Ch. 25 Group Projects Today - groups of 3-4, select topic, understand - - PowerPoint PPT Presentation

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Ch. 25 Group Projects Today - groups of 3-4, select topic, understand - - PowerPoint PPT Presentation

Dec 09, 2022 321 likes •1.52k views

Ch. 25 Group Projects Today - groups of 3-4, select topic, understand the project, get started. Stay in constant communication, be clear on your role and everyone elses. Communicate with teacher if there are any questions/issues.

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  • Ch. 25 Group Projects

Today - groups of 3-4, select topic, understand the project, get started.

  • Stay in constant communication, be clear
  • n your role and everyone else’s.
  • Communicate with teacher if there are any

questions/issues.

  • Take pride in your work.
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  • 1. The Urban

Landscape (539-542)

EQ: Why did people move to the city?

Key Content

  • Major cities/populations
  • The skyscraper
  • Commuting
  • Industrial jobs
  • City technology/innovations
  • Consumerism and waste
  • Crime
  • Sanitation
  • Slums/tenements/flophouses
  • Building materials (wood→

stone/iron)

  • Suburbs “bedroom communities”
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  • 2. Immigration

Trends (542-547, 550-552)

EQ: How did immigration of this era compare/contrast to previous eras?

Key Content

  • Numbers and places of origin
  • “New Immigrants”
  • Push factors
  • Pull factors
  • Italian immigrants
  • “Birds of Passage”
  • Maintaining culture/assimilating
  • Nativism, including the APA
  • Labor’s reaction
  • Federal laws/restrictions on

immigration

  • Statue of Liberty
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  • 3. Reformers

(547-550, 552, 562-565)

EQ: How did the reform of this era compare/contrast to previous eras?

Key Content

  • Responses to cities/immigrants
  • Social Gospel and “Christian

socialists”

  • Jane Addams / Hull House
  • Settlement Houses
  • Charlotte Perkins Gillman
  • NAWSA
  • Carrie Chapman Catt
  • Suffrage
  • Ida B Wells
  • Prohibition
  • ASPCA
  • Red Cross
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  • 4. Public Education

(554, 555-557)

EQ: What caused educational

  • pportunities and quality to grow?

Key Content

  • Elementary schools / Kindergarten
  • High schools
  • “Normal schools”
  • Parochial schools
  • Chautauqua movement
  • Literacy rates
  • Universities
  • Women and Black Americans in

college

  • Morrill Act / land grant colleges /

Hatch Act

  • Private philanthropy
  • Graduate schools
  • Secularization
  • Specialization / the elective system
  • Pragmatism
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  • 5. African American

Leadership (554-555)

EQ: Who was most influential?

Key Content

  • Stats
  • Booker T Washington
  • Tuskegee Institute
  • George Washington Carver
  • Dr. W.E.B. Du Bois
  • “Talented tenth”
  • NAACP
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  • 6. Popular Culture

(557-559, 565-568, 570-571)

EQ: To what degree did popular culture affect common people?

Key Content

  • Public libraries
  • Newspapers and sensationalism / Yellow

Journalism

  • Magazines
  • Progress and Poverty
  • Looking Backward
  • Woodhull and Claflin’s Weekly
  • Dime novels
  • Horatio Alger
  • Realism (Howells, Twain and James)
  • Naturalism (Wharton, Crane, London, Norris, Dreiser)
  • Regionalism (Twain, London, Harte, Dunbar, Chesnutt, Chopin)
  • Vaudeville
  • Minstrel Shows
  • Circus
  • Wild West Shows
  • Baseball, basketball, football and boxing
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Many factors contributed to Boston's Great Fire: Boston's building regulations were not enforced. There was no authority to stop faulty construction practices. Buildings were often insured at full value or above value. Over-insurance meant owners had no incentive to build fire-safe buildings. Insurance-related arson was common. Flammable wooden French Mansard roofs were common on most buildings. The fire was able to spread quickly from roof to roof, and flames even leapt across the narrow streets

  • nto other buildings. Flying embers and cinders started fires on even more roofs.

Fire alarm boxes in Boston were locked to prevent false alarms, therefore delaying the Boston Fire Department by twenty minutes. Merchants were not taxed for inventory in their attics, therefore offering incentive to stuff their wood attics with flammable goods such as wool, textiles, and paper stocks. Most of downtown had old water pipes with low water pressure. Fire hydrant couplings were not standardized. The number of fire hydrants and cisterns was insufficient for a commercial district. A horse flu epizootic that spread across North America that year had immobilized Boston's fire department horses. As a result, all of the fire equipment had to be pulled to the fire by teams of volunteers on foot. This is often cited as the leading cause of this fire growing out

  • f control, but the city commission investigating the fire found that fire crews' response

times were delayed by only a matter of minutes. Looters and bystanders interfered with fire fighting efforts. Steam engine pumpers were not able to draw enough water to reach the wooden roofs of tall downtown buildings. Gas supply lines connected to street lamps and used for lighting in buildings could not be shut off promptly. Gas lines exploded and fed the flames.

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Now, if we were only going to allow 5 of the choices, who would you select? Why did you choose those five? Why did you drop the

  • thers?
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1) Nikita Rushin: His wife is dead and he is the father of four

  • children. He is 49, Yugoslavian, and trained as a carpenter. He

has had little formal education, but he can speak some English. He wants to come to the U.S. to make money and to improve his children’s opportunities.

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2) Hilda Brinker: She is 21 and comes from Holland. She speaks three languages fluently, is trained as a professional secretary, and hopes to enter this country in order to make more money and further her education.

H B

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3) Tang Tsou: He is 42 years old and one of China’s most important nuclear physicists. He desires political asylum in this country even though it means leaving his wife and children behind.

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4) William Williamson: He is 51, British, and married (with one child who has Down’s Syndrome). He was a drama professor in England and intends to find a permanent teaching position here in a large university.

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5) Patti Suima: From India, she is 27, unmarried, and trained as a heart specialist. She would like to practice medicine in this country.

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6) Juanita Jimenez: She is a 78 year old Bolivian farmer whose husband recently died. She speaks no English, but wants to spend the remaining years of her life with her son and daughter-in-law in the U.S. Her son is quite able to support her.

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7) Abraham Schwartz: From Austria, he is 23 and speaks excellent English. He was formerly a member of an anarchist group in Austria, but he says that he would now like to settle down to be a sociologist – a field in which he has shown great promise.

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8) Norman Culler: He is a 30 year old Australian who is an excellent poet. He believes that he will be able to sell his work in this country.

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9) Kwami Nagama: He is 24, a skilled computer operator, and very well-educated with an excellent command of English. From Nigeria, he would like to enter the U.S. to find a wife and make more money.

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10) Teresa Revesz: From Guatemala, she is 37 and married with two children. Her husband is a skilled craftsman who came to this country several years ago to find work and save money for bringing the whole family to the U.S. He has now saved enough to support his wife and children.

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11) Eva Saved: She is a 19 year old Sudanese woman who has been enslaved since she was a child. She speaks no English, has no education or skills, and has no way of supporting herself in the

  • US. She desperately wants to leave the Sudan, however.
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12) Juan Gonzalez: He is a 28 year old farm worker from Mexico who wants to pick crops in California and Oregon for $2-$3 an hour. He speaks no English. Growers rely on workers like Juan because natives will not work so hard for so little money.

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Is open immigration good For America? Explain

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Ellis Island Walk-Through

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Ellis Island Passenger Search

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Tenement Museum

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Edison's Black Maria Studios

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