Major Concept: Life at the turn of the 20th Century 1880-1920
The United States in the late 1800s was a place of great change. Waves of immigrants came from Southern and Eastern Europe, settling in cities plagued by poor working and living conditions. Corruption was rampant at all levels of government and
discrimination was a daily reality for African Americans, Asian Americans, Hispanic Americans, and Native Americans.
  • New Immigrants
  • Challenges of Urbanization
  • Politics in the Gilded Age
  • Segregation and Discrimination
/ U.S. II Learning Standards
USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)
Seminal Primary Documents to Read:Emma Lazarus, “The New Colossus” (1883)
Seminal Primary Documents to Consider: Younghill Kang, East Goes West (1937)
USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)
Carrie Chapman Catt
  • W.E.B. Du Bois
  • Marcus Garvey
  • the National Association for the Advancement of Colored People (NAACP)
  • Alice Paul
  • Booker T. Washington
Seminal Primary Documents to Consider: Booker T. Washington, the Atlanta Exposition Address (1895), and the Niagara Movement Declaration of Principles (1905)
Pacing Guide: September 18—October 2 (11 days)
Key Questions / Skills and Outcomes / Suggested Assessments:
Have the immigration patterns of the U.S. changed from the early 20th century to the early 21st century?
What are some of the reasons immigrants come to the United States today? Are the reasons similar to the immigrants of the late 1800s?
Has the treatment of immigrants changed in the U.S today?
How do class differences affect the way urban dwellers lived at the turn of the 20th century?
Are the modern day building codes any more effective than those of the late 1800s?
How did the growing number of immigrants contribute to the evolution of political machines?
How did the political corruption in the 1800s lead to political reform?
What was the purpose of the populist party?
Does the working class have a voice in a political party today?
What kinds of legalized discrimination did African Americans endure after Reconstruction?
How did the views of Washington and DuBois differ in their approach to attaining civil rights for African Americans? / Interpreting Visuals: Examine the photo of New York City’s Mulberry Street in 1900 on p 486 (Skills Handbook p.H30)
  • What is the subject or focus of the image?
  • Describe what you see in the image?
  • Explain some of the activities that you see?
  • Examine the street. How are they different from today?
  • Look at the children in image. How might the lives of the children pictured differ from the lives of children in today’s American cities?
  • What does the photograph reveal about the way immigrants lived?
Examine the Time Line on pp. 486-487. (Skills Handbook p. H14)
  • What period of time does it cover?
  • Look at the events in the U.S. Is there anything you already knew?
  • How many years passed between the passage of the first Jim Crow law and the founding of the Niagra Movement?
  • What was the first country to allow women to vote? When?
  • When did the EiffelTower open? How does that connect to the last chapter?
  • Do you see a connection between world events and events in the U.S.? Explain.
PreviewNew Immigrants using PIC Method
  • Take notes on the challenges of the immigrant experience in the late 1800s. Record notes in a three column GO (p. 488)
  • Compare and Contrast: Use a Venn Diagram to compare and contrast immigration policies of Ellis Island and AngelIsland
  • After reading record the steps taken by most immigrants in their journey to the United States. Use push/pull factors p. 494
  • Analyze Seminal primary document Emma Lazarus,“The New Colossus” (1883)
(Skills Handbook p.H28)
PreviewUrban Life using PIC Method
  • Take notes contrasting living conditions in the cities for wealthy and working-class people using two column notes
  • Summarizehow the settlement house movement worked to address poverty
  • Contrast the concepts of the Social Gospel movement and social Darwinism p. 498
Reference p. 467 for social Darwinism
PreviewPolitics in the Gilded Age using PIC Method
  • Use the Two Sided NoteTaking Strategy to identify politics in the Gilded Age
  • Interpret chart on the Populist Movement p. 504 (Skills Handbook p. H15)
PreviewSegregation and Discrimination using PIC Method
  • Take notes on laws, policies, and legal decisions that discriminated against African Americans using a Web GO p. 507
  • Contrast how the views of Washington and Du Bois differ on the issue Civil rights
  • Review the Supreme Court Case, Plessy v. Ferguson (1896) and analyze the impact of the decision p. 511
  • View American’s History Video Program: Impact of Plessy vs. Ferguson
  • Revise response on the impact of the decision
/ Students will complete the following products/other assessments to demonstrate the skills and understandings they have acquired
  • Create apolitical cartoon with title and caption showing the treatment officials gave to wealthy immigrants and to immigrants who traveled in steerage (Rubric 27 of alternative assessment handbook)
Write a descriptive letter as a settlement house worker around 1900. The letter to a friend describes the people you serve, their needs, and their neighborhood. (Rubric 40 of alternative assessment handbook)
  • Analyze Thomas Nast’s political cartoon on Tammany Hall p. 500 (Rubric 27 alternative assessment handbook)
  • Write a persuasive essay entitled, “You be the Judge,” based on information gathered from reading the 13th and 14th Amendments and book summary of the Plessy v Ferguson Case write your own ruling in the case defending your position (Rubric 43 alternative assessment handbook)
Quizzes and Topic Test
Required
  • Select one more assessment of your choice