Transcript MOVING TOWARDS AN URBAN AMERICA CAROLINA AND AMERICA?

EQ: WHAT WERE THE NEW IMMIGRANT’S CONTRIBUTION TO NORTH
CAROLINA AND AMERICA?
MOVING TOWARDS AN URBAN
AMERICA
WHO WERE THE NEW IMMIGRANTS?
 IMMIGRANTS BEGAN COMING TO AMERICA
FROM SOUTHERN AND EASTERN EUROPE.
 GREEKS, RUSSIANS, HUNGARIANS,
ITALIANS, AND POLISH NEWCOMERS
MADE UP 80% OF ALL NEW AMERICANS.
 AFTER 1900, CHINESE, JAPANESE, AND
MEXICAN IMMIGRANTS INCREASED AND
ALL HAD A LANGUAGE BARRIER TO
OVERCOME.
WHY DID THEY LEAVE THEIR HOMES?
 MANY “EMIGRATED” (LEFT THEIR
HOMELANDS) BECAUSE OF ECONOMIC
TROUBLES.
 ITALY AND HUNGARY HAD SEVERE
POVERTY AND OVERCROWDING
 CROATIA AND SERBIA COULD NOT
SUPPORT THEIR FAMILIES DUE TO LACK OF
FARMLAND.
 SWEDEN SUFFERED MANY CROP FAILURES
HOW DID PERSECUTION DRIVE PEOPLE
FROM THEIR HOMELANDS?
 ETHNIC GROUPS-MINORITIES THAT SPOKE
DIFFERENT LANGUAGE AND/OR HAD
DIFFERENT CUSTOMS, WANTED TO
ESCAPE DISCRIMINATION AND UNFAIR
LAWS.
 MANY JEWISH PEOPLE FLED PERSECUTION
IN RUSSIA IN THE 1880’S AND CAME TO THE
UNITED STATES.
WHAT WAS LIFE LIKE ONCE THEY WERE
IN AMERICA?
 AN IMMIGRANT’S GREATEST CHALLENGE
WAS FINDING WORK.
 MANY WORKED IN INDUSTRIAL FACTORIES
AT CHEAPER WAGES THAN DID NATURAL
BORN AMERICANS.
 MANY WORKED 12 HOUR DAYS WITH LOW
PAY AND IN HAZARDOUS CONDITIONS
HOW DID THE NEW IMMIGRANTS
ASSIMILATE TO AMERICA?
 TO ASSIMILATE MEANS TO ADOPT YOUR
NEW CULTURE AS YOUR OWN.
 MANY IMMIGRANTS THAT ARRIVED FIRST
SET UP COMMUNITIES WHERE
NEWCOMERS COULD FIND WORK,
HOUSING, AND CHURCHES.
 MANY SOUGHT TO CREATE A LITTLE BIT OF
HOME IN AMERICA TO PRESERVE THEIR
CULTURAL HERITAGE.
HOW DID THE “NATIVIST MOVEMENT”
AFFECT IMMIGRATION?
 THE MOVEMENT HAD BEEN ACTIVE SINCE THE 1830’S
AND HAD GAINED STRENGTH ENOUGH BY 1882 FOR
LAWMAKERS TO HELP THE RESENTMENT OF
IMMIGRATION.
 THE “CHINESE EXCLUSION ACT” PROHIBITED CHINESE
WORKERS FROM ENTERING THE US FOR 10 YEARS.
 THE IMMIGRATION ACT OF 1917 REQUIRED
IMMIGRANTS TO READ & WRITE BEFORE ENTERING
INTO THE UNITED STATES.
Why did the movement become so
successful?
 It was easy to blame immigrants for new
problems that arose from the industrial
revolution.
 Crime, poverty, slum housing, prostitution,
and unemployment were easily put on the
shoulders of immigrants and freedmen.
How did immigrants contribute?
 Immigrants brought their culture with them
to America in the form of restaurants,
communities, and churches.
 They added to the quality of life for all
Americans.
 They added to the melting pot of citizens that
made up our country.
ANSWER YOUR EQ:
 WHAT WERE THE NEW IMMIGRANT’S
CONTRIBUTION TO NORTH CAROLINA AND
AMERICA?
MOVING TO THE CITY
 EQ: WHAT PROBLEMS DID CITIES OF THE
GILDED AGE HAVE AND HOW DID PEOPLE
TRY TO OVERCOME THEM?
How did the cities of America
grow?
 In 1870 only one in every four Americans lived
in cities.
 By 1910 nearly ½ of America’s population
lived in cities.
 In New York, Chicago, and Detroit immigrants
made up 80 % of the total population in 1890.
 Native born Americans moved from the farm
to cities for more stable jobs.
How were women and AA’s affected?
 Women began to leave the farm for jobs in
cities where things they used to have to make
at home were now available in the city.
 AA’s left the rural south in droves to larger
southern cities until 1914.
 AA’s then went north to escape prejudice,
debt, injustice, and discrimination.
 This was known as the Great Migration when
over 1 million AA’s left the south.
What problem did growing cities
create?
 Substandard housing and poverty resulted
because people poured into cities faster than
housing could be built.
 Tenement housing often had three to four
families crammed into a room with only a
cold water tap and a toilet.
 Slums resulted from the overcrowding of
tenements and apartment buildings.
How did cities reach a crisis
stage?
 Overcrowding created sanitation and health
problems.
 Garbage and horse manure accumulated in
the streets and the sewers could not handle
the huge amounts of human waste.
 These conditions were a breeding ground for
many diseases.
 Fires were a constant threat as Chicago and
Boston both suffered devastating fires.
How did the cities respond to the
problems?
 Tuberculosis and whooping cough claimed so
many babies in New York that the city began
providing visiting nurses for sick children and
their mothers.
 The city began to set up clinics for families
that could not pay for proper health care.
 School children were screened for potential
health problems before they were allowed in
school.
What solutions were discovered?
 Religious groups came to the rescue of
children and poor families in large cities.
 The YMCA and YWCA offered recreation
centers where children could play in safety.
 Settlement houses received funds to assist
families with housing, health care, and
nurseries.
 Hull House was a famous Chicago settlement
house set up by Jane Addams in 1889.
How did cities address
overcrowding?
 The architects began growing buildings up
instead of out by using iron frames to support
the buildings.
 Elisha Otis made the first truly safe elevator
to make all of this possible in 1852.
 Skyscrapers began popping up all over large
cities like the Woolworth Building, a 55 story
skyscraper in New York City.
How did they address transportation?
 Streetcars began to take the place of horse-
drawn carriages which helped to cut down on
disease from the manure.
 In San Francisco, cable cars replaced slower
forms of transportation.
 In Richmond, Virginia the trolley car became
the standard of inner city transportation.
 The subway in New York was opened in 1904.
How did bridges help?
 Where rivers often separated parts of cities,
bridges were built to bring people together.
 Using new construction technology, steel
girders were added to large bridges like the
Eads Bridge to cross large rivers like the
Mississippi and the Brooklyn bridge
connected Manhattan and Brooklyn to the
rest of New York.
Where did the wealthier people go?
 A growing middle class of mostly white
professionals like: doctors, lawyers, ministers,
managers, salaried employees, and office
clerks moved to the suburbs.
 This was possible because of the
transportation to and from the cities.
 They lived in houses with hot water, indoor
toilets, and by 1900-electricity.
 They also had indoor servants and leisure
time for music, art, and literature.
Who were part of “the Gilded Age”?
 At the top of the social and economic ladder
stood the very rich with houses in the cities
and country estates.
 They threw lavish parties for friends and
family which showed the gap between the
most wealthy and the impoverished areas
that existed mere blocks away in the cities.
 The extravagant wealth displayed made
historians call it “the Gilded Age.”
ANSWER YOUR EQ
 EQ: WHAT PROBLEMS DID CITIES OF THE
GILDED AGE HAVE AND HOW DID PEOPLE
TRY TO OVERCOME THEM?
EDUCATING A CHANGING CULTURE
 EQ: HOW DID EDUCATION CHANGE
DURING THIS PERIOD?
 EQ: WHAT DID AMERICANS DO WITH THEIR
LEISURE TIME IN THE CITIES?
HOW DID STANDARDS FOR EDUCATION
CHANGE IN THE GILDED AGE?
 IN 1865 MOST AMERICANS WERE ONLY
REQUIRED TO ATTEND SCHOOL FOR 4
YEARS.
 BY 1914, 80% OF ALL AMERICANS
ATTENDED SCHOOL BETWEEN THE AGES
OF 5 AND 17.
 HIGH SCHOOLS HAD THE BIGGEST
INCREASE DURING THIS TIME.
HOW DID EDUCATION DIFFER FOR
SOME PEOPLE?
 BOYS OFTEN WENT TO WORK ON FAMILY
FARMS OR IN INDUSTRIAL JOBS TO HELP
SUPPORT THEIR FAMILIES.
 WHITE GIRLS WERE USUALLY THE
MAJORITY OF THE STUDENT POPULATION
IN HIGH SCHOOL.
 AA’S RECEIVED LITTLE OR NO EDUCATION
AT ALL IN THE SOUTH.
HOW DID PROGRESSIVE EDUCATION CHANGE ALL
OF THIS?
 PROGRESSIVE EDUCATION WAS A
MOVEMENT IN AMERICA TO NOT ONLY
TEACH STUDENTS FACTS BUT TO TEACH
AMERICANS HOW TO BECOME GOOD
CITIZENS.
 JOHN DEWEY WAS THE LEADING
SPOKESMAN FOR PROGRESSIVE
EDUCATION AND WANTED SCHOOLS TO
ADDRESS THE INTERESTS, PROBLEMS,
AND CONCERNS OF STUDENTS.
WHAT DID COLLEGES DO TO
CHANGE?
 THE MORRILL ACT OF 1862 DONATED
FEDERAL LAND THAT COULD BE SOLD
INORDER TO RAISE FUNDS FOR HIGHER
EDUCATION.
 LAND GRANT COLLEGES POPPED UP ALL
OVER THE COUNTRY AND MANY OF THEM
WERE NAMED AFTER THEIR DONORS LIKE
CORNELL UNVERSITY & STANFORD
UNIVERSITY.
HOW DID THINGS CHANGE FOR
WOMEN AND AA’S?
 LAND-GRANT COLLEGES ACCEPTED WOMEN
STUDENTS AND BY 1910 40% OF ALL COLLEGE
STUDENTS WERE WOMEN.
 HOWARD UNIVERSITY OF VIRGINIA BEGAN
ADMITTING AA’S AND NATIVE AMERICANS.
 BOOKER T. WASHINGTON GRADUATED FROM
HOWARD AND STARTED THE TUSKEGEE INSTITUTE IN
ALABAMA TO HELP AA’S GET A PRACTICAL
EDUCATION.
DID THINGS IMPROVE FOR
NATIVE AMERICANS?
 THERE WERE MIXED RESULTS AS MANY
SCHOOLS OPENED UP IN THE US.
 THE MOST SUCCESSFUL WAS THE
CARLISLE INDIAN INDUSTRIAL SCHOOL IN
PENNSYLVANIA IN 1879.
 THE SCHOOLS OFTEN WERE HUNDREDS
OF MILES AWAY FROM RESERVATIONS
WHICH ALIENATED FAMILIES FROM THE
STUDENTS.
WHEN DID AMERICA BECOME A
NATION OF READERS?
 WEALTHY INDUSTRIALIST ANDREW
CARNEGIE DONATED MORE THAN 30
MILLION DOLLARS TO OPEN UP PUBLIC
LIBRARIES IN AN Y CITY THAT WOULD PAY
FOR ITS OPERATING COSTS.
 EVERY STATE IN AMERICA DEVELOPED
PUBLIC LIBRARIES .
 MAGAZINES & NEWSPAPERS SPRUNG UP
AND WERE BEING READ BY AMERICANS.
HOW DID NEWSPAPERS CHANGE?
 JOSEPH PULITZER BEGAN PRINTING
SESNSATIONAL HEADLINES IN HIS
PUBLICATION TO FRIGHTEN AND
ENTERTAIN READERS.
 WILLIAM RANDOLPH HURST LIED OR
EXAGGERATED THE TRUTH IN HIS PAPERS
WHICH BECAME KNOWN AS YELLOW
JOURNALISM.
 AA’S BEGAN NEWSPAPERS NATIONWIDE.
How did inventions impact
change?
 The late 1800’s saw a burst of inventiveness in
the United States as more than 400,000
patents were granted between 1860 and 1890
for new inventions.
 After 1870, the automobile, electric lights, the
telegraph, and the telephone were invented.
 Eventually, they were an everyday thing.
Who were the inventors?
 Samuel Morse-invented the telegraph in
1844.
 Alexander Graham Bell-invented the
telephone in 1877, created the Bell Telephone
Company, and soon telephones were
common in most homes.
 Cyrus Field-placed the first telegraph line that
crossed the Atlantic Ocean so ships could
communicate while at sea.
Who was the “wizard of Menlo Park?”
 Thomas Edison was a student that was
underachieving in school so his mother pulled
him out and home-schooled him.
 His mother allowed him to set up a chemistry
lab in his basement and Edison became an
inventor.
 He invented the phonograph, motion picture
projector, telephone transmitter, storage
battery, and the light bulb.
How did an increase in wealth
translate into leisure time and how
did they spend both?
 Before television and other electronic devices
took over our leisure time, reading books was
a favorite pastime of men and women.
 Realism-became the literary movement of
this period because it described the lives of
people during that era.
 Regionalism-writing that focused on a
particular region of the country was related to
realism.
Continued
 Many prominent writers that were both
realists and regionalist included: Mark Twainwho wrote The Adventures of Huckleberry Finn
& The Adventures of Tom Sawyer & Stephen
Crane-wrote about city slums in Maggie & the
Civil War in The Red Badge of Courage & Jack
London-wrote about miners & hunters in the
Northwest in White Fang & Edith Whartonwrote about upper class life in The Age of
Innocence.
Continued
 Paul Laurence Dunbar-a son of former slaves
wrote tales about African-Americans using
dialect, folktales, and became the first AA
writer to gain fame worldwide.
 Horatio Alger-wrote books telling young boys
& girls the virtues of honesty & hard work like
Work and Win & sold millions of copies.
 Paperback books helped expand the reading
public with exciting tales & were inexpensive.
How did painters cash in on
leisure time?
 Realism entered onto the canvas as Thomas
Eakins painted the human anatomy & surgical
operations.
 His student Henry Tanner painted warm family
scenes from the South.
 Frederic Remington-painted cowboys & Indians
in the west.
 Winslow Homer-painted stormy sea scenes.
 James Whistler-painted the most well-known
scene called “Whistler’s mother”.
How did listening to music
become a leisurely activity?
 More spending money enabled people to
attend the symphonies in major cities.
 Jazz & ragtime music combined elements of
gospel, work songs, spirituals, and African
rhythms.
 John Philip Souza composed marching songs
for bands including “The Stars and Stripes
Forever”.
 Music was a popular choice for everyone.
How did spectator sports emerge
during this time?
 Watching spectator sports was a new favorite
activity for people.
 Baseball-was the most popular sports & teams
were formed in many major cities which drew
large crowds & in 1903 the first World Series was
held.
 Football-was wildly popular at the college level.
 Basketball-the only truly American sport was
popular through the YMCA & physical education
classes.
Did the common man only watch
sports?
 Tennis and golf were played and enjoyed by
the wealthy usually in private clubs.
 The bicycle became the most popular leisure
activity and took the country by storm.
 People also watched plays, vaudeville shows
which included dramas, magic shows,
comedy, dancing, & singing.
 Thomas Edison invented “moving pictures” in
the 1880’s & they became a favorite activity.
Summarize all of your notes
 How did America “change” during this time
period?
 What did industrialization and the movement
to urban areas and cities contribute to this
change?
 How did education change the futures of all
Americans?
 How did things change for AA’s & women?