The New ImmigrantsLESSON 1

Goals

Content: Students will be able to understand why America became desirable for immigrants during the early 1900s

Language: Students will be able to complete the Lesson Review over the section

Social: Students will be able to listen respectfully to instruction and work in partners.

Goals 1/6

Content: Students will be able to analyze why immigrants moved to the cities and how life in the cities was for the people who lived there.

Language: Students will respectfully listen, ask appropriate questions and take notes over PowerPoint.

Social: Students will be able to work respectfully in partners to complete a short essay.

Bellringer

Why was the Statue of Liberty important to immigrants coming to the U.S.?

The Rise of Cities

By 1910 nearly half of Americans lived in urban areas

Immigrants played a huge part in the growth of cities

After the Civil War many people moved to the Southern cities to start businesses- Many African Americans moved to Northern cities for better economic opportunities

Life in a Tenement

In crowded cities most immigrants and poor people lived in tenements

Tenements- a building in which several families rented rooms

Tenement later became known as slums

Growth of the Middle Class

Middle class- people who enjoyed a comfortable life but were not extremely wealthy

Many middle class families moved to suburbs of bigger cities

The Very Rich

Top of the economic ladder

Era became known as the “Gilded Age”- Gilded = covered in a thin layer of gold

Built mansions and estates

Troubles in the Cities

Rapid growth of cities led to serious problems Garbage piled up on the streets

Sewers overflowed

Disease spread quickly

Poverty in cities led to crime

Orphaned and homeless children minor crimes

Gangs developed

Fixing the Problems

Many religious groups tried to help out Ran orphanages, prisons, hospitals, and recreation centers

Settlement houses- offered many types of assistance to urban poor

Chicago’s Hull House (most famous) founded by Jane Addams

The Changing City

Space became limited in cities, architects began building up Skyscrapers

World’s 1st skyscraper- William LeBaron Janney built a 10 story building in Chicago

New York Woolworth building 55 stories tall

Clara Barton

With a partner- look up Clara Barton

Write a short essay describing her life and her contributions to today’s society. Due at the end of class.

Short essay = 2 paragraphs

Goals: 1/8

Content: Students will be able to analyze what it may have been like for immigrants after they moved to the U.S.

Language: Students will perform an in class activity

Social: Students will work respectfully in groups.

Bellringer

How would you feel about moving to the U.S?

What might be exciting about living in the city?

What could be scary about living in a tenement?

Would you want to stay or return home?

Goals: 1/9

Content: Students will be able to explain the importance of newspapers during the early 1900s.

Language: Students will write their own news articles to make their class newspaper

Social: Students will work respectfully in partners.

Bellringer

How did settlement houses help to solve the problems in the cities?

Goals: 1/13

Content: Students will analyze how leisure activities created during the early 1900s influenced American culture today.

Language: Students will listen and take notes over a video

Social: Students will respectfully listen to video.

Goals: 1/14

Content: Students will take notes over different activities people enjoyed during the early 1900s. Students will research different activities that became popular during the early to mid 1900s and be able to share notes with each other.

Language: Students will use their phones or computers to look up information about the assigned subject.

Social: Students will work quietly on their own to complete this task.

Bellringer

Why do you believe leisure activities became important to American culture during the early 1900s?

Extra, Extra

By 1900 more than twice as many newspapers were published than in 1880.

Yellow Journalism: a type of journalism based on sensational stories

Yiddish newspapers and German newspapers took off during this time in New York and other major cities.

African American Newspapers were also in print.

Leisure and the Arts

Spectator Sports grew in popularity. 2 major leagues were formed National and American Leagues (Baseball)

Football- developed from English rugby

Tennis and Golf were played by the wealthy

Bicycling became a major pass time

Vaudeville and Movies

Large cities had movie theaters where people could watch Shakespearian productions, comedies and vaudevilles Vaudevilles= shows similar to variety shows

Vaudevilles had the most inexpensive tickets so many people came to watch.

First movie theaters were called “nickelodeons”

American Artists and Musicians

For most of the 1800s music in the U.S. reflected European music

After the Civil War more Americans began developing their own styles

American Painters focused on realism Remington painted subjects related to the old west

Winslow Homer= farming

Artists

Impressionist painting also became popular in the States Childe Hassem painted landscapes and city scapes

Most popular painting “Whistler’s Mother”

Music

Band music became popular Marches like “ The Washington Post” and “The Stars and Stripes

Forever”

African American musicians in New Orleans developed a completely new form of music called Jazz

Jazz incorporates Gospel music and African rhythms

Ragtime: similar to jazz. One major difference is syncopation Scott Joplin= leading composer

Activity

Early films (movies)

Jazz and Ragtime Music

Early Boxing

Early Baseball

Early Basketball

Early American Football

Sports: Who formed the game? Who were the key players? When did the sport become nationally recognized? What rules were different in early games? How has the game changed throughout time?

Movies: Who were the first directors? What were early movies like? How have movies changed throughout history? What were some technological advances that helped the development of movies? Who were some leading actors/actresses

Music: Who were major composers? Who were some famous musicians? Most famous songs? Instruments used in style of music? Where was this type of music played?

Strange History

Dance marathons

Flagpole sitting

Ping Pong

Goals 1/19

Content: Students will be able to describe who the muckrakers were and how they contributed during the Progressive Era.

Language: Students will complete questions over a video.

Social: Students will work respectfully in partners to complete in class reading.

Bellringer

Why do you think the game “Monopoly” is named that?

Goals 1/20

Content: Students will analyze the Oregon system and its’ contributions to the Progressive Era and will be able to define and describe the 17th Amendment.

Language: Students will take notes over “The Oregon System” and “The Seventeenth Amendment”

Social: Students will listen respectfully to me and ask appropriate questions.

Bellringer

How did the writer Upton Sinclair contribute to reform?

The Oregon System

Oregon made several important reforms:

Initiative: the right of voters to place an issue on the ballot in a state election.

Referendum: Gave the voters the right to accept or reject laws

Recall: Gave the voters the right to remove incompetent elected officials

These reforms were adopted by all states.

The Seventeenth Amendment

Progressives wanted to change the way U.S. senators were elected.

Party bosses and business interests often control who was elected.

Progressives believed people should be able to vote for senators directly.

The 17th Amendment

Senate was criticized heavily in the media.

Congress then passed the 17th Amendment in 1912 Provided people with the right to vote for senators directly.

Ratified in 1913

The 17th Amendment gave the people a greater voice in their government.

Goals: 1/21

Content: Students will analyze the contributions of Susan B. Anthony and Cady Stanton during the Progressive Era

Language: Students will complete an essay describing each of their contributions.

Social: Students will work respectfully in partners.

Bellringer

What types of jobs do you have that earn you money?

Under what kind of conditions do/did you work? Were the conditions safe? Healthy or unhealthy?

Partner Activity

Susan B. Anthony and Cady Stanton

Research both women. Write 2 paragraphs for each 1st paragraph: Describe their lives and their contributions.

2nd paragraph: Explain why their contributions are still important today.

Goals: 1/22

Content: Students will analyze and describe the 19th Amendment and the Women’s Suffrage Movement.

Language: Students will take notes over the lesson

Content: Students will listen respectfully

Bellringer

Why is Mary Church Terrell important in the fight for women’s rights?

Women and Voting Rights

In 1848, Cady Stanton helped organize a women’s rights convention in New York. Meeting is known as the launch of the Women’s Rights Movement

Key issue: Women’s right to vote

Voting Rights

Susan B. Anthony attended the meeting. They both led the movement for 50 years.

Many abolitionists joined their efforts – these people became known as suffragists.

Stanton: National Women’s Suffrage Association in 1869

Voting Rights

This group later joined another group and became The National American Women Suffrage Association (NAWSA)

Stanton was elected president of this group in 1892

Other leaders of this group: Anna Howard: Minister and Doctor

Carrie Chapman Catt: educator and newspaper editor

Voting Rights

NAWSA organized many marches as their group started to grow

On March 3, 1912 (A day before Wilson became president) the women led a march on Washington, D.C.

The Struggle Continues

Suffragists won victories in some states

Alice Paul: Leader of the National Women’s Party in 1916

Seeking greater equality and suffrage, met with President Wilson.

Wilson refused to accept women’s suffrage. Although he later changes his mind

The 19th Amendment

In 1917 NAWSA had over 2 million members

President Wilson changed his position on suffrage and began supporting it.

1st state to grant women the right to vote: New York South Dakota and Oklahoma

The 19th Amendment

In 1918 the House of Representative passed a women's’ suffrage amendment

The next year the Senate passed the amendment

In 1920 the 19th Amendment was ratified

Women and Social Reform

Women fought for rights of: working-class people, immigrants, and society as a whole.

Fought for child and women labor laws

Their pressure on Congress led to the Children’s Bureau in the Labor Department.

Social Reforms

Also worked on reforms in the food and medicine industries

Fought for more support of widows and abandoned mothers with children.

Social Reforms

Developed the Women’s Trade Union League (WTUL): improved employment conditions for women

1/23

You will need a book

Open to page 615

Goals: 1/26

Content: Students will analyze Theodore Roosevelt’s life and contributions as a president.

Language: Students will break up into groups, read and takes notes over “Theodore Roosevelt”. Students will then teach their assigned section to other members of the class.

Social: Students will work respectfully in groups

Bellringer

Do you know the origins of the “Teddy Bear”?

Roosevelt the “Trustbuster”

Roosevelt ordered the supported regulations of businesses and other progressive reforms.

Ordered the Justice Department to take legal action against certain trusts that violated the Sherman Antitrust Act.

1st target: Northern Securities company

Brought legal trust in beef oil and tobacco industries

“Trustbuster” government official that combats business alliances to control competition and prices

Wanted to regulate trusts , not destroy them.

Trouble with Labor

“Arbitration” To resolve a conflict by a neutral party

1902: Labor Crisis: 100,000 mine workers went on strike for better pay

Wanted to have a say in what happened in their work place : better pay and 8 hour days.

Mine owners refused to negotiate with workers

Coal strike dragged on for months

Roosevelt threatened to send federal troops to mines

Didn’t get raise but did get recognition

The Square Deal

Roosevelt’s promise program for fair and equal treatment for all

Won the election with more than 57% of the popular vote

Other leaders let people do as they chose

Roosevelt supported the Meat Inspection Act and the Pure Food and Drug Act

Conserving the Wilderness

Roosevelt believed in the need for conservation

Conservation: The protection and preservation of natural resources

1905- proposed the creation of U.S. Forest Service

Formed the National Conservation Commission

Tried to balance business interests with conservation

Goals: 1/27

Content: Students will analyze the differences and similarities of Roosevelt and Taft. Students will also analyze Wilson’s presidency in comparison to Roosevelt and Taft.

Language: Students will complete a Venn diagram comparing Roosevelt and Taft. They will then complete the Lesson Review over Lesson 3.

Social: Students will work in partner groups respectfully.

Bellringer

Look at the cartoon on p. 617 of the text. What do each of the lions represent? What is Roosevelt’s attitude toward the lions?

Goals: 1/28

Content: Students will analyze different cases of discrimination during the Progressive Era

Language: Students will take notes over section in the book

Social: Students will listen respectfully.

Bellringer

What are some methods people use to gain their rights?

Discrimination Against Catholics

America was largely Protestant at this time

Protestant population feared that the growing number of Catholics would threaten their way of life.

Anti-Catholic people formed the American Protective Association (APA) in 1887

Discrimination: unfair treatment, usually based on prejudice toward a certain race, ethnic group, religion, age group, or gender.

Catholic Discrimination

By the mid-1890s the APA had 2 million members across the nation

The APA spread false rumors that the Catholics were trying to take over the country.

Anti- Semitism

Many Jewish immigrants came to escape discrimination in their home countries.

Anti-Semitism = Anti Jewish

Some property owners, schools, and employers discriminated against Jewish people

Anti-Semitism

Some Americans viewed eastern Europeans as more “foreign” than western Europeans

Anti-Asian Policies

In California- Asian immigrants faced prejudice and resentment.

White Americans claimed that Chinese immigrants accepted lower wages can took jobs from them.

Congress passed the Chinese Exclusion Act in 1882- prevented Chinese immigrants from coming to America.

Asian Immigrant Discrimination

America’s westward expansion created thousands of jobs for Japanese immigrants.

Japanese immigrants and Chinese immigrants faced similar discrimination.

Laws were passed in California that prohibited Asian immigrants from buying land.

Japanese Discrimination

President Roosevelt created a “Gentleman's agreement” that helped cut the Japanese immigration to the United States.

This agreement also damaged Japanese-American relations

Did not help dampen the anti-Japanese feeling in the U.S.

Discrimination Against African Americans

African Americans Experienced discrimination in the North, South and West

In post Civil-War times most African Americans lived in the South

They were cut off from white society: Neighborhoods

Schools

Parks

Restaurants

Theaters

Cemeteries

Discrimination

In 1896 Supreme Court legalized segregation

Plessy vs. Ferguson: Allowed “separate but equal” facilities for blacks and whites

Most facilities were not equal

The Ku Klux Klan

Ended after the Civil War then was reborn in Georgia in 1915

New Klan wanted a white, protestant America

Klan lashed out against minorities Catholics

Jews

Immigrants

African Americans

Wanted “100 percent Americanism”

Racial Violence

Nation went through a sharp economic downfall in 1893 and 1907

Many people lost their jobs

Frustrated white people lashed out at African Americans and other minorities

More than 2,600 African Americans were lynched or murdered by mobs between 1886-1916

Lynching was used to terrorize Chinese immigrants in the West

Goals: 1/29

Content: Students will analyze discrimination against African Americans and other immigrants during the 1900s.

Language: Students will take notes and watch a video

Social: Students will listen respectfully

Bellringer

What kinds of discrimination did Asian people face when coming to America? What was the mind set behind it?

Goals: 2/3

Content: Students will review Ch 22. The Progressive Era

Language: Students will complete the study guide over the chapter to prepare for the exam.

Social: students will work in partners to complete the study guide

Bellringer

After learning about the Progressive Era from Chapter 22, why do you think it was named that?