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USH Chapter 4Urban Americapages 114-138USH State Standards: 2.5; 2.7; 2.8; 2.9; 3.5; 9.2USH Chapter 4Lesson 1Immigrationpages 114-117. Ask: Why are the immigrants being inspected? (To be sure they are physically and mentally healthy.)BELLRINGER Project the image “Immigrants Arrive” and ask the discussion question.Discussion Ask: Why were immigrants evaluated upon admission to the country? (Inspections kept out “undesirable” immigrants who were ill, or suspected of being criminals or anarchists.)ELL-?Help students identify terms such as undesirable within the context of immigration. What would make a person more or less desirable when entering a country?BL-?Have students talk about what they know about modern immigration screening techniques. What criteria do we use today in order to determine who should and should not be allowed into the country?I. EUROPEANS FLOOD INTO AMERICA To set the stage for the discussion of the ways in which European immigrants changed American society, project the immigration map and lecture on the topic. Conclude the lesson by distributing the primary source activity immigration questionnaire.Europeans Flood Into AmericaGUIDING QUESTION How did European immigrants of the late 1800s change American society?INTERACTIVE MAP Project the “Old and New Immigrants to the United States, 1865 to 1914” map for students.Immigrant FloodEuropean Immigration From 1865 to 1914, almost 25 million Europeans immigrated to the United States. Immigrants were pulled to the United States by dreams of economic opportunity, religious freedom, and social equality. They were pushed from their homelands by war, famine, poverty, and prejudice. European nations made emigrating easy. Immigrants took their savings with them.The Atlantic Journey Most immigrants traveled in steerage below decks for a 14-day journey. After 1892, steamships docked at Ellis Island in New York Harbor. Immigrants with health problems might be interred in the Island hospital or be sent back to Europe. Immigrants usually spent two to five hours at Ellis Island, answering questions.Settlement Patterns Immigrants mostly settled in cities. Ethnic neighborhoods created a safe haven for new arrivals where native languages were spoken, and churches, synagogues, clubs, and newspapers reflected immigrants’ cultures. Successful adjustment hinged on learning English, embracing American norms, possessing skills and money, and settling in ethnic groups for support.Discussion Ask: Which reasons immigrants had for leaving their homeland do you consider most urgent? (Fleeing religious persecution, extreme poverty, and food shortages were most urgent because they could lead to death.) Ask: Why might some countries have made immigration easy? (Population pressures and famines might motivate governments to push out those considered “undesirable” or burdensome on the government.) Ask: Why do you think most immigrants settled in urban areas? (Most immigrants were poor and could not travel. Cities offered cheap tenement housing and had low-status industrial or menial jobs available. Ethnic neighborhoods, like home, offered support and familiarity.) Ask: Why might New York City have drawn the largest number of immigrants in general? (More immigrants came from Europe than from Asia, and these people entered the country at New York; New York offered a lot of employment and had many ethnic neighborhoods.)ELL-?Discuss the definitions of the verbs push and pull with students and how they may relate to immigration. Discuss which factors may have affected their families in coming to the United States.AL-?Discuss the factors that would pull immigrants to the United States today. Compare those factors with the push factors in the graphic organizer.BL-?Discuss the concept that the “new” immigrants of the late 1800s are now considered “old” immigrants. Discuss what groups would be considered “new” immigrants today.ACTIVITY Project the “Ellis Island Questionnaire” slide for students.BackgroundHave students read the questions and then discuss the reason for each question. Point out that a common theme was to disqualify people who might become a “burden on society.”Discussion Ask: How does this quote show the changes that some immigrant groups encountered in American society? (The idea that women were treated respectfully represented a social change.) Ask: How do you think immigrants changed American society? (They increased the size of the labor pool, which led to conflict with native-born American workers. They brought new words into English as well as new foods, clothing styles, and other cultural contributions.)Ask: What does the Chinese immigrant express about immigrating to America? (It was more difficult than expected and changed the opinion that all were welcomed to America.)LECTURE SLIDE Project the “Angel Island Poetry” excerpt and discuss with PARING AND CONTRASTING EXPERIENCES?To set the stage for the discussion of the ways in which Asian immigrants changed American society, project the immigration graph slide and lecture on the topic. Display the interactive map and the quote slides. Ask discussion questions to assess students’ understanding.Asian ImmigrationGUIDING QUESTION How were the experiences of Asian immigrants different from those of European immigrants?INTERACTIVE GRAPH Project the “Immigration, 1865–1914” graph for students.Asian ImmigrationChina In the mid-1800s, China’s population exploded. This factor, coupled with severe unemployment, poverty, and famine, pushed Chinese from their homeland. At the same time, news of the gold strike in California in 1848 pulled Chinese to the United States. Demand for rail workers in the 1860s also attracted Chinese immigrants.Japan Between 1900 and 1910, the number of Japanese immigrants to the United States increased rapidly. Economic difficulties caused by industrialization pushed immigrants from Japan. Many of those who left Japan went first to Hawaii to work on plantations there. They immigrated to the United States from Hawaii. Until 1910, Asian immigrants entered the United States via Angel Island and awaited immigration hearings. The wait to enter the country often lasted months.Discussion Ask: How does the number of immigrants from Asia compare with the number of immigrants from Southern and Eastern Europe in the period between 1860 and 1920? (There are many times more European immigrants than Asian immigrants.) Ask: How might an immigration hearing on Angel Island differ from the inspection and questioning on Ellis Island? (Communication was likely more difficult, since Asian languages differ more dramatically from English than some European languages. Asian immigrants were not as numerous. Months-long waiting periods suggest Asian immigrants were more harshly scrutinized than Europeans.)INTERACTIVE MAP Project the “Immigration Settlement Patterns” interactive map and identify the areas where Asian immigrants settled.LECTURE SLIDE Project the “Lee Chew” quote and read it aloud to students.Discussion Ask: How did Lee Chew adjust to American society? (Lee learned English, saved money, and eventually was able to open a business.)II. NATIVISM RESURGES?To set the stage for the discussion of nativism, have students complete the Analyzing Primary Sources Activity on political cartoons of the era. Then project the interactive map "Old and New Immigrants to the United States, 1865–1914" and lecture on nativism. Ask discussion questions to assess students’ understanding. Have students complete the Guided Reading Activity in class.Nativism ResurgesGUIDING QUESTION Why did nativists oppose immigration?ACTIVITY Have students complete the Analyzing Primary Sources Activity and read their answers aloud.INTERACTIVE MAP Project the “Old and New Immigrants to the United States, 1865–1914” map for students as you lecture on nativism.Background on NativismAnti-immigration Groups A combination of racism and labor tension led to a rise in nativism. Anti-immigration groups formed across the United States. One example is the American Protective Association, which agreed not to hire or vote for Catholics. This form of discrimination was geared mainly toward the Irish.Anti-immigrant Legislation The Chinese Exclusion Act, passed in 1882, halted immigration and the citizenship process for naturalizing Chinese immigrants for 10 years. The law was renewed in 1892, and it became permanent in 1902. Legislation in California deprived Asian immigrants of the right to own property and forced their children to go to segregated schools. The Gentlemen’s Agreement between the United States and Japan ended Japanese immigration.Literacy Tests Nativists pushed for the passage of literacy tests to create another barrier for new immigrants entering the United States. An English literacy test was recommended for immigrants in 1905.Discussion Ask: What evidence shows that nativism had widespread support among Americans? (Americans formed organizations based on discrimination. Legislators at all levels of government responded to public pressure and passed anti-immigrant legislation.) Ask: What reasons motivated the passage of the Chinese Exclusion Act? (Pressure from constituents, nativism, racism, and an attempt to curtail violence.) Ask: Why would a literacy test stop immigration for most Asian immigrants and many European immigrants? (They would not understand English, and because many of the “new” immigrants came from the poorest levels of their homeland, they might not be literate in their native language, either.)ELL-?Help students list and define essential terms, such as nativist?and discrimination. Ask students to provide terms that mean the opposite.AL-?Have students work in pairs to identify and discuss nativism and the reasons behind it. Why are some suspicious of the cultures of others?BL-?Compare attitudes toward immigrants at the turn of the twentieth century to attitudes at the turn of this century. How have American attitudes changed? How have they stayed the same?Discussion Ask: What challenges regarding immigration do Americans still face? Ask: How has immigration changed? (Answers will vary: some people resent costs created by accommodating immigrants’ languages, especially those who enter the country illegally. The concern of some Americans that immigrants “steal jobs.” Encourage EL students to contribute to the discussion.)USH Chapter 4Lesson 2Urbanizationpages 118-121To engage students with the material, project the images of New York City in 1849 and c. 1913. Ask: What differences can you see in the photographs?BELLRINGER Project the “City Skyline” images and ask discussion questions.Discussion Ask: How do you think the lives of city dwellers in the early 1900s differed from those of people living in cities in the 1850s? (Students may suggest that there were more immigrants and more urban poor, that residents in 1900 experienced the gasoline engine and mass transit, and that more people lived in apartment buildings.) Ask: What characteristics did a city around 1900 possess? (Students should observe that it had a large population and thus a large source of labor. Its organization allowed for separation of different ethnic groups and classes, and for the transport of many people quickly to and from work. Cities also faced problems such as housing shortages, overcrowding, crime, pollution, disease and poverty.)ELL-?Help students list and define essential terms, such as skyline, skyscraper, population, and mass transit. Point out that by 1900, electricity, gasoline engines, moving pictures, and other inventions began transforming life.AL-?Have students work in pairs to identify and discuss contrasts orally, and then cooperate to record them in writing.BL-?Compare the different building materials used in the structures in 1850 and 1900. Discuss the significance of steel and concrete in construction.GUIDING QUESTION How do you think life in big cities was different from life on farms and in small towns?I. THE MODERN CITY?To set the stage for the discussion of urbanization and the effects of urbanization on American society, project the lecture slide “Urban Migration”. Ask students the discussion questions to assess their understanding. Then display the Visual Literacy Activity about Cuban immigrants in Florida. Wrap up this section of the lesson by having students complete the Geography and History worksheet on Hull House.LECTURE SLIDE Begin the lecture by projecting the “Urban Migration” slide for students.Urban MigrationUrban population ballooned from 10 million in 1870 to more than 30 million in 1900.Most immigrants could neither buy land due to lack of money nor attain well-paying employment due to lack of education. Immigrants worked long hours in factories and were paid very low wages.Cities offered electricity, running water, and modern plumbing. They were also home to cultural attractions such as museums and libraries.Mass transit efficiently moved residents through cities. At first, mass transit consisted of cable cars. Later, elevated and underground trains were built. The city of Boston opened the nation’s first subway system in 1897, and New York City and Philadelphia followed over the next decade.Ask: What factors drew people to cities during the late nineteenth century? (Students should note that cities offered factory jobs along with modern conveniences such as electricity and running water. They also had mass transportation and cultural offerings. All these factors made cities attractive places to live, especially for immigrants new to the United States.)ACTIVITY Display the “Cuban Cigar Industry in the United States” Visual Literacty Activity to students. Explain the contributions made by Cubans during the early twentieth century, including the development of the cigar industry.ACTIVITY Distribute the “Hull House” Geography and History worksheet. Have students review the information and map, and then complete the worksheet.ELL- Incentive is an abstract concept with which students may have difficulty. Define the term and provide examples to which students can relate, such as “Making friends and doing well in your new home is an incentive for learning English quickly.”AL-?Have students put Sullivan’s expression (“What people are within, the buildings express without.”) in their own words.BL-?Discuss the possible technologies that may be applied to mass transit in the future. Have students discuss the reasons that mass transit is important for urban living.II. CLASS AND SOCIAL ISSUES?To set the stage for the discussion of class separation in American society, have students complete the interactive whiteboard activity as you lecture on the topic.Separation by ClassGUIDING QUESTION How did the living conditions of the urban working class differ from those of other social classes?IWBA Project the interactive whiteboard activity about the different social classes for students. Have students complete the activity as they process the discussion.Separation by ClassThe nation’s wealthiest families created exclusive districts in many cities. Those with plenty of money built even more luxurious homes.Women living in these huge homes employed many servants. At the same time, many New Yorkers lived on a paltry $500 a year.Industrialization helped grow the middle class. Middle-class women had more time on their hands. Women’s clubs developed, focusing on social and educational reforms.People in the urban working class lived in tenements—dark and crowded multifamily apartments.Many urban people who were poor were also homeless. Many slept outside or in shantytowns. Sometimes children worked, too. Dangerous working conditions and truancy alarmed many reformers.More and more women worked outside the home, but most still worked in domestic service.Discussion Ask: In what ways was life in the upper class different from that of the lower classes? (More free time. More luxury. High society isolated itself from other classes. Life was a series of social engagements.) Ask: What kind of tensions might develop between the upper and lower classes? (Many working-class people would be angered when comparing their squalid conditions to the luxury of the upper class. They would feel that they were being treated unfairly. Tension would develop. Class friction. Unrest.)ELL-?Discuss the word class and its multiple meanings. Discuss the terms high, low, and middle in relation to class. Explain that these terms generally designate wealth.Predictable MisunderstandingsStudents might think that few women worked outside the home during this time. Nearly 19 percent of women were in the workforce by 1900. A century later, that figure had risen to about 60 percent.Discussion Ask: Do class divisions continue to exist in the United States today? Explain your opinion. (Answers will vary, but students may argue that socioeconomic divisions are widening as the wealthy control ever-greater amounts of money and real estate. Students may alternatively argue that class divisions do not exist because Americans share the same popular culture and socioeconomic opportunities.)To engage students with the material, project the political cartoon. Ask: Were politcal machines bad for cities? (Answers will vary, but should include the ideas that political machines took money and resources intended for citizens. Another point of view should identify how political machines supported the community by providing services that the government could not provide.)BELLRINGER?Project the political cartoon about political machines as students enter the classroom.DirectionsExplain that political machines were informal political groups that developed because cities grew faster than their representative governments. Political machines doled out jobs, food, and housing in exchange for votes.Have students identify the differing views about political machines. Discuss the meaning of the cartoon showing workers who find the city treasury empty while Tammany Hall bosses feast behind the scenes.I. PROBLEMS OF CITIES?To set the stage for the discussion of the problems that plagued urban America, project the lecture slide “Urban Problems.” Ask students the discussion questions to assess their understanding. Reinforce the content by displaying the Analying Political Cartoons Activity “Machine Politics” and having students complete the worksheet.Urban ProblemsGUIDING QUESTION What types of problems developed due to the rapid growth of urban areas?LECTURE SLIDE Project the “Urban Problems” slide for students.Urban ProblemsCrime Crime increased along with urban populations. Violent crime was worsened by alcohol use. Some reformers believed that saloons contributed to poverty and corruption.Pollution and Disease Disease and pollution were serious problems. City drinking water was contaminated by sewage, causing epidemics of typhoid fever and cholera.Corruption Corrupt political machines began trading votes for jobs, housing, and food. New York City’s Tammany Hall was the most corrupt political machine in urban history. It was led by William “Boss” Tweed during the 1860s and 1870s.Background for TeachersAlthough temperance movements had existed in the United States since the late eighteenth century, anti-alcohol reform groups began to gain prominence as urban conditions deteriorated. Bars and saloons were seen by many as the root of criminal activity and often a leading factor in spousal abuse of women.Discussion Ask: What problems arose in cities as a result of urbanization? (Crime, disease, and pollution all increased as more people moved to cities. Drinking water became contaminated, causing epidemics such as typhoid and cholera. Corrupt political machines that swapped votes for basic needs arose.)ACTIVITY Project the Analyzing Political Cartoons Activity "Machine Politics" for students. Have students examine the political cartoons and then complete the worksheet.? Explain that cartoons such as these helped end the Tammany Hall political machine.ELL-?Discuss the word class and its multiple meanings. Discuss the terms high (or upper), low, and middle in relation to class. Explain that these terms generally designate wealth.AL-?Ask students to consider whether or not the needs of the lower classes would have been better served by businesses and wealthy philanthropists or by political machines.BL-?Discuss whether political machines can be most effective in small towns or in larger areas such as states or on a national scale.To close the day, project the quote by George W. Plunkitt and have students interpret the text, citing appropriate evidence.LECTURE SLIDE Project the primary source quote by Plunkitt. Have students write a paragraph replying to Plunkitt’s quote. Tell them to state their opinion on the issue of “buying votes” and support it with logical reasons, arguments, and evidence from the text.USH Chapter 4Lesson 3Social Darwinism and Social Reformpages 122-127To engage students with the material, project the Bellringer slide on Social Darwinism and poverty. Ask: How could you express the issue? (The issue is whether people are poor because of personal failing or as a result of the unfair nature of the economic systems.)BELLRINGER Project the “Social Darwinism and Poverty” opinions and comments on Social Darwinism as students enter the classroom.Discussion Ask: With which side of the issue do you agree? Why? (Students’ responses may vary. Encourage students to provide evidence and examples to support their opinions.)ELL-?Explain the idiom “off the backs of the poor” to students: most difficult, “backbreaking” labor was done by the poor, who were unable to get better jobs and were so poorly paid that they suffered poverty. Cheap labor done by the poor enabled owners of big businesses to earn huge profits.I. GILDED AGE CULTURE AND SOCIETY Use the lecture slide to explain the ideas of Social Darwinism. Then lecture about the cultural changes of the Gilded Age and have students complete the Analyzing Primary Sources worksheet.Gilded Age IdeasGUIDING QUESTION What was the main idea of Social Darwinism, and how did it compare with the idea of individualism?LECTURE SLIDE Begin the lecture by projecting the “Social Darwinism” slide for students.Social DarwinismHerbert Spencer, a British philosopher, developed the theory of Social Darwinism based on a corrupted view of Darwin’s theory of evolution and natural selection.Spencer believed society improved because the strongest and most intelligent survived. Social Darwinism’s motto became “survival of the fittest.”According to Social Darwinism, the most “fit” were white, industrialized societies such as the United States and Great Britain.In business, the doctrine of laissez-faire economics followed similar lines. This belief opposed government interference with business.Industrialist Andrew Carnegie developed a theory called the Gospel of Wealth. He believed wealthy Americans should create conditions that would allow the poor to help themselves.AL-?Have students review the quotes and classify those that would align with Social Darwinism.BL-?As they read the lesson, have students explore the cause-and-effect relationships they find. For example, have them explore relationships:between Darwin’s theories and the development of Social Darwinism,between dramatic growth of poverty and the inception of social reform,between improved living standards and growth of the entertainment and sports industries, and so on.Students might benefit from use of cause-and-effect charts as they make notes on their reading and discussion.ACTIVITY Have students complete the Analyzing Primary Sources Activity "Social Darwinism."Discussion Ask: How might the ideas of Social Darwinism have shaped the nation’s social and economic practices? (Students may suggest that the idea that people should help themselves discouraged the creation of widespread social programs that would have helped the poor. They may also note that it contributed to a lack of government interference in business, keeping regulations low and encouraging the growth of large corporations.)Rebirth of ReformGUIDING QUESTION What methods and philosophies were developed for helping the urban poor?II. NEW APPROACHES TO SOCIAL ISSUES?To set the stage for the discussion of reform, project the interactive whiteboard activity and have students complete it as you lecture about critics of Social Darwinism and new reform movements.IWBA Project the interactive whiteboard activity “Reform Movements” as you lecture on the topic.Critics of Social DarwinismMany Americans argued that the government must take an active role in economic affairs and in assisting the poor.Henry George, a journalist, believed laissez-faire economics ruined society rather than improved it. He argued that the gap between the rich and the poor must be closed.Lester Frank Ward argued that humans were superior to animals due to the ability to plan ahead and affect change. This view was known as Reform Darwinism. Reform Darwinists believed success was built upon humans’ abilities to cooperate, while competition wasted human energy and resources.Writer Edward Bellamy promoted socialism and believed that all wealth had to be equally shared among Americans.Naturalists such as Jack London criticized industrial society, suggesting that sometimes people’s failures were the result of uncontrollable circumstances.Discussion Ask: What do you think were the most important social, political, and economic issues that emerged during the Gilded Age? (Student answers may vary, but will probably reference the roles of emerging popular culture, Social Darwinism, or laissez-faire economics.)BELLRINGER Project "Social Darwinism and Poetry" to begin the class. Have students think back to their answers from the previous class. Ask students to analyze if and how their thinking has changed since discussing the lesson content. Discuss those changes as a class.Discussion Ask: Why did some critics of Social Darwinism oppose laissez-faire economics? (Students should note that critics argued that a growing gap between rich and poor and a belief that competition wasted effort and resources made laissez-faire economics detrimental to society. Critics instead believed that government should play an active role in society and the economy.)BL-?Discuss the modern implications of the debate over the role of government in society. Remind students that this debate is one of the key differences between political parties in the twenty-first century.New Reform MovementsThe Social Gospel movement based their actions on biblical ideals of justice and charity.The urban poor could receive aid and counseling from the Salvation Army.The YMCA organized Bible studies, citizenship training, and group activities. YMCAs also provided temporary low-cost housing, libraries, auditoriums, and gymnasiums.Reformers with settlement houses offered medical care, English classes, kindergartens, and recreational programs to area residents.To meet the need for skilled, educated workers, the number of public schools began to increase. Schools aimed to develop discipline and a strong work ethic. Schools soon divided by grade, and students were drilled in punctuality, neatness, and efficiency.Discussion Ask: How did reformers try to solve society’s problems? (They created a broad base of institutions ranging from Christian organizations to settlement houses that offered services, housing, and other activities to those in need.) Ask: How successful were their efforts? (Students may argue that these efforts were moderately successful, because they provided services to some but not all people in need.)AL-?Discuss with students which programs of the Social Gospel movement they think have had the most lasting impact on society.BL-?Discuss with students whether they would have supported the ideas behind Social Darwinism, the Gospel of Wealth, or the Social Gospel movement if they had lived in the 1890s.A Changing CultureGUIDING QUESTION Why do you think artists and writers started portraying America more realistically?III. A CHANGING CULTURE?To set the stage for the discussion of the ways in which American culture changed in the Gilded Age, project the lecture slide as indicated. Ask students the discussion questions to assess their understanding. Then have students complete the Analyzing Primary Sources activity.LECTURE SLIDE Continue the lecture by projecting the “Changing Culture” slide for students.Changing CultureThe arts began to move away from romanticism and reflect the realism of daily life.American writers such as Mark Twain redefined literature into a form of populism.As industrial workers had more income, a new “going out” culture developed with saloons, restaurants, and public anized sports, such as baseball, took the nation by storm.Discussion Ask: What are some examples of the types of activities that became part of popular culture during this time? (Popular literature emerged, as did organized sports. People also increasingly went to places of public entertainment, such as saloons and restaurants.)Predictable MisunderstandingsStudents might think: Because eating out and public entertainment have become so common, students may assume that businesses serving these needs have always been widespread.In fact, the first restaurant was not opened until the mid-1700s, with cafeterias and other quick-service establishments appearing in later centuries.ACTIVITY Have students complete the Analyzing Primary Sources activity, Literary Realism.LECTURE SLIDE Project the lecture slide and invite students to respond to the question. Help them understand that reformers believed that the ideas of Social Darwinism did not adequately address the social and economic problems that existed during the Gilded Age.USH Chapter 4Lesson 4Politics of the Gilded Agepages 128-132To engage students with the material, project the narrative and image of the assassination of President James Garfield. Have students read the story to identify the motivation of the assassin and the impact of the event on the public. Ask: Why did Guiteau decide to “remove” the president? (Guiteau believed the president should have given him a job because he had worked to help elect Garfield.)BELLRINGER Project the narrative and “Garfield’s Assassination” image from Garfield’s assassination and ask discussion questions.Discussion Ask: What effect do you think this tragedy had on public opinion about the spoils system? (There was outrage and a demand that patronage be made illegal.)I. POLITICAL AND ECONOMIC REFORM?Begin the lesson with the lecture and slides on Washington politics during the Gilded Age. Continue into the economic issues affecting rural America, the Primary Source activity, and projecting a lecture slide on rural reform. Ask discussion questions to assess students’ understanding.Politics in WashingtonGUIDING QUESTION Why was civil service reform needed?LECTURE SLIDE Begin the lecture by projecting the “Reforming Washington” slide for students.Reforming WashingtonCivil Service Reform Garfield’s assassination convinced the public that the spoils system was corrupt. The Pendleton Act was passed in 1883, requiring competitive exams for some jobs. This began professional civil merce Corporations became incredibly powerful because neither party believed the government should interfere with corporate power. When states passed laws regulating railroad rates, the Supreme Court ruled the regulations unconstitutional. The Interstate Commerce Act passed in 1887 created the Interstate Commerce Commission (ICC), which proved nearly powerless without judicial support.Political Pressure Congress responded to popular pressure to combat trusts by passing the Sherman Antitrust Act in 1890. Weakened by judicial interpretation, vague wording, and poor enforcement, the law had little impact.Discussion Ask: Why did critics of the spoils system think civil service was a better alternative? (It required competition for jobs, and exams helped assure qualified people would get the jobs.) Ask: Why would corporations oppose the Interstate Commerce Act? (They did not want government to set limits on their rates.) Ask: Why did the Interstate Commerce Act make little difference in the status quo? (Courts did not enforce it, so big corporations did not change their ways.)LECTURE SLIDE Continue the lecture by projecting “The Tariff Debate” slide for students.Tariff DebateElection Issue Tariff reform became a key issue in the 1888 election. Democrats wanted to remove tariffs and encourage free trade. The Democrats and Cleveland campaigned against high tariffs.Republican Victory Republican Benjamin Harrison was backed by industrialists, who benefited from high tariffs. Republicans won control of Congress and the White House in 1888.Failed Policy In 1890 the Republicans passed the McKinley Tariff, which was intended to protect American industry. Instead, it triggered a steep rise in the price of all goods.Discussion Ask: What effects are tariffs intended to have? (To make imported goods expensive so domestic goods will sell better.) Ask: Why were tariffs unpopular? (They inflated the price of goods, resulting in less buying power for Americans.)?Ask: Why did Democrats want to strike down tariffs while Republicans wanted to keep them in place? (Democrats wanted to help the consumer by making goods more affordable; Republicans wanted to protect American industries from cheap imports that cut into their profits.)ELL-?Have students define the political terms used in this section. Have students find other political terms that may deal with the same concepts.AL-?Have students compare the platform of the Republican Party in the late nineteenth century to what it is today. Discuss how political platforms shift over time.BL-?Discuss the trajectory of the Republican Party. Discuss how it changed from a party committed to abolition of slavery to a party backed by industrialists.Unrest in Rural AmericaGUIDING QUESTION What kinds of problems did farmers face?ACTIVITY Have students complete the “Farmer’s Plight” activity.Discussion Ask: How does Gladden’s article suggest that farmers can change things for the better? What might he mean by “adhering to the doctrine of equal rights and equal chances to all”? (He might mean banding together to get pro-farmer legislation passed. Students may say that Gladden expresses the farmers’ feeling that they are being manipulated and treated like servants instead of equal citizens.)LECTURE SLIDE Project the “Rural Reforms” slide for students.Rural ReformGrange In 1866, Oliver H. Kelley founded the Grange, the first national farm organization. Grangers pressured state legislatures to regulate railroad and warehouse rates. They created cooperatives to increase prices and lower costs for members.Pressure Fails “Granger laws” were passed, setting maximum and fair rates. In response, railroads cut services and refused to lay new track. The Grange fell apart.Economic Turmoil In 1873 deflation hit the economy. Interest rates rose. Farmers went into debt as prices dropped and mortgages became more expensive.Farmers Unite Again The Farmers’ Alliance formed, creating large exchanges to force prices higher and make low-interest loans to farmers. Though somewhat successful, the exchanges were overextended by loan defaults. Big businesses discriminated against them.Discussion Ask: Why was deflation especially difficult for farmers in this era? (With prices continually falling, farmers could not get enough money for their crops to continue to meet their farming expenses. At the same time, the increasing value of money meant higher interest rates, so expenses grew even greater.)ELL-?Have students define the term deflation. Discuss the difference between deflation and inflation.BL-?Discuss modern instances of collectivization and collective bargaining. Is it still an effective tool?The Rise of PopulismGUIDING QUESTION What were the goals of the People’s Party?II. THE PEOPLE’S PARTY?To introduce discussion of Populism, project the lecture slide as indicated. Continue with discussion of the election of 1896, using the chart on Bryan and McKinley. Conclude by displaying the interactive map of the "Presidential Election of 1896." Ask discussion questions to assess students’ understanding.LECTURE SLIDE Continue the lecture by projecting the “Populism” slide for students.PopulismRise of the Party In 1890 the Populists nominated candidates for Congress and the Kansas legislature. The first People’s Party convention was held in Omaha, Nebraska, in July 1892. James Weaver was nominated to run for president.Party Platform The Omaha platform called for an eight-hour workday, immigration restrictions, regulation of the railroads, an income tax, and direct election of senators by voters. Urban workers found it hard to identify with a party focused on rural problems.Farmers Split Farmers’ Alliance leaders in the South opposed the Populists and hoped to force Democrats to support the Alliance or lose Alliance votes.Democratic Split Four newly elected Southern Democratic governors pledged to support the Alliance. More than 40 Democrats supported the Alliance in Congress. Despite Alliance concessions to labor, the American Federation of Labor, a Democratic stronghold, did not align with them.Election of 1892 Grover Cleveland won the election, but Populist issues and ideas gained wider acceptance.Discussion Ask: What was the root cause of the failure of the national Populist Party in 1892? (The farmers represented too few votes, and the urban, working-class voters they tried to attract did not share the Populists’ aims.)The Election of 1896GUIDING QUESTION Why did the Populists support the Democratic candidate—William Jennings Bryan—in 1896?CHART Continue the lecture by projecting the “Differences Between McKinley and Bryan” chart for students.Background for TeachersThe People’s Party made free coinage of silver the main focus of their campaign. Democrats nominated William Jennings Bryan, a strong silver supporter. Populists decided to support Bryan as well. William Jennings Bryan was a powerful speaker. Bryan campaigned constantly. William McKinley, Ohio’s governor, became the Republican candidate. Republicans promised workers a “full dinner pail,” which was more valuable to urban workers than the silver issue. McKinley won decisively, taking the majority of urban voters while the rural vote went to Bryan. After 1896, the Populist Party faded from the spotlight.Discussion Ask: Might Bryan have won the election with a different platform? Why or why not? (Students may say that what the Democrats and Populists stood for represented too small of a portion of the voting population, much of which was concentrated in urban areas.)INTERACTIVE MAP Project the map “Presidential Election of 1896.” Ask students to summarize the results of the election.LECTURE SLIDE Display the "Populists’ Reforms" slide.Discussion Ask: Which of the reforms is most important to your life today? (Students’ answers will vary, but should be well explained.) Ask: Which reforms continue to be debated today by political parties? (income taxes and immigration)USH Chapter 4Lesson 5The Rise of Segregationpages 133-138To engage students with the material, project the Bellringer for students. Ask: What do you recall about social changes that came about during the era of Reconstruction?BELLRINGER Project the question from “Life After Slavery” as students enter the classroom.DirectionsHave them write predictions about African Americans’ experiences during those years. Discuss students’ answers as a class.Explain that Southern states, where most African Americans lived, passed laws that deprived African Americans of the vote and forbade them from mixing with whites in public. Segregation made it extremely difficult for African Americans to improve their lives. Be sure to correct any misconceptions.Predictable MisunderstandingsStudents may think: African Americans’ day-to-day lives changed greatly after the end of slavery.Although African Americans no longer endured some of the tragedies of slavery such as the breakup of families, many were forced to sign harsh labor contracts with former slaveholders that committed them to performing the same backbreaking agricultural labor and even living in former slave quarters.AL-?Have students list words that describe life for African Americans before the end of slavery. Discuss which words would not apply to African Americans’ lives after slavery.BL-?Discuss what students know about the economy of the South after the Civil War. Discuss the ways that African Americans and poor whites might have faced similar economic problems.Discussion Ask: Was life for African Americans after slavery significantly different than during slavery? Why or why not? (Answers will vary, but students should note that African Americans formally gained greater rights and freedom after slavery ended. They should also note that discrimination nevertheless impeded the progress of African Americans as they sought to participate in American society.)I. THE POLITICS OF RACISM?To set the stage for the discussion of repression in the South, project the lecture slides and have students complete the activities as indicated. Ask students the discussion questions to assess their understanding.Resistance and RepressionGUIDING QUESTION How did African Americans resist racism and try to improve their way of life following Reconstruction?LECTURE SLIDE Begin the lecture by projecting the “Resistance and Repression” slide for students.Resistance and RepressionMany African Americans living in the post-Reconstruction South were very poor. Some left seeking a better life in the North in what came to be called the “exodus.”Many African Americans joined the Populist Party. Southern Democrats worried that poor whites would join the Populist Party as well, creating a strong coalition. Southern Democrats used scare tactics to win back the poor white vote by warning that support for Populism would cause “Black Republican” rule in the South.Election officials made voting hard for African Americans.Discussion Ask: What unintended result did joining the Populist Party have for African American farmers? (Because it feared the power of united African American and poor white farmers, the Southern Democratic Party began to look for ways to disfranchise African Americans, setting the stage for segregation.)ELL-?Point out that discrimination has several meanings. It derives from the Latin word discrimen, meaning “distinction.” A neutral meaning for the term is “the perception of the unique features of something.” It also can mean “the act of distinguishing by finding differences.” In the context of African American history, it describes prejudiced actions and outlooks that isolated African Americans and justified unfair treatment.Imposing SegregationGUIDING QUESTION What laws did Southern states pass to impose segregation and deny African Americans their voting rights?LECTURE SLIDE Continue the lecture by projecting the “Imposing Segregation” slide for students.Imposing SegregationIn the late 1800s, Southern states imposed restrictions that stymied African Americans’ ability to vote. Some states required a poll tax, usually in an amount too much for most poor African Americans. Mississippi required a literacy test.The Civil Rights Act of 1875, which prohibited segregation, was overturned by the Supreme Court in 1883. As a result of the ruling, Southern states legally established racial segregation in public places.Southern states passed Jim Crow laws to enforce discrimination.Often, violent oppression was used in the form of beating, intimidation, and lynching.In 1896, the Supreme Court upheld the notion of “separate but equal” in the case Plessy v. Ferguson, legalizing segregation in the South for more than 50 years.ACTIVITY Have students complete the Supreme Court Case Study activity and discuss.Discussion Ask: How did the ruling in Plessy v. Ferguson affect Southern African Americans? (The ruling declared segregation legal, and Southern African Americans faced decades of formal, legal discrimination as a result.) Ask: What was meant by the term “separate but equal”? (It meant that services, facilities, and public accommodations were allowed to be separated by race, on the condition that the quality of each group’s public facilities was to remain equal.)IWBA Project the interactive whiteboard activity and work with students to create a time line of events relating to discrimination against African Americans during this time.Background for the Teacher Explain that Jim Crow was a stereotypical African American character in a nineteenth-century song and dance act. It became a derogatory way of referring to an African American; the name described the laws that were passed to help whites reestablish the white supremacy that had been threatened by the Fourteenth and Fifteenth Amendments.To engage students with the material, project the Bellringer slide. Ask: In what ways were the rights of African Americans repressed after the Civil War?BELLRINGER Lead a class discussion in which students make predictions about ways that African American leaders might have tried to fight back against this racism.GUIDING QUESTION How did African American community leaders respond to legalized segregation?II. RESPONDING TO RACISM?To continue the discussion of Repression in the South, project the chart and lecture slide as indicated. Ask students the discussion question to assess their understanding. Have students complete the simulation.INTERACTIVE CHART Project the “Lynchings in the South” chart for students. Explain to students that lynching was used to terrorize African Americans and keep them from working to achieve equal political and economic status with whites. Point out that some lynchings also occurred in the North.Predictable Misunderstandings Students may think: Lynchings and other racial violence took place exclusively in the South. However, about 10 percent of all lynchings occurred in the North, particularly in the border states of Maryland, West Virginia, Ohio, Indiana, Illinois, and Kansas.LECTURE SLIDE Project the “African American Activists” slide for students.African American ActivistsThe African American community used the media, education, economic goals, and political goals to respond to violence and discrimination.Ida B. Wells began a courageous crusade against lynching, and published a book in 1895 that denounced mob violence.Mary Church Terrell began a battle against lynching, racism, and sexism. Terrell extended her efforts to fighting for women’s suffrage with Jane Addams and Susan B. Anthony. She helped found the National Association for the Advancement of Colored People (NAACP).Booker T. Washington encouraged African Americans to concentrate on achieving economic, rather than political, goals.W.E.B. Du Bois argued that there was no advantage in temporarily giving up civil rights.Discussion Ask: What were the major goals of African American leaders during this time period? (Students may identify goals including ending lynching and other violence, curtailing discrimination, improving economic situations, and seeking greater political rights.)BL-?Discuss the connections between the prevention of voting for African Americans in the South and the failure of Congress to pass anti-lynching laws.Poll students in your class about whether Du Bois or Washington suggested a more appropriate course of action to African Americans of the late 1800s. Discuss the results of the vote. ................
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