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Title: Splash Screen


1
Splash Screen
2
Chapter Menu
Chapter Introduction Section 1 The New
Immigrants Section 2 Moving to the City Section
3 A Changing Culture Visual Summary
3
Chapter Intro
The New Immigrants Essential Question What were
some characteristics of the new wave of
immigrants that arrived after 1865?
4
Chapter Intro
Moving to the City Essential Question How did
cities change during the late 1800s?
5
Chapter Intro
A Changing Culture Essential Question In what
ways did American culture change in the late
1800s?
6
Chapter Time Line
7
Chapter Time Line
8
Chapter Preview-End
9
Section 1-Essential Question
What were some characteristics of the new wave of
immigrants that arrived after 1865?
10
Section 1-Key Terms
Reading Guide
Content Vocabulary
  • emigrate
  • ethnic group
  • steerage
  • sweatshop
  • assimilate

Academic Vocabulary
  • attitude
  • affect

11
Section 1-Key Terms
Reading Guide (cont.)
Key People and Events
  • Emma Lazarus
  • Chinese Exclusion Act
  • Immigration Act of 1917

12
Section 1-Polling Question
Which word best describes the life of an
immigrant in the United States?
A. Challenging B. Exciting C. Easy D. Hopeful
  1. A
  2. B
  3. C
  4. D

13
Section 1
A Flood of Immigrants
New immigrants began to arrive in the late 1800s,
seeking opportunities in the United States.
14
Section 1
A Flood of Immigrants (cont.)
  • New immigrants arrived from Greece, Russia,
    Hungary, Italy, Turkey, and Poland in the mid
    1880s.
  • After 1900, immigration from Mexico, China, and
    Japan increased.

15
Section 1
A Flood of Immigrants (cont.)
  • People emigrated from their native countries for
    a variety of reasons, including
  • Overcrowding
  • Poverty
  • Scarce jobs
  • Crop failures
  • Persecution against certain ethnic groups
  • The opportunity for a better life

16
Section 1
A Flood of Immigrants (cont.)
  • After a difficult ocean voyage in steerage, most
    immigrants landed in New York City and were
    greeted by the words of poet Emma Lazarus on the
    Statue of Liberty.

Statue of Liberty
17
Section 1
Why are immigrants coming to the United States
today? A. Personal persecution B. Seeking
opportunity C. Political unfairness D. All of the
above
  1. A
  2. B
  3. C
  4. D

18
Section 1
The Immigrant Experience
Immigrants adjusted to life in America, finding
work, forming communities, and adapting to a new
culture.
19
Section 1
The Immigrant Experience (cont.)
  • An immigrants greatest challenge was finding
    work, and many worked in steel mills and
    sweatshops.
  • Immigrants wanted to assimilate into American
    culture while preserving their own culture.
  • People of the same ethnic group tended to form
    separate communities with their own houses of
    worship, published newspapers, stores, and clubs.

20
Section 1
Who in the family was typically the first to
learn English? A. Immigrant parents
B. Immigrant grandparents C. Children of
immigrants
  1. A
  2. B
  3. C

21
Section 1
The Nativist Movement
Some people opposed immigration, while others
appreciated the positive contributions made by
immigrants.
22
Section 1
The Nativist Movement (cont.)
  • Attitudes of native-born Americans often made
    assimilation more difficult for immigrants. These
    Americans
  • Feared immigrants would take away their jobs or
    drive down wages
  • Felt immigrants did not fit into American society
  • Blamed immigrants for increased crime and
    unemployment

23
Section 1
The Nativist Movement (cont.)
  • The nativist movement called for restrictions on
    immigration. Legislation affected immigrants from
    all nations
  • In 1882 Congress passed the Chinese Exclusion
    Act, which prohibited Chinese workers from
    entering the United States for 10 years.
  • The Immigration Act of 1917 included literacy
    requirements for immigrants.

24
Section 1
How did nativists feel about immigration?
A. They tried to help immigrants
assimilate. B. They felt that immigrants
enriched the United States with their
culture. C. They blamed immigrants for
increasing crime and unemployment. D. They
taught immigrants to read and write English.
  1. A
  2. B
  3. C
  4. D

25
Section 1-End
26
Section 2-Essential Question
How did cities change during the late 1800s?
27
Section 2-Key Terms
Reading Guide
Content Vocabulary
  • tenement
  • slum
  • suburb
  • settlement house
  • Hull House
  • skyscraper

Academic Vocabulary
  • major
  • minor

28
Section 2-Key Terms
Reading Guide (cont.)
Key People and Events
  • Gilded Age
  • Jane Addams
  • Louis Sullivan
  • Frederick Law Olmsted

29
Section 2-Polling Question
Would you rather live in the city or in a rural
area? A. The city B. A rural area
  1. A
  2. B

30
Section 2
Growth of Cities
Immigrants and others flooded to American cities,
where extremes of poverty and wealth existed.
31
Section 2
Growth of Cities (cont.)
  • New York, Chicago, and Detroit were major urban
    centers with 80 of the population made up of
    immigrants and their children.
  • Many African Americans and women from rural areas
    also moved to the cities for new opportunities.
  • Cities flourished because of nearby resources
    such as iron, steel, and coal.

Urban and Rural Population Growth
32
Section 2
Growth of Cities (cont.)
  • The poorest residents lived in tenements in the
    slums, while middle-class families enjoyed a
    comfortable life in the suburbs.
  • The very rich built mansions in the cities and
    huge estates in the country.
  • This time of extravagant wealth and terrible
    poverty is known as the Gilded Age.

Urban and Rural Population Growth
33
Section 2
What percentage of the American population were
urban dwellers in 1910? A. 15
B. 25 C. 50 D. 75
  1. A
  2. B
  3. C
  4. D

34
Section 2
Cities in Crisis
Growing cities suffered from health and
sanitation problems, poverty, fire, and crime.
35
Section 2
Cities in Crisis (cont.)
  • Rapid growth of cities produced serious problems,
    including
  • Health problems due to sanitation issues
  • Fires
  • Minor crimes committed by homeless children in
    order to survive

36
Section 2
Cities in Crisis (cont.)
  • Many dedicated people worked to improve the lives
    of the poor.
  • Religious groups ran orphanages, hospitals,
    prisons, and recreation centers.
  • Jane Addams founded a settlement house called
    Hull House in Chicago in 1889.

37
Section 2
Which of the following was not a problem to the
growth of cities in the late 1800s? A. Tenement
housing B. Disease C. Crime D. Surplus of jobs
  1. A
  2. B
  3. C
  4. D

38
Section 2
The Changing City
New technology in transportation and architecture
reshaped cities.
39
Section 2
The Changing City (cont.)
  • New developments in architecture and
    transportation emerged.
  • Iron supports and elevators led Louis Sullivan
    and others to develop the first skyscrapers.
  • Frederick Law Olmsted designed New Yorks Central
    Park as well as several parks in Boston.

40
Section 2
The Changing City (cont.)
  • New forms of public transportationsuch as cable
    cars, trolley cars, subwaysand new bridge
    construction helped people travel within the
    cities.

41
Section 2
The first skyscraper constructed in the United
States was how tall? A. 5 stories B. 10
stories C. 25 stories D. 55 stories
  1. A
  2. B
  3. C
  4. D

42
Section 2-End
43
Section 3-Essential Question
In what ways did American culture change during
the late 1800s?
44
Section 3-Key Terms
Reading Guide
Content Vocabulary
  • land-grant college
  • realism
  • regionalism
  • yellow journalism
  • spectator sport
  • vaudeville
  • jazz
  • ragtime

Academic Vocabulary
  • philosophy
  • isolate

45
Section 3-Key Terms
Reading Guide (cont.)
Key People and Events
  • George Washington Carver
  • Mark Twain
  • Joseph Pulitzer
  • William Randolph Hearst

46
Section 3-Polling Question
What does getting an education most mean to
you? A. Opportunity B. Freedom C. Knowledge D. Ho
pe
  1. A
  2. B
  3. C
  4. D

47
Section 3
Expanding Education
Educational opportunities were extended to many
more Americans, as the system of public schools
and colleges expanded.
48
Section 3
Expanding Education (cont.)
  • Government and business leaders believed that for
    the nation to progress, the people needed more
    schooling.
  • Progressive educationwhere students were taught
    good citizenship as well as the factsbecame the
    new philosophy around 1900.

49
Section 3
Expanding Education (cont.)
  • Federal land that could be sold to raise money
    for land-grant colleges was given to states.
  • George Washington Carvers research at the
    Tuskegee Institute transformed agriculture in the
    South.
  • Reservation and boarding schools trained Native
    Americans for jobs, but also isolated the Native
    Americans from their tribal traditions.

50
Section 3
Who believed that schools should relate learning
to interests, problems, and concerns of students
instead of strictly memorizing facts?
A. Thurgood Marshall B. Booker T.
Washington C. John Dewey
  1. A
  2. B
  3. C

51
Section 3
A Nation of Readers
Educated Americans found new reading material in
public libraries, a growing literary culture, and
thriving newspapers.
52
Section 3
A Nation of Readers (cont.)
  • More Americans became interested in reading as
    opportunities for education grew.
  • Writers of the era sought to describe the lives
    of people in an approach called realism.
  • Regionalismwriting that focused on a particular
    region of the countrywas made popular by authors
    such as Mark Twain.

53
Section 3
A Nation of Readers (cont.)
  • Paul Dunbar was one of the first African American
    writers to gain fame around the world.
  • Advances in printing technology allowed daily
    newspapers, such as Joseph Pulitzers New York
    World, to be published.
  • William Randolph Hearsts newspapers became
    successful with a sensational writing style known
    as yellow journalism.

54
Section 3
Which headline would be an example of yellow
journalism? A. PRESIDENT VISITS FAR EAST
B. MURDERER ON THE LOOSE? C. MAYOR SIGNS
HOUSING BILL D. WALL STREET MAKES SLIGHT GAINS
  1. A
  2. B
  3. C
  4. D

55
Section 3
Leisure and the Arts
American culture moved away from European
influence and became distinctively American.
56
Section 3
Leisure and the Arts (cont.)
  • Americans filled their increasing amounts of
    leisure time with sports, art, and music.
  • Baseball became the most popular spectator sport,
    followed by football and basketball.
  • Wealthy Americans played tennis and golf at
    private clubs.

57
Section 3
Leisure and the Arts (cont.)
  • Americans attended theaters to see serious dramas
    as well as vaudeville showsvariety shows with
    singing, dancing, magic, and comedy.
  • Artists and musicians began to develop a
    distinctively American style.
  • American artistsincluding Thomas Eakins,
    Frederic Remington, Winslow Homer, and James
    Whistlerpursued realist themes in their works.

58
Section 3
Leisure and the Arts (cont.)
  • John Philip Sousa composed many rousing marches,
    and African American musicianssuch as Scott
    Joplindeveloped jazz and ragtime music.

59
Section 3
What style of painting tried to make an immediate
impression on the senses? A. Realism
B. Impressionism C. Ragtime D. Vaudeville
  1. A
  2. B
  3. C
  4. D

60
Section 3-End
61
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65
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75
Vocab1
emigrate to leave ones place of residence or
country to live somewhere else
76
Vocab2
ethnic group a minority that speaks a different
language or follows different customs than the
majority of people in a country people who share
a common language and traditions
77
Vocab3
steerage cramped quarters on a ships lower decks
for passengers paying the lowest fares
78
Vocab4
sweatshop a shop or factory where workers work
long hours at low wages under unhealthy
conditions
79
Vocab5
assimilate to absorb a group into the culture
of a larger population
80
Vocab6
attitude way of thinking and acting
81
Vocab7
affect to influence have an impact on
82
Vocab8
tenement a building in which several families
rent rooms or apartments, often with little
sanitation or safety
83
Vocab9
slum poor, crowded, and run-down urban
neighborhood
84
Vocab10
suburbs residential areas that sprang up close to
or surrounding cities as a result of improvements
in transportation
85
Vocab11
settlement house institution located in a poor
neighborhood that provided numerous community
services such as medical care, child care,
libraries, and classes in English
86
Vocab12
Hull House settlement house founded by Jane
Addams in Chicago in 1889
87
Vocab13
skyscraper a very tall building
88
Vocab14
major greater in size, extent, or importance
89
Vocab15
minor lesser in size, extent, or importance
90
Vocab16
land-grant college originally, an agricultural
college established as a result of the 1862
Morrill Act that gave states large amounts of
federal land that could be sold to raise money
for education
91
Vocab17
realism an approach to literature and the arts
that shows things as they really are
92
Vocab18
regionalism art or literature focused on a
particular region of the country
93
Vocab19
yellow journalism writing which exaggerates
sensational, dramatic, and gruesome events to
attract readers, named for stories that were
popular during the late 1800s a type of
sensational, biased, and often false reporting
94
Vocab20
spectator sport sporting event that draws a crowd
95
Vocab21
vaudeville stage entertainment made up of various
acts, such as dancing, singing, comedy, and magic
shows
96
Vocab22
jazz American music developed from ragtime
and blues with African rhythms
97
Vocab23
ragtime a type of music with a strong rhythm and
a lively melody with accented notes, which was
popular in early 1900s
98
Vocab24
philosophy a set of ideas and beliefs
99
Vocab25
isolate cut off or separate
100
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