How does it relate to the information we learned from Chapters 6 and 7?

How does it relate to the information we learned from Chapters 6 and 7?

By how much did the illiteracy rate drop from 1870 to 1920? Warm up

Warm Up

Life at the Turn of the 20 th Century CHAPTER 8

Expanding Public Education Chapter 8, Section 2 Primary (elementary) Schools High (secondary) Schools and Higher Education (colleges, universities) Immigrant Adult Education

1. Elementary Schools (Primary School) Strict discipline, physical punishment Compulsory Curriculum: reading, writing, arithmetic (3 R s) Overall: growing BUT blacks often restricted

2. High School (Secondary School) Curriculum (classes offered) expanded Science, civics, home ec, history, literature, vocational training classes Overall: growing in numbers Few open for blacks (private high school instead) 1 more slide for this column

2. Colleges/Universities (Higher Education) More courses: modern languages, engineering, econ, physical sci, psych, sociology Professional courses: law, medicine To get in: entrance exam, high school diploma Overall: growing in numbers Separate black universities/institutes

3. Education for Immigrant ADULTS Night school, employers offer daytime courses Americanize workers Teach citizenship skills (History, Govt., English) Growth because increase in immigration numbers

So What? What s important to understand about this? What trends to do you see in education during this time period?

Booker T. Washington & W.E.B. DuBois Compare and Contrast their backgrounds and views on education for blacks: Pg. 284-285

Booker T. Washington W.E.B. DuBois Racism will end when blacks get useful labor skills and prove economic value to society Started Tuskegee Institute for blacks Get skills in agricultural, domestic, or mechanical work Gradual approach, prove skill/worth No gradual approach Niagara Movement Blacks should seek liberal arts education so they can have well-educated leaders Immediate inclusion in mainstream life Equality of ALL men Immediate approach, same opportunities as whites BOTH: very well educated, want equality for blacks, created institutions or groups to help blacks get better opportunities/education

Key Civil Rights Leaders of Gilded and Progressive Ages Civil Rights. Personal liberties that belong to an individual, owing to his or her status as a citizen or resident of a particular country or community

Segregation and Discrimination Chapter 8, Section 3

Pg. 287 Vocabulary: Define Poll tax: Literacy test: Grandfather clause: Segregation: Jim Crow laws:

Plessy v. Ferguson (1896) Facts: 1890 Louisiana Separate Car Act (separate accommodations for whites/blacks) Homer Plessy (1/8 black) tests law by violating it Arrested, found guilty Appeals to Supreme Court Constitutional issue: Does law of equal but separate violate 13 th and 14 th Amendment rights? Remember Reconstruction Amendments: 13 = FREE, 14 = CITIZENS, 15 = VOTE Decision: 7-1 against Plessy LA law did not violate 13 th or 14 th He still has equal access it is just separate Effects: Short term: allows segregation laws (Jim Crow) under separate but equal Long term: public facilities segregated for over 50 years

Race Relations Racial etiquette: informal rules on black and white interactions or relationships Belittled (humiliated) blacks, treated as 2 nd class citizens EXAMPLES: Never shook hands Had to move off the sidewalk to let whites pass Remove your hat out of respect to whites Severe punishments or even death if violated rules

Discrimination OUTSIDE of the South North: mostly target blacks Live in segregated neighborhoods Workplace discrimination Race riots to keep blacks out

Discrimination OUTSIDE of the South West: non-whites (Natives, Asians, Mexicans, Blacks) Mexicans: paid less Debt peonage: system that binds laborers into slavery until they work off a debt (13 th Amendment issue????) Chinese: whites fear job competition Segregated schools, neighborhoods Chinese Exclusion Act

Key Topic: Life at the Turn of the 20 th Century (Chapter 8) Is about.changes between the end of the 1800s and the beginning of the 1900s in cities, communications, education, and society Cities more livable Communications Technology Expanding Education Booker T. Washington Skyscrapers, subways, el save Cheap paper, high speed printing Increased, expanded at all levels Have to prove value to society space press = more affordable Elevators Flight = airmail Encouraged for immigrants Americanization Manual labor skills agriculture, mechanic, domestic Electric streetcars, bridges connect Kodak camera = photojournalism Discrimination against blacks Tuskegee Institute Parks, recreational areas Easier, increased communication Literacy increases Gradual approach W.E.B. Dubois POLITICAL Discrimination Segregation/Discrimination Popular Mass Culture Equality of all NOW Poll tax Jim Crow laws Amusement parks roller coaster, ferris wheel Need educated leaders- need same education as whites Literacy test Plessy v. Ferguson separate but equal Niagara Movement NAACP Grandfather clause Debt peonage Mexican immigrants Sports tennis, cycling, boxing, baseball Theater, cultural opportunities art galleries, libraries, museums Immediate approach Ways to restrict 14 th /15 th Amendment rights of blacks but still allow whites to vote Chinese Exclusion Act Asian immigrants Reading comics, sports section, women s news, sensational stories, dime novels, westerns