Download Life at the Turn of the 20th Century

Major Concept: Life at the turn U.S. II Learning Standards
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
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?
Interpreting Visuals: Examine the photo of New
York City’s Mulberry Street in 1900 on p 486 (Skills
Handbook p.H30)
Students will complete the following products/other
assessments to demonstrate the skills and
understandings they have acquired
 Create a political 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)
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
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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?
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?

 Write a descriptive letter as a settlement
What does the photograph reveal about the
house worker around 1900. The letter to a
way immigrants lived?
friend describes the people you serve, their
Examine the Time Line on pp. 486-487. (Skills
needs, and their neighborhood. (Rubric 40 of
Handbook p. H14)
alternative assessment handbook)
 What period of time does it cover?

Analyze Thomas Nast’s political cartoon on
 Look at the events in the U.S. Is there
Tammany Hall p. 500 (Rubric 27 alternative
anything you already knew?
assessment handbook)
 How many years passed between the passage
 Write a persuasive essay entitled, “You be
of the first Jim Crow law and the founding of
the Judge,” based on information gathered
the Niagra Movement?
from reading the 13th and 14th Amendments
 What was the first country to allow women to
and book summary of the Plessy v Ferguson
vote? When?
Case write your own ruling in the case
 When did the Eiffel Tower open? How does
defending your position (Rubric 43
that connect to the last chapter?
alternative assessment handbook)
 Do you see a connection between world
events and events in the U.S.? Explain.
Quizzes and Topic Test
Preview New Immigrants using PIC Method
 Take notes on the challenges of the
 Required
immigrant experience in the late 1800s.
 Select one more assessment of your choice
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 Angel Island
 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)
Preview Urban Life using PIC Method
 Take notes contrasting living conditions in
the cities for wealthy and working-class
people using two column notes
How did the views of Washington
and DuBois differ in their approach
to attaining civil rights for African
Americans?

Summarize how 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
Preview Politics 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)
Preview Segregation 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