Name: U.S. History I
Date: Mr. Melhorn
Period:
Chapter 16 and Chapter 17 Immigration and the lives of Immigrants Notes
USE YOUR TEXTBOOK FOR THE FIRST PORTION OF THESE NOTES AND TURN TO THE MOODLE POWERPOINT ON CHAPTER 17 DAILY LIFE IN THE GILDED AGE TO FINISH OUT THE LAST HALF OF THE NOTES.
Section 2 of Chapter 16- Ellis Island, Gateway Island along with the ideas of Quarantine, Deportation, and the experiences of the Chinese
1. Upon what part of the ship did most immigrants travel to America?
2. What is quarantine?
3. If immigrants were found to have an eye disorder, what would our immigration officials do to them?
4. Why did the Chinese face hatred from other groups in America?
5. When was the Chinese Exclusion Act passed and what did it do?
-When was the Chinese Exclusion Act ended?
6. What forms of discrimination did the Japanese face?
Section 3 of Chapter 16- Suburbs, Urban Immigrant Neighborhoods, and the Tenement Apartments
7. What advancements allowed for the growth of the suburbs?
8. What were tenements?
9. What did Eleanor McMain state about tenement living?
10. How did Emily Dinwiddie describe Little Italy in Philadelphia?
11. What agreements kept immigrants from buying real estate?
Section 3 of Chapter 16- City Growth, William Marcy Tweed, and Tammany Hall
12. What is a political machine?
13. What political party did “Boss” Tweed represent?
14. How did Tweed build up the wealth of Tammany Hall, his political organization, and line his own pockets in the process?
15. What eventually occurred to “Boss” Tweed?
Section 4 of Chapter 16- Nativists and Purity Crusaders
16. What did it mean to be a Nativist?
17.What successes did the Nativists have in the late 1800’s over immigrants?
18. What were the purity crusaders, what did they fight for?
19. What problems existed in the cities that the purity crusaders tried to fight?
20. What was the purpose of the Social Gospel movement?
21. What settlement house became very well known in Chicago?
Chapter 17: Daily Life in the Gilded Age
Find what forms of Entertainment that the U.S. people found in the late 1800’s and early 1900’s
Determine why and how the school system became standard for the average student through looking at the statistical increases in enrollment within public schools.
Discover the first Universities and Colleges that were opened to females and African Americans.
Draw Conclusions upon what the Jim Crow Laws were and how they were made completely permissible by the Plessy V. Ferguson Supreme Court Decision in 1896.
Research the N.A.A.C.P. and two important African American figures- Booker T. Washington and W.E.B. DuBois, and find their differing beliefs upon what African Americans need to do to better themselves.
USE THE CHAPTER 17 DAILY LIFE IN THE GILDED AGE POWERPOINT IN ORDER TO COMPLETE THE FOLLOWING NOTES
Sports of the late 1800’s
- Baseball- developed during the Civil War, perhaps with the help of , a Union General, as the story tells. After the Civil War, the sport went mainstream in society as , , and corps had their own teams. Eventually larger teams were created representing an entire city, the first professional team being the Cincinnati Reds. From the 1940’s onto 1950, African Americans were segregated out of the pros until Jackie Robinson was signed and became a star with the Brooklyn Dodgers
Group 6- Women’s Sports of the late 1800’s
Women started as a sport, along withand playing .
created Basketball in 1891 as a sport that would allow his gym class to stay in shape during winter,took rugby and created football in the 1880’s.
Group 7- Horace Mann, the Normal School and Schooling during and after the Civil War
By the time of the Civil War, more than half of American children attended public schools and public schools were an attraction for immigrants as they were an opportunity for a free education, which they were not offered in their former countries.
In 1870, onlypercent of all 17 year-olds had graduated from high school or were still enrolled and on the path of graduation.
In order to protect children from dangerous workplaces and also encourage education, of the U.S. states by 1900 had required children from age 8 to 14 to attend school.
By 1910, more than percent of American children now attended school and more that a million students were enrolled in high schools.
Even some immigrant adults attended school in order to learn English and Civics, in order to be able to become U.S. citizens. These adults would attend during the nighttime.
African American Heroes
Group 8- Booker T. Washington
Born into Slavery in 1856
became free following the Civil War and later attended in Virginia in 1872.
He later went on to help create his own institution named , which he founded in Alabama in 1881 and became the first president of.
Booker T. Washington’s beliefs were that African Americans had to .
Group 9- W.E.B. DuBois
Born in Massachusetts, DuBois became the first African American to
.
He taught economics, history, and sociology at and helped found the , which was a group of African Americans that pushed for full civil liberties and an end to racial discrimination.
W.E.B. DuBois did not agree with and he believed that the smartest and most educated African Americans needed to step forward and lead other African Americans in the fight for civil liberties and rights. He did not believe that it was okay for African Americans to just go into any job, they had to attain great and respectable jobs, not farmers or factory workers but doctors, professors, lawyers.
DuBois attempted to encourage African Americans to take pride in their heritage and strive for more in writings such as
DuBois later became the publications director for the and became a leader in this organization and the African American struggle for civil liberties
Group 10- Plessy V. Ferguson
In 1890, the State of had passed a law that required separate accommodations for blacks and whites on railroads, including separate Concerned, several black and white citizens in New Orleans formed an association dedicated to the repeal of that law. They persuaded , who was African, to test it. In 1892, Plessy purchased a first-class ticket on the from New Orleans. Once he had boarded the train, Plessy informed the train conductor of his actual racial lineage, and after Plessy had taken a seat in the whites section he was asked to vacate it and sit instead in the "blacks only" section. Plessy refused and was immediately arrested.
Eventually the case made its path to the U.S. Supreme Court. Plessy built his case on from abridging the "privileges and immunities" of United States citizens, or denying those citizens or the equal protection of the law. Albion Turgee, a lawyer representing Plessy, argued that the Louisiana railroad segregation law implied
The Supreme Court went on to decide that separate facilities were acceptable as long as the facilities are equal in quality, upholding the beliefs of many white southerners.
The Backlash from the Plessy v. Ferguson decision made it so that , and many other facilities were made separate in society.