Modern Utah. The BIG. In what ways does Utah continue to grow and change?

Transcription

1 The BIG In what ways does Utah continue to grow and change? In the 1950s, many families got their first televisions. KDYL broadcast TV into people s homes. How does this early ad look different from TV ads today? What other changes in technology have we seen since the 1950s? Modern Utah 1950s 1970s Civil Rights Movement Vietnam War 1965 Voting Rights Act Korean War 1954 Brown v. Board of Education of Topeka, Kansas 1964 Civil Rights Act 1957 Utah allows Indians living on reservations to vote The American Indian Movement (AIM) is organized. The Chicano Movement begins.

2 9 Become a Better Reader Summarize and Synthesize You have learned that good readers do something with new information. In this chapter, you will learn different ways to summarize the information. Think about main ideas and details as you read. Then put them all together to create a summary. Pay close attention to the most important ideas as you read about Utah in the modern age Terrorists attack the United States. The War on Terror begins. The Iraq War begins. The War in Afghanistan begins s The Pan-Indian Movement begins Persian Gulf War 281

3 1 Changes in the 20th Century Key Ideas Utah continued to change after World War II. Groups of people worked for equal rights. History is shaped by people, past and present. Key Terms amendment boycott civil rights desegregate diverse equality justice progress Changes after World War II After World War II, people were excited to start building new lives. Many got married, bought homes, and started families. More people moved to the cities and suburbs. Industries that used new technology grew. More and more industries were related to the military. Utah companies built bombs, rockets, guns, and other weapons. There were more cars and fast, new freeways. Now people could live in the suburbs and work in the cities. Utah s population continued to grow. It became more diverse. More people from all over the world came to live in Utah. As the 1900s moved forward, our country fought in many wars. Soldiers from Utah fought in Korea, Vietnam, and the Middle East. Utahns were divided about these wars. One of the most important changes had to do with rights. Become a Better Reader Use Notes to Summarize In the 1950s, many people bought homes and started families. It was called the baby boom. 282 Chapter 9

4 People marched, sang, and prayed for civil rights. In this picture, black people and white people are working together to reach this goal. The Civil Rights Movement Civil rights are the basic rights of every citizen of our country. Our country was founded on the idea that all men are created equal. We believe there are certain rights no government can take away. That is why rights are so important in our Constitution. However, certain groups still did not have the rights they were promised. African Americans were still not treated equally. Utah did not have segregated schools like some states. However, Utah s hotels, swimming pools, restrooms, movie theaters, and buses were segregated. Blacks could not buy homes in white neighborhoods. They could not go to places like Lagoon. Ella Fitzgerald, a famous singer, was not allowed to stay at the Hotel Utah. One restaurant agreed to serve singer Nat King Cole, but he had to sit out of the view of other customers. African Americans were tired of waiting for things to change. Salt Lake City always had its segregation. We never had to ride in the rear of the bus or the streetcar, but you couldn t sit wherever you wanted to. You couldn t go in dance halls... I learned to take it and do my best... My bad times came... when white people would hurt my kids feelings. Then I would just get really upset, and I would... be ready to fight and argue with anyone. Ruby Nathaniel, Salt Lake City We wanted our freedom... We wanted equal access to everything. The white establishment wanted us to wait... We had three hundred years of that. We weren t going to wait anymore. John Oscar Williams, Salt Lake City Modern Utah 283

5 Schools Desegregated One success came in a case called Brown v. Board of Education of Topeka, Kansas. The U.S. Supreme Court ruled that public schools had to be desegregated. That meant African American students did not have to go to separate schools. For the first time across America, black and white children could go to school together. Thousands of people gathered in Washington, D.C. They went to our nation s capital to protest for civil rights. They listened to a speech by Martin Luther King, Jr. Some white people did not want things to change. To enter schools in the South, black students had to walk past angry white protesters. Sometimes soldiers were needed to protect black students. Working Together for Change People began to organize. They began to work together for change. They wanted peace, justice (fairness), and civil rights. Groups went to the courts to try to change the laws. This struggle was called the Civil Rights Movement. Hispanics, American Indians, and women also worked for civil rights. Their efforts led to progress. Things are not perfect today, but they are better than they once were. Working together for change is something Americans have always done to call attention to problems. It started with the founding of our country. 284 Chapter 9

6 Peaceful Protests People in the Civil Rights Movement wanted things to change. But they did not want violence. They wanted the protests to stay peaceful. A protest can take many forms. People can march down the street with signs. They can sing and chant together. They can boycott, or refuse to buy from, certain businesses. In the South, black people boycotted buses that made them sit in the back. They found other ways to get to work. Before long, segregation on buses was outlawed. People also found new ways to protest. They held sit-ins. They went to lunch counters that only served white people. They sat and read books or studied while they waited. They hoped to make others see how unfair it was that no one served them. Many Utahns worked for change. Danny W. Burnett and Albert Fritz led protests at lunch counters. Billy W. Mason s barbershop was an important gathering place for African Americans. He wanted children to meet his famous customers. When University of Utah vice president Dr. Ronald Coleman or Judge Tyrone Medley came in, he always pointed them out. I like the youngsters to know we do have black professionals here. One of the great civil rights leaders was Martin Luther King, Jr. He was a minister from Georgia. He led marches and protests across the country. He spoke at the University of Utah. At the March on Washington, he spoke these famous words: I have a dream that one day this nation will rise up and live out the true meaning of its creed:... that all men are created equal. Dr. Martin Luther King, Jr. worked hard for peace and justice. Today in Utah and across the country, there is a holiday in his honor. How can one person s actions cause change? Charles Nabors 1934 Charles Nabors came to Utah for medical school. Then he got involved in helping the community. He said, Blacks were crowded into about half of Central City and near the West Side. Those were the only areas... where black people lived, and I was not about to put up with that. Nabors became active in the Civil Rights Movement. He was a leader in the National Association for the Advancement of Colored People (NAACP). He also founded the Utah Non-Violent Action Committee. He became a professor at the University of Utah School of Medicine. He worked hard to get a law passed about fair housing. Modern Utah 285

7 Laws Protect People s Rights Finally, the U.S. government said all states had to end segregation. It passed the Civil Rights Act. This law said people could not treat others unfairly because of race, religion, or gender (whether they were male or female). No restaurant, hotel, school, library, or other public place could be segregated. Congress also passed the Voting Rights Act. It said voting had to be made fair. No state could have special tests or other ways to stop African Americans from voting. Because of this, the number of black voters increased. Laws are important, but they do not always make people think differently. People today must continue to work to make sure that all people have equal rights. Many Mexican communities had murals. What kind of story does this mural tell? What clues show you that? The Chicano Movement Mexican Americans faced many of the same problems African Americans did. They were often treated unfairly. They did not have the same opportunities others did. They were paid less than white workers. At school, children were punished for speaking Spanish. 286 Chapter 9

8 Young people held marches, strikes, and protests for civil rights. This was called the Chicano Movement. Chicano means an American whose family came from Mexico. They founded groups that provided services for their communities. They formed the Utah Migrant Council to help migrant farm workers. They also created a new job in state government to address Hispanic concerns. (Hispanics are people from Latin America who speak Spanish.) Because of the movement, things changed. Teachers began teaching that the Spanish had lived in the Southwest. They reminded students that Utah was once part of Mexico. The Chicano Movement brought new art. It showed Chicano culture. Many artists wanted to show how unfair things were for Mexicans. They created murals, or paintings on the sides of walls or buildings. Robert Archuleta 1930 Robert Archie Archuleta was the first Hispanic teacher hired by Salt Lake School District. He taught for many years. He was also a member of civil rights groups such as the Crossroads Urban Center and La Raza. He led protests and marches. Archuleta helped organize a protest at the Capitol Building. It was against a law that made English the official language in Utah. If the law passed, all government business would be done in English only. Archuleta thought this was unfair to people who did not speak English well. A politician named Lee Martinez said this about Archuleta: Any issue that had a tone of an underdog, Archie was there to help fight for us, fight with us. There are some things that are constant: The sun comes up in the morning... and Archie, you can count on for these issues. The sun goes down... and Archie s still there. In the classroom we must do everything we can to help children learn... But outside the classroom, as a human being... I must also... struggle for better paying jobs, safer jobs, cleaner jobs... So, I ve been an activist. Robert Archuleta Modern Utah 287

9 The American Indian Movement American Indians also worked for civil rights. The U.S. government was encouraging them to leave the reservations. It urged them to move to towns and cities. It hoped this would help them fit into American culture better. It was a hard decision for many Indians. If they left the reservation, they might have more opportunities. They might get better education and find better jobs. But they would be away from their families. They might lose their language and their culture. In the cities, they faced poverty and discrimination. Most companies hired white people for the better jobs. Indians could not shop at certain stores or eat at certain restaurants. American Indians knew they could do more by working together than they could alone. They formed the American Indian Movement (AIM). In time, colleges started teaching about Indian history. Better education and medical care came to the reservations. Today, more than half of Utah s Indians live off the reservation. Gail Russell Gail Russell is a Southern Paiute. She was born on a reservation in Arizona. When she grew up, she studied at the University of Utah. She and her husband and children went on several trips with AIM. These experiences helped her gain pride in her heritage. For a while, Russell directed the Indian Walk-In Center in Salt Lake City. It provides food, clothing, and other help to Indian people. It holds powwows, support groups, and classes on Native American traditions. For the first time I saw all these masses of Indian people... and for the first time, we all identified with more than just our tribes. We had so much in common. All of us were Americans and Indians. Gail Russell 288 Chapter 9

10 Pan-Indian Movement Indian groups from across the country worked together to preserve their cultures. This became known as the Pan-Indian Movement. It is still going strong today. Indians hold powwows to celebrate their culture by sharing stories, music, dances, and food. What should you do when you see someone in your class being treated badly? What can you and others do to make sure certain people or groups are treated fairly? Native people came together from across the country to protest. Utahns held their own marches as well. Modern Utah 289

11 The Equal Rights Amendment Many Americans wanted Congress to pass the Equal Rights Amendment (ERA). An amendment is an addition or change to the Constitution. The ERA said women could not be discriminated against just because they were women. Many people did not support the ERA. Some said the 14th Amendment already covered equal rights. Others thought it was better for families when women stayed home and took care of their homes and children. The vote was close, but not enough states approved the ERA. In Utah, the debate was heated. The state legislature voted against it. But Utah women have made progress toward equal rights. Women s Movement In the years after World War II, women also faced prejudice. Many people said they should only be wives and mothers. They said they should not work outside the home, even if they wanted to. When women did look for jobs, there were men s jobs and women s jobs. They could be nurses but not doctors. They could be teachers but not principals.women with jobs were paid less than men for the same work. Like other groups, women wanted equality (equal treatment). They wanted equal-paying jobs. They wanted to be able to go to college and do anything they chose. Some women joined groups such as the National Organization for Women (NOW). They worked together for change. These women wanted the ERA to pass. Did you notice they are in the same location as the protesters on page 284? It is Washington, D.C., the capital of our country. Utah women also marched at the Utah State Capitol Building. Why do you think they chose these places? 290 Chapter 9

12 Shaping History Many kinds of people have shaped our history. You have learned about American Indians, Spanish explorers, fur trappers, pioneers, miners, immigrants, soldiers, and others. You have learned about their challenges and choices. Utah s history has also been shaped by events and ideas. It has been shaped by wars, depressions, and inventions. Another century has begun in Utah. Already it has many challenges. Utah soldiers are fighting in wars in Afghanistan and Iraq. Some of our immigrants come here illegally. We must find ways to stop polluting the Earth. We are tackling the question of health care for all. We want good schools that help all students learn. During your lifetime, you will see more changes. Utah will face new challenges. As you grow, you become part of our state s story. Because you know the stories of Utah, you will be a better citizen. You can use the lessons of the past to improve the future. Today in Utah, more women go to college than men. More women are doctors, lawyers, computer programmers, and police officers than in the past. More women own their own businesses. Girls play on many sports teams. However, women still receive less pay than men. There are only a few women in the state legislature. What can women today do to work for equality? LESSON 1 What Did You Learn? Places to Locate People to Know Events to Remember Korea Mexico Middle East Vietnam Robert Archuleta Martin Luther King, Jr. Charles Nabors Gail Russell Utah changed in the 20th century. Laws were passed to protect civil rights. Lesson Review Activity Choose a song with a well-known tune, such as Twinkle, Twinkle, Little Star. Work with a group to write a song about the places, people, and events from this lesson. Perform the song for the class. Modern Utah 291

13 2 Who We Are Today Key Ideas Diverse groups continue to come to Utah. Their cultures influence Utah s culture. Today s immigrants experience some of the same things immigrants from the past did. Key Terms Hispanic Latino refugee Become a Better Reader Jigsaw Summaries New Faces, New Stories Mayumi, Hector, and Maria live in Utah. Mayumi is from Japan. At home, she speaks Japanese. Hector comes from Mexico. He talks to his parents and brothers in Spanish. Maria was born in Guatemala. She and her mother speak Quiche [KEE chay], an Indian language. At school, all three of them are learning English. Soon they will understand two languages. We all come from different places, but there are many things that keep us together. One thing that makes Utah strong is its mixture of cultures. Culture includes our beliefs, traditions, festivals, and even sports. It includes the foods people eat, the clothes they wear, and the music they listen to. As each culture has come to Utah, Utah has changed. Today, people from more than 100 countries call Utah home. Most new immigrants come from Latin America and Southeast Asia. People also come from other states in our country. Get to know your classmates! Did any of them come to Utah from other places? Did anyone s parents or grandparents come from a different country? 292 Chapter 9

14 Latin Americans In the last 25 years, more Latin Americans have settled in our state. Latin Americans, or Latinos, come from countries south of the United States. They speak Spanish or Portuguese. Most Latinos in Utah are Hispanic. Hispanics are Latin Americans who speak Spanish. Hispanics are the largest ethnic group in Utah today. Hispanic people come from many countries. They come from Mexico, Argentina, Peru, Chile, Guatemala, and El Salvador. Each country has its own culture. Most Hispanics follow the Roman Catholic faith. In the past, most Latinos came to work on farms. As Utah s cities grew, people were needed to help build roads, homes, and offices. Many Latinos came to do this work. Others work as teachers, lawyers, nurses, and social workers. They find more jobs here than in their home countries. When I was younger, it was annoying when people would just [guess] I was Mexican. I am from Venezuela. I have a lot of Mexican friends, so I just let it go. My wife is from Guatemala. Our neighbors are from Puerto Rico. On the census, we are all Hispanic. Efrain Olivares A group of Latino children prepare to perform a traditional folk Dance. What can we learn about Latino culture from the costumes in this picture? Modern Utah 293

15 A Tongan man does a traditional dance. Find Tonga on a map. Trace the route Tongans may have taken to get to Utah. Pacific Islanders Some Utahns come from islands in the Pacific Ocean. People from Hawaii began coming more than 100 years ago. In the 1960s, people came from Tonga, Samoa, New Zealand, Hawaii, and Tahiti. Some Pacific Islanders live in Utah s cities, mainly Salt Lake City. Many are members of the LDS Church. The Utah Polynesian Choir sings Mormon hymns in English, Hawaiian, Samoan, and Tongan. (Polynesian means from Polynesia, a region in the central Pacific Ocean.) Some belong to other churches, such as the Catholic Church or the Methodist Church. Utah s governor formed a Polynesian Advisory Council. It helps him meet the needs of the Polynesian community. Asians Some groups come from Southeast Asia. Their countries include Vietnam, Thailand, Laos, and Cambodia. These immigrants began arriving after the end of the Vietnam War. Most of them lived on farms in their home countries. Here in Utah, most have settled in the Salt Lake Valley. By the 1980s, there were three Buddhist temples in the Salt Lake area. Some of our newest immigrants are refugees. They came here because things were not safe in their homelands. Many of them are children. Since 2000, about 1,000 refugees have come to Utah each year. The Hmong [mung] are one of the biggest groups. They come from a country called Laos. People from India began coming in the 1920s. Later, they came in larger numbers. Many came to study at Utah s universities. Some returned to India, but others have stayed. Aarti Nakra is a professor of history at Salt Lake Community College. She is writing a history of Indian immigration to Utah. 294 Chapter 9

16 Africans Another group of refugees comes from Africa. They have left their homes in Sudan, Somalia, Kenya, and Chad. They have escaped terrible wars. Many had to spend years in refugee camps. They had to wait for permission to come to the United States. Somali Bantus from East Africa wait to enter the United States as refugees. Middle Easterners People from the Middle East began coming to Utah about 100 years ago. They have come from Lebanon, Syria, Armenia, Egypt, Iran, Iraq, Kurdistan, Palestine, Jordan, Turkey, and Libya. Many have come to study at Utah s colleges and universities. They have also come for jobs. Many have worked in the computer industry. These Middle Eastern children are reading in a mosque. A mosque is a special place where Muslims worship. There are many mosques located in Utah. Modern Utah 295

17 Eastern Europeans People from Russia, Poland, Bosnia, Serbia, Turkey, Croatia, and Ukraine have come to live in Utah. Many have come as refugees. Alexander Izrailevsky and his wife, Nina, were born in Russia. He taught at a Russian university. She worked for Russian newspapers and magazines. They came to Utah with their two sons. Alexander now teaches philosophy at Salt Lake Community College. Nina teaches English to immigrants in Utah s Russian community. When the Israilevskys go to their friends houses for dinner, they bring Russian chocolates, blackberry currants, and homemade borscht (a cold soup made from beets). These children came from Eastern Europe. Here is what one girl said about being a refugee: It is hard to go through something like this. Students tease you, some of them tell you, Go back to your country. I would like them to know it is not easy to go back. Or when they say, It doesn t matter if anyone in your family dies, I want them to know it does matter. It really does. How can you help new friends feel welcome? 296 Chapter 9

18 Go to the Source! Study the 2000 Utah Census Every 10 years, the government takes a census. It is an official count of the population. Study the census chart, and answer the questions White persons, not Hispanic Persons of Hispanic or Latino origin Asian persons American Indian and Alaskan persons Black persons Native Hawaiian and other Pacific Islanders Persons reporting two or more races Source: 2000 U.S. Census LOOK THINK DECIDE Can you tell which ethnic group is the largest? Does the spread of ethnicities seem balanced or unbalanced? Why do you think there are mostly white people in Utah? How might this information be useful? How do you think a graph for the 2020 census in Utah might look? Explain your answer. Modern Utah 297

19 Immigrants Yesterday and Today How are today s immigrants different from those in the past? Let s compare their experiences. Look at the chart. What examples can you add to each section? Immigrants of the Past Many came from western Europe Rights were not as protected Came by steamship and then wagon train Came for jobs on the railroad and in the mines Were not allowed to settle in certain areas Started out poor at lowlevel jobs Settled in ethnic neighborhoods Both Some come alone and some with families Some are young and some are older Come for jobs Come to be with friends and family who are already here Come to give their children a good education Want a better life Learn English Face discrimination Churches help people from their homeland come together Some are refugees Immigrants of the Present Rights are more protected by laws More people see diversity as a good thing More Americans speak Spanish It is easier to travel here Technology helps immigrants keep in touch with people from home 298 Chapter 9

20 Moving to a new place can be exciting. It can also be very hard. What are some of the exciting things? What are some of the difficult things? What does it mean to be a Utahn? To whom does Utah s past, present, and future belong? Celebrate Diversity! We live in a state where many cultures come together. This makes our lives rich. Immigrants bring new ideas with them. They are willing to take risks and try new things. They remind us what is good about our country. Our freedom and way of life are treasures. People are willing to leave home hoping to find them. They come to share their talents, culture, and ideas with us. They want us to share ours with them. LESSON 2 What Did You Learn? Places to Locate Africa Asia Eastern Europe India Latin America Middle East Pacific Islands Southeast Asia Events to Remember Utah became more diverse. People continue to bring new cultures and stories. Lesson Review Activity Create a chart using the Places to Locate. For each place, list details about how people from that place have enriched life in Utah. Share your chart with a friend. How were your charts similar? Different? Modern Utah 299

21 UTAH Social Studies Skills Consider Point of View People have different points of view on the events and topics from this chapter. For example, many people thought all Americans should be treated equally, and others did not. We can better understand a situation when we consider many points of view. Look at the two pictures showing a major U.S. city. One picture is taken from the ground. The other is taken from above. The people who took the photos have different points of view of the same city. Write about Point of View 1. Choose a friend. Write a paragraph about an event that happened in your class or at school from your friend s point of view. Try to think about how your friend saw the event and how he or she felt about what happened. 2. Share your paragraph with your friend. Does your friend agree with what you wrote about how he or she felt? Edit your writing to better show your friend s point of view. Apply Points of View to History Choose a topic from the chapter. Prepare to share your ideas about the topic in a class discussion. Talk about how different groups saw or still see the same event. Because there are different points of view about every event in history, it is important to listen to many voices. 300 Chapter 9

22 Review9 Chapter Become a Better Reader Summarize and Synthesize If we do not do something with information we read, we most likely will not remember it. One way to synthesize new information is to summarize it in your own words. In this chapter, you learned some ways to help you summarize. Think of something you have learned recently that was interesting to you. It could be something from school, how to play a new game, or even rules to a sport. Write a summary of the new information you learned to share with your classmates. Technology Tie-In Review What You Read Lesson 1 1. In what ways did Utah change after World War II? 2. What groups of people worked for equal rights? 3. Why is it important to learn about people from the past? Lesson 2 4. List four countries people come from today. Describe why they come. 5. How does immigration today compare to immigration in the past? Podcast about Me Utah has changed since settlers first came here. You have probably seen many changes in your life already. Make a list of the ways your life in Utah has changed over the years. Record and upload a podcast to share the changes you have witnessed. Listen to podcasts from friends in your class. Discuss how your podcasts were similar and different. Modern Utah 301