
ad
y fo
r industry
6. R
eb
ecca L
atim
er F
elto
n th
e firs
t wom
an to
do w
hat?
Sit in
the U
S S
enate
7. W
ho w
as th
e e
dito
r of th
e A
tlanta
Constitu
tion
who
urg
ed G
eorg
ians to
cre
ate
a “N
ew
South
”?H
enry
Gra
dy
8. A
white
mob
sta
rted th
e A
tlanta
Rac
e R
iot d
ue to
w
hat?
Unpro
ve
n re
ports
that b
lack m
en h
ad a
ssaulte
d
severa
l white
wom
en
9. T
he m
urd
er o
f Leo F
rank w
as a
n e
xam
ple
of w
hat?
Anti-S
em
itism
10. W
hat w
as th
e p
rob
lem
with
the c
ounty
unit s
yste
m?
It did
n’t re
pre
sent th
e p
opula
tion fa
irly.
©2
014
Bra
in W
rinkle
s
Teacher Info – I “Mustache” You Some Questions
• Print off the I ‘Mustache’ Your Some Questions handout for each student.
• The students will imagine that they are journalists who are interviewing three significant people from this lesson (Watson, Grady, & Felton).
• They will write down a question that they would like to ask each person.
• Finally, they will write down what each person might say in response to the question.
© 2014 Brain Wrinkles
Directions: Imagine that you are a journalist that is interviewing significant people that we have studied. Write three good, thought-provoking questions that you would ask these influential people. Next, write down what you think each person might say in response to the question.
I ‘Mustache’ You Some Questions!
© 2014 Brain Wrinkles
Tom Watson
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Henry Grady
Rebecca Felton
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher Info – Facebook• Give each student a copy of the blank Facebook
handout and project the directions slide (red) onto the screen. I like to leave this up while the students work so that they know exactly what goes in each box.
• The students should choose one of the significant people from this lesson and create a profile as if they are that person.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Name:
Age:
Birthday:
Location:
I am fighting against…
I strongly believe in…
Three important things that you should know about me…
Draw a picture of
the person
Write a status about something the person could be doing.
What are important things that we should know about the person? Write a status about those things.
Write a status about the person’s goals and beliefs.
Write a status about what the person does NOT believe in.
Name of a related person, place, group, etc. Side
Draw picture of possible friend
#3 #4
#2
Draw picture of something that represents the
person
#2
#3
Write the name of it
Write the name of it
Write the name of it
© 2014 Brain Wrinkles
Name:
Age:
Birthday:
Location:
I strongly believe in…
Three important things that you should know about me…
What’s on your mind?
I am fighting against…
Teacher Info – Instant Replay
• Print off the Instant Replay handout for each student.
• The students will draw a scene from one of the events from this lesson inside of the TV.
• In the textbox, they will write a play-by-play breakdown of the scene.
© 2014 Brain Wrinkles
Directions: Review one of the events from this unit by drawing a scene depicting the event on the TV below. Next, write a play-by-play breakdown of the scene in the textbox.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store.
If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways.
Best of luck to you this school year,
Ansley at Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store.
This resource is not to be used:• By an entire grade level, school, or district without purchasing the proper number of licenses. For
school/district licenses at a discount, please contact me.• As part of a product listed for sale or for free by another individual.• On shared databases.• Online in any way other than on password-protected website for student use only.
© Copyright 2014. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by theoriginal purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).
Thank you,
Ansley at Brain Wrinkles
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