World History, Debate for Daugherdania

Debate For Daugherdania

The year is 1815; the place is Daugherdania, a country in Europe. The first meeting of the Daugherdanian National Assembly is about to be called to order. The National Assembly is split between three groups—one for conservatism, another for liberalism, and a third for nationalism. All three groups are about equal in strength and in any vote taken by the Assembly each group has one vote.

The Assembly debates will center on which group best represents Daugherdania.

· First, each group is to meet to outline its political movement by listing its goals, attitude toward change, political ideas, economic ideas, and/or whether to revolt or not (pp. 528-529).
· Second, one party leader should be elected to represent your respective group during the debate while being supported by each member of your respective party.
· Third, each group must keep in mind the rules of debate and not violate faulty reasoning points (p. 524) or face censure by the Speaker of the Assembly (the wise Herr Doktor Vater Schmidt, otherwise known as Dr. Smith).

The Assembly has several pressing issues to consider quickly in these chaotic days.
1) Who will rule the country?

Should the Assembly invite the son of the deposed King to rule Daugherdania?
King Napoleon

Should the Assembly elect the reformer?
Adam Ricardo Mill

Should the Assembly ask the patriot Daugherty to lead the new nation?
Daugherty the Brave

2) What ideology should be in the new Constitution?

Established Church
Rights reserved for only the aristocracy
Peace and order based on the King
Freedom of the press, speech, religion, and to assemble and to revolt if necessary
A popularly elected president, no monarchy, no established church
Liberty, equality, property (natural rights)
Universal manhood suffrage
Common heritage, sense of identity, our own homeland
Intolerance, persecute non- Daugherdanian minorities
Self-rule

World History, Ch. 21 Revolutions in Europe and Latin America, Sections 1-3

Ch. 21 Revolutions in Europe and Latin America
(1790-1848)

Caption, p. 527

Section 1 An Age of Ideologies
Vocabulary
Ideology
Universal manhood suffrage
Autonomy

Lesson Plan Focus

After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.

Caption, p. 528
Caption, p. 530

Section 2 To the Barricades!
Guide for Reading
Why did revolts break out in France in 1830 and 1848?
How did revolutions in France affect other parts of Europe?
Why did the revolts of 1830 and 1848 generally fail to achieve their goals?

Section 1 Review

Lesson Plan Focus

Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.

Caption, p. 532
Map, p. 533
Caption, p. 535

Section 2 Review

Section 3 Latin American Wars of Independence

Lesson Plan Focus

Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.

Caption, p. 538
Parallels Through Time, p. 540
Cause and Effect, p. 541
Map, p. 542

Section 3 Review

Sample Rubric for a Portfolio

Sample Rubric for a Portfolio

Exceptional Qualities

Versatility
Collection shows a wide range of interests and abilities.

Reflections
Reflections are thoughtful. The student reveals strong insights about areas of strength and needs for improvement and indicates clear goals for the future.

Improvement
Samples show thoughtful attention to process. They indicate that the student has grown from the experience of creating and reviewing the work.

Problem Solving
Samples indicate that the student recognizes their problems and responds to those that are pointed out. The student shows resourcefulness in solving problems.

Content, Form, and Mechanics
The student shows careful attention to the final product. Content, form, and mechanics show strong control.

Ch. 16 Section 2 Education and Culture

Ch. 16 Section 2 Education and Culture

Objectives
To trace the expansion of public education at the turn of the century.
To summarize the educational opportunities open for immigrants.
To describe the expansion of higher education.
To show how expanding education enhanced American culture.

Focus & Motivate
Starting With the Student
What kinds of futures is your education preparing you for?
How might an educational system help a nation meet its social needs.

Objective 1 Instruct
Expanding Public Education
Discussing Key Ideas
States try to improve and expand public education to produce good citizens and skilled workers.
High schools emerge as industrial work demands more educated workers.
Discriminatory educational policies deny most African Americans equal educational opportunities.

History From Visuals
Expanding Education/Decreasing Illiteracy
Reading the Graph
Each stick figure in the graph equals 2 million students. Therefore, the six stick figures in the top row (1870) equal 12 million students.

Extension
The total school enrollment for the years given in the graph is below. Create an additional column for the graph.
Year Enrollment 1870, 6,872,000; 1880, 9,868,000; 1890, 14,479,000; 1900, 16,885,000; 1910, 19,372,000; 1920, 23,278,000.

Objective 2 Instruct
Education for Immigrants
Starting With the Student
How might a student assimilate to new schools and lifestyles if they immigrated to a different country?

Discussing Key Ideas
Public schools and employers attempt to Americanize immigrants.
Some immigrants resist the pressure to abandon their native cultures.

Now & Then
Technology and Schools
Critical Thinking:
Evaluating
What is the value of computers in the classroom or in instruction? Do you think computers are overrated as an educational tool or that computer skills are essential in today’s world?

Objective 3 Instruct
Expanding Higher Education
Discussing Key Ideas
Higher education greatly expands at the turn of the century, drawing students mainly from upper- and middle-class backgrounds.
The college curriculum changes to suit the new technological age.
African Americans establish colleges of their own to overcome their exclusion from most white schools.

Historical Spotlight
Women in College Life
Critical Thinking:
Hypothesizing
Even though the number of women attending college was climbing at the turn of the century, they still remained a minority on campus. How would college administrators and professors address the presence of female students.

More About. . .
Stanford University
Railroad magnate Leland Stanford donated a Palo Alto farm to provide land for the new University. The sandstone buildings, designed by Frederick Law Olmsted, were styled to resemble the old Spanish missions of California.

More About. . . .
W.E.B. Du Bois (pronounced doo bois) attended Fisk University in Nashville before going to Harvard for graduate school. Although his doctorate was in history, he was more of a sociologist who devoted his scholarship to fighting racism. Du Bois used statistical evidence to disprove racist myths that were used to support segregation. Among he early writing with this goal was The Philadelphia Negro (1899), the first case study of an African-American community in the country.

Objective 4 Instruct
Education Influences Culture
Starting With the Student
What kinds of topics, issues, and activities (such as music, literature, film, or other hobbies) has education helped you to appreciate?

Discussing Key Ideas
The expansion of education broadens American’ cultural horizons, with art galleries, libraries, and museums making culture available to more people.
Many turn-of-the-century artists and writers embrace social realism, attempting to portray life as it is really lived.
Increased literacy boosts sales of “dime novels” and other light fiction.

More About
Thomas Eakins
Except for four years in Europe, when he studies art in France and viewed the masterpieces of Spain, Eakins spent virtually his entire life in the city of his birth, Philadelphia. His pioneering efforts in realism at first met with scorn. The Gross Clinic, the realistic depiction of a surgery, now deemed a masterpiece, was rejected for display at the Centennial Exposition held in Philadelphia in 1876.

More About. . . .
Mark Twain
Clemens grew up in the Mississippi River town of Hannibal, Missouri, and took his pen name from a riverboat pilot’s cry, “Mark twain!”—which meant the water was two fathoms deep, or safe for a boat to cross. Twain’s satirical pen gave late 19th-century American its nickname, the Gilded Age, which was the title of a novel he coauthored with Charles Dudley Warner. A pioneer work of American realism, The Adventures of Huckleberry Finn is usually cited as Twain’s masterpiece. “All modern American literature,” Ernest Hemingway once, said, “comes from one book by Mark Twain called Huckleberry Finn.”

Close
Education, which expanded to train the work force and teach good American citizenship, also led to new cultural achievements.

Skillbuilder
Interpreting Graphs
Answer
Rate: 14%
Immigrants: Possible Answer: More impressive, because millions of immigrants could not read when they arrived in America.

Drawing Conclusions
Answer: Public schools multiplied and improved their curricula, and they granted many more children the opportunity to be educated for jobs and citizenship.

Analyzing Causes
Answer: Public schools and adult classes taught English to all members of the family; Americanization also took place in the workplace.

Recognizing Effects
Answer: Because of the number of death from infection during the war, reformers sought changes in medical schools to ensure a rigorous education for doctors.

Synthesizing
Answer: All-black colleges and universities opened, but only a tiny percentage of African Americans received a college education.

Summarizing
Answer: New printing technologies and America’s growing literacy rate.

Section 2 Assessment

Terms & Names
W.E.B. Du Bois, p. 470
Booker T. Washington, p. 471
Thomas Eakins, p. 471
Mark Twain, p. 472

Summarizing
Compulsory education laws; Literacy increased.
Increase in number of kindergartens; immigrants become “Americanized.”
Growth of high schools; college enrollments increased.
Discrimination against African Americans; all-black colleges founded.
New curricula led to advances in science and medicine.

Students should be able to articulate reasons for their choices.

Developing Historical Perspective
Possible Answer: Students may note that in the early 20th century, cultural institutions promoted high culture, rather than the mass culture that was emerging. Today, museums and libraries are more integrated into mass culture and reach larger audiences.

Hypothesizing
Possible Answer: Without public schools, economic growth, the adapting of immigrants to American life, and the growth of high culture might have slowed. However, private schools might have developed more rapidly.

How to find information on Olney for the Neighborhood Project

How to find information on Olney for the Neighborhood Project

Philadelphia Neighborhoods
http://oldsite.library.upenn.edu/census/philnbrhds/philnbrhds.html

North Philadelphia is a district of Philadelphia, Pennsylvania, in the United States. It is immediately north of the Center City district. Though the full
extent of the region is somewhat vague, "North Philadelphia" is generally regarded everything north of Spring Garden Street between Northwest Philadelphia
and Northeast Philadelphia. The city government views this sprawling chunk of Philadelphia more precisely as three smaller districts, drawn up by the
Redevelopment Authority in 1964. These regions are (from north to south) Olney/Oak Lane, Upper North Philadelphia, and Lower North Philadelphia.
http://en.wikipedia.org/wiki/North_Philadelphia,_Pennsylvania

Olney/Oak Lane
http://oldsite.library.upenn.edu/census/philnbrhds/nbrolnoak.html
Belfield, Cedarbrook / Stenton, Erlen, Logan, Ogontz, Upper Nicetown, West Oak Lane
East Logan, East Oak Lane, East Olney, Feltonville, Fern Rock, Melrose Park, Olney

Write a biography of your town or neighborhood. Using what you’ve learned about Industrialization and Urbanization, how cities grow, and why people
migrate and immigrate:

Discuss the following:
· The town’s or neighborhood’s founders;
Olney is named after the estate of Alexander Wilson (not the ornithologist), who resided on Rising Sun Avenue, near Tacony Creek. Wilson chose the name
for his residence because of his love for the poet Cowper, of Olney, England. The mansion was demolished in 1924, but the name was applied to the growing
village nearby.
http://en.wikipedia.org/wiki/Olney,_Philadelphia

Olney was originally vast, hilly farmland in the hinterland of Philadelphia County up to the late nineteenth century. The population was mainly farmers
and wealthy Philadelphians who could afford to live away from the city.

Early History

Prior to its incorporation into the city proper, North Philadelphia was little more than a collection of primarily agricultural townships above the
original City of Philadelphia. In the 18th century, as Philadelphia grew in importance and, consequently, population, then pastoral North Philadelphia
became an attractive alternative to the burgeoning city. The mansions of wealthy Philadelphians began to dot the landscape, and by the late 18th and early
19th century, several small town centers had developed to anchor the growing population. However, this suburban landscape was to be interrupted around the
middle of the 19th century, as rapid urban expansion led to The Consolidation Act of 1854. This state law annexed most of the townships within Philadelphia
County to the City of Philadelphia. With new territory now under the aegis of Philadelphia's city planners, and a rising influx of European immigrants, led
to the end of North as a suburb of Philadelphia. North Philadelphia's decentralized towns were gradually meshed into a sprawling network of the ubiquitous
Philadelphia rowhome. Many of the newly created neighborhoods retained the name of their ancestral towns and townships, for example, the Northern Liberties
was formerly Northern Liberties Township.
http://en.wikipedia.org/wiki/North_Philadelphia,_Pennsylvania

Industrial Era
As the industrial age peaked in America, North Philadelphia became a working man's town. Upper North Philadelphia, Olney, Brewerytown, became major hubs of
production. Large factories and industrial complexes were erected, covering vast swaths of city land. Scores of rowhomes were constructed to house the
burgeoning worker population. This expansion was also the impetus for breaking ground on the Broad Street Line subway; designed specifically to carry a
passenger from the northern hub of Olney to Philadelphia City Hall in under 20 minutes. Major freight and passenger rail lines were built to intersect at
the newly constructed North Broad Street Station, and transmit cargo from the bustling factories. The completion of the BSL these major railways made the
region a thriving hub of transportation. For a time, North Broad Street station became the 2nd most heavily trafficked rail station in the city, and the
Olney metro the most used subway stop.

Along with many of Philadelphia's major manufacturing concerns came the nearby estates of the wealthy industrialists who had founded them. Lower North
Philadelphia in particular housed a number the nouveau riche; ambitious first or second generation immigrants or that had made their fortunes starting
manufacturing firms. Many were German Jews that had settled in the area, later founding companies and building synagogues. For a time, an age of opulence
and grand architecture returned to North Philadelphia, centered around what is now zoned as the Historic North Broad Street Mansion and Speculative Housing
Districts. Gentlemen's Clubs, upscale restaurants and shopping districts grew in this southern tier for a brief moment in history, peaking in the late
1920's. Upper-class foremen and executives lived farther north along Broad, in what is now the West Diamond Street Townhouse Historic District. Thriving
commercial districts sprung up along the great northern avenues; Columbia (renamed Cecil B. Moore Avenue), Susquehanna, Dauphin, Erie, Lehigh and Olney, to
name a few. However, just as this wealth was so suddenly gained, it would just as suddenly be lost. The new money culture proved to be an unstable
foundation for a lasting community, and like so many constructs of the Gilded Age, this core of wealth was doomed to rot.
http://en.wikipedia.org/wiki/North_Philadelphia,_Pennsylvania

As Philadelphia grew northwards, the area became more urbanized. People seeking to escape the growing population density towards the center moved to
Olney. Soon after, businesses began appearing, centered at 5th Street and Olney Avenue. Industry was also attracted and companies such as Heintz
Manufacturing Company, Proctor and Schwartz, and Brown Instrument Division built factories in the neighborhood. But this took second place to the strong
commercial district, lead by the Olney Businessmans' Association.
http://en.wikipedia.org/wiki/Olney,_Philadelphia

20th Century and Decline

Over the next few decades The Great Depression, outsourcing, and white flight took their toll on North Philadelphia in a fashion similar to other major US
cities of the mid to late 20th century, if not in a more pronounced fashion. While residential corridors like Hope Street and Delhi Street had long housed
primarily African-American residents, redlining, racist loan companies, and rising unemployment led white residents out of the city, and forced poor blacks
in. For a time, Lower North Philadelphia became a great center of black culture and music, most notably Jazz. Many commercial corridors were maintained for
decades, and a great many musicians came to North Philadelphia, like John Coltrane and Stan Getz.

As the century marched past middle age, many other problems symptomatic of all US cities of the time came about. Many of the neighborhoods in North
Philadelphia sprung up around one monolithic factory, which was the center of the community's income. Each factory that closed down devastated its host
neighborhood. In this way, the wave of national industrial collapse caused the rapid break up of numerous "factory neighborhoods" in the predominantly
working class North Philadelphia. Furthermore, the Columbia Avenue race riots, became iconic for the rising ethnic tensions in the region, and the
continued withdrawal of white residents. The riot, which virtually destroyed the central shopping distict of North Philadelphia, signaled the beginning of
the end for the North's commericial sector. The withering of the American manufacturing sector led to the closing of many of the factories that many
northern neighborhoods were centered around and depended on. Increased urban blight and the general decline of Philadelphia in the late 20th century even
saw the decline of even many of the strong black communities in North Philadelphia. The legendary Connie Mack Stadium was closed in favor of the new
Pattison Sports Complex. North Broad Street Station lost Amtrak Service, and the BSL subway lines garnered a reputation for violent crime and rape. The
great art deco office buildings and government institutions were mostly abandoned, as were the mansions of the many ruined industrialists. Drugs, gangs,
educational problems, police corruption, and other woes common in the ghettos of America seemed to seal North Philadelphia's fate as a perpetual slum.

Discuss:
· Major ethnic groups, including when they arrived and what they contributed to the area;
Between the 60s and 80s, Olney began experiencing change. Large numbers of African Americans began migrating into the area from other parts of the city.
As part of the deindustrialization of Philadelphia, industry closed factories and moved from the area. People began to claim that Olney was detereorating:
crime was going up and property values were going down. Taking part in the white flight occuring across the country, many residents moved to the suburbs.

This receding population was quickly supplmented by a new wave of residents from Asia (Korea, mainly, as well as Vietnam, China, Cambodia, Laos) and Latin
America (Puerto Rico, Colombia, Mexico). This new population quickly filled the vacancies left behind in the commercial district and today 5th and Olney is
still a vital economic center. These groups also maintained Olney's historic civic pride through the creation of orgnizations such as the Korean Community
Development Center.

Today, Olney is one of the most diverse neighborhoods in Philadelphia. The Olney stop on the Broad Street Subway, while no longer the terminal, is the
second most used (next to City Hall). There are thriving business districts at 5th and Olney, Broad and Olney, and Front and Olney. The neighborhood is
home to four elementary schools (Lowell, Finletter, Morrison, Washington, and Olney), three high schools (Olney, Central, and Girls'), and borders La Salle
University.

Olney was settled by German-Americans and the population remained homogenious throughout the first half of the 20th century. Today Olney is a melting pot
of ethnic groups in Philadelphia with large numbers of African Americans, Koreans, Sub-sahran Africans, West Indians, Hispanics, and Arabs as well as other
smaller groups representing other nationalites and ethnic groups.

As of the census2 of 2000, the racial makeup of Olney is 21.13% White, 44.60% African American, 17.92% Asian, and 11.66% from other races. 21.03% of the
population are Hispanic or Latino of any race.

The population of Olney increased by 7% between the 1990 and 2000 censuses.

Today
Today, many remnants of more prosperous eras remain, albeit in a typically more dilapidated state. However, for as many remain, just as many thousands of
historic buildings have collapsed, either from neglect or demolition, and thousands more still lie abandoned. A handful have become protected historic
properties. Several blocks, with numerous old mansions, have been rezoned as the aforementioned historic districts. A great many extravagant churches were
built over the years, as well. Some still stand, but all too often money is scarce to preserve their deteriorating architecture. The stately trolley lines
which once crisscrossed the northern streets and connected the region with the rest of Philadelphia were shut down by SEPTA in 1992. Immense, abandoned
factories sit idle, warehouses empty, disused heavy rail lines scarring the landscape. The names of the old industrialists, such as Gratz, Poth, Uber, and
Schmidt, still adorn many buildings and street signs in the area, but are otherwise foreign to many modern day residents.

The Neighborhood Transformation Initiative, or NTI, was a City program launched by Mayor John Street during his first administration. The program called
for the demolition of thousands of condemned buildings and the construction of large scale, medium density public housing, with restoration efforts to be
employed on salvageable houses. Many blocks of old rowhomes have been bulldozed and replaced with suburban style tract houses. This program has radically
changed some sections of North Philadelphia. Some charge that little effort was made to save a number of historic buildings, others that NTI was needed to
change blighted neighborhoods. The lasting effects of the program remain to be seen.

Some areas, like Olney, Allegheny and Erie still have relatively active communities, but even they are often troubled by drugs, crime, or social
underfunding, sometimes all three. Allegheny West has advanced, mostly from support of some of the last industries in North Philadelphia, Tastykake and Pep
Boys which are headquartered in the neighborhood. Temple University continues to try to restore its Lower North Philadelphia neighborhood, with mixed
successes and failures. It has assumed control of several local public schools, gives extra benefits and aid to local residents that are admitted, and
sponsors many student volunteer projects to help the surrounding neighborhoods. However, this work pales in comparison to other revitalization efforts,
like the West Philadelphia University City project, in terms of its practical results. Some residents have also accused Temple of either ignoring the
wishes of local citizens in its moves to expand, or being more concerned with its own projects than the viability of the surrounding area. Critics note the
great many properties it has purchased, leveled and redeveloped for university use, while much of the surrounding area still struggles. A proposed private
commercial development just south of the campus, designed to spur a North Broad Street corridor revitalization, makes it seem likely that the rejuvenation
of the area will occur by virtue of the school's existence, but not because of its particular efforts.
http://en.wikipedia.org/wiki/North_Philadelphia,_Pennsylvania


· The problems created by growth and the way that the problems were solved;
Housing
PHA Makes History in Olney with Opening of Latest Property Suffolk Manor
The Philadelphia Housing Authoritys newest property is also its oldest. Thanks in part to historic tax credits, PHA was able to acquire and redevelop
Suffolk Manor, an apartment complex built in 1929. PHA Executive Director Carl Greene said the property had deteriorated into a state of severe disrepair.
We saw this as a great opportunity to convert a building which had fallen on hard times into modern affordable housing, Greene said.

PHA sought and received special designation from the Commonwealth of Pennsylvania and the National Park Service making the building a historical site. That
cleared the way for the historic rehabilitation tax credits. PHA has made extensive use of Low Income Housing Tax Credits (LIHTC) to raise capital for new
construction throughout the city and has done so again in this case. However, Suffolk Manor marks the first time PHA has also received historic tax credits.

The overhaul of the 137-unit complex cost $24 million, of which $13 million is coming from tax credits. The remainder of the funding is a combination of
federal capital grants and the diversion of rental voucher money.

The redevelopment is expected to provide an immediate boost to both the quality of life and the economy in the Fern Rock/Olney section of North
Philadelphia. Carl Greene said the complex is a great example of how funds earmarked for public housing can be used to lift an entire community.
http://www.pha.phila.gov/press/archive_suffolk.aspx

Transportation
Broad Street Line & Broad-Ridge Spur
1928 - Olney - City Hall
http://www.urbanrail.net/am/phil/philadelphia.htm

Fire
Insurance Maps for Fire
http://gethelp.library.upenn.edu/images/guides/microforms/sanbornkey.jpg

· What the future of the town/neighborhood might be.

In past decades, North Philadelphia was hit very hard by white flight and economic recessions, and therefore the majority of North Philadelphia's
population are poor, working-class, African-Americans or Hispanics. Despite its wealth of history, schools, cultural sites, parkland, architecture and
other holdovers from more prosperous times, high crime and unfettered poverty have earned North Philadelphia a reputation as a slum of Philadelphia. The
region is highly segregated, with whites primarily living in the wealthier southern regions, Hispanics in the Logan, Hunting Park and West Kensington areas,
and African Americans dominating most other neighborhoods. Its inherent positive factors and recent developments have given North Philadelphia a brighter
future, as several neighborhoods begin to overcome some of the aformentioned problems.
http://en.wikipedia.org/wiki/North_Philadelphia,_Pennsylvania


What is the Olney neighborhood pilot?
The Olney neighborhood pilot is any early deployment of Wireless Philadelphia. The Olney neighborhood will have free access to the public network sponsored
by AT&T, Lucent Technologies, BelAir Networks, Pronto Networks and Ninth Wave Media for the next twelve months.

Why was Wireless Philadelphia created?
Wireless Philadelphia was created to strengthen the City's economy and transform Philadelphia's neighborhoods by making broadband access more available and
affordable. Wireless Philadelphia will help citizens, businesses, schools, and community organizations make effective use of this technology to achieve
their goals while providing a greater experience for visitors to the City.

Where can I get coverage?
Currently, the Olney neighborhood network provides service to about one square mile area. Due to the nature of WiFi, coverage will vary and may not be
available in all spots in the serving area. Access equipment needs vary according to signal strength.

How much will the service cost?
The Olney Neighborhood Network will provide free wireless broadband access to local residents and businesses for a one-year period from July 2005 through
July 2006. Wireless Philadelphia and service providers will determine residential and small business access costs for the future. It is estimated that the
basic service will cost approximately $16.00 - $25.00 per month, with a discounted rate for very low-income and disadvantaged subscribers.
http://www.olney.philavoice.com/index.php?fuseaction=home.faqs

Tracing the Growth of a Town: Gathering Information
Northeast, clickable map
Philadelphia, 1940
http://oldsite.library.upenn.edu/census/images/phil1940.a.gif

Northeast, clickable map
Philadelphia, 1950
http://oldsite.library.upenn.edu/census/images/phil1950.gif

Northeast, clickable map
Philadelphia, 1960
http://oldsite.library.upenn.edu/census/images/phil1960.gif

Northeast, clickable map
Philadelphia, 1970
http://oldsite.library.upenn.edu/census/images/phil1960.gif

Northeast, clickable map
Philadelphia, 1980
http://oldsite.library.upenn.edu/census/images/phil1960.gif

Northeast, clickable map
Philadelphia, 1990
http://oldsite.library.upenn.edu/census/images/phil1960.gif

Northeast, clickable map
Philadelphia, 20000
http://oldsite.library.upenn.edu/census/images/phil1960.gif




Use the local newspaper, library, or museum to find books, maps, websites, and other information;
Prepare questions and then interview older members of the community, your family, tape or video recording them and their comments;
Get permission to visit schools, places of worship, the Chamber of Commerce, and other sites of interest;
Check your own family’s sources for photographs and memorabilia.

Olney History

Olney History

Olney/North Philadelphia
http://en.wikipedia.org/wiki/North_Philadelphia
Olney-Oak Lane
http://www.phila.gov/neighborhoods/Neighborhoods-Phila/Olney-OakLane/olney-oaklane.html
Upper North Philadelphia
http://www.phila.gov/neighborhoods/Neighborhoods-Phila/North-Up/north-up.html

Ch. 16 Life at the Turn of the Century Section 1 Science and Urban Life

Ch. 16 Life at the Turn of the Century
SECTION 1 Science and Urban Life
Overview

Objectives
SECTION 1 Science and Urban Life
Describe the impact of technological advances on turn-of-the-20th-century urban planning.
Summarize turn of the century communication innovations.


American Life at the Turn of the Century
Starting With the Student
A hundred years ago, how did Americans work and pay?
What new inventions were changing people’s ways of life?
Do you agree with the quotation of James Weldon Johnson?
If you applied the quotation to America today, what would you offer as the best or worst?

Previewing the Chapter
Examine the time line and list the things that look familiar.
Many aspects of the modern world in which you live emerged at this time in history.

More About. . .
James Weldon Johnson
The first African American to be accepted to the Florida bar, Johnson later served a U.S. consul in Venezuela. He had a varied career in the arts, composing and performing for a song-and-dance act with his brother John, editing anthologies of African-American verse and spirituals, and penning fine prose and poetry of his own.

Living History
Cataloging Mass Culture
Create your own version of a catalog displaying objects, places, and events that contribute do the formation of American mass culture.

Cataloguing Mass Culture Chart

Item Reason why important to include










Focus & Motivate
Starting With the Student
What changes could be made in modern American cities to make them more livable?
What did Americans one hundred years ago feel about city life?

Objective 1 Instruct
Technology and City Life
Starting With the Student
What is life like in your city? What problems do the cities have that new technologies might solve?

Discussing Key Ideas
Technology helps cities grow both upward and outward.
The growth of cities prompts the new science of urban planning.

More About. . . .
Louis Sullivan
Often called the father of modern American architecture, Sullivan produced most of his finest work in partnership with Dankmar Adler, a skillful businessman and expert in acoustics. Their landmark works include the Auditorium Building in Chicago and the Wainwright Building in St. Louis.

History From Visuals
The Flatiron Building
Reading the Art
What urban improvements are visible in this picture?
Possible Responses: A skyscraper with steel construction, streetcars, and sidewalks.

Extension
Why does the Flatiron building have a triangular shape?
Possible Responses: To make the best use of space between two streets that meet in a “V;” to win fame and tenants; to be different; to create an exotic tapered-corner offices for higher rent.

More About. . . .
The Brooklyn Bridge
Like most of the workers who built the bridge, John Roebling immigrated to American, arriving from Prussia (roughly modern eastern Germany today) in 1831. A few weeks after his bridge plans won approval, he died of tetanus, which he contracted when his toes were crushed by a boat docking near the bridge site. His son Washington supervised the actual construction but was eventually bedridden from repeated bouts of “caisson disease,” or the bends.

On the World Stage
The Garden City
Critical Thinking:
Comparing
Why is nature and wildlife important to city life? Identify a city, town, or neighborhood that you feel displays aspects of Howard’s plan.

More About. . . .
Central Park
The call to preserve a piece of park land on the island of Manhattan was made as early as 1844 by poet and editor William Cullen Bryant and echoed by eminent landscape designer Andrew Jackson Downing. The campaign took twelve years, but in 1856 the city purchased most of the park’s 840 acres with $5 million in state funds. The unappetizing land had a garbage dump, a bone-boiling works, and many shacks and squatters’ farms.

History From Visuals
Daniel Burnham’s Chicago Plan
Reading the Art
What is the pattern of the streets in Burnham’s plan? Why would someone plan streets set on a grid bisected by diagonals?
The grid makes the city easy to navigate. Streets running into the city center help create a unified city.

Extension
What aspects of urban planning can you identify in your neighborhood, city, or town?

More About. . . .
The Columbian Exposition
Celebrating the 400th anniversary of Columbus’s landing in America, the 1893 World’s Columbian Exposition was held in Chicago after cities across the nation competed to be the site. The White City sported the latest in electric lighting. President Grover Cleveland opened the fair by flicking a switch in Washington, D.C., to turn on the lights in Chicago.

Objective 2 Instruct
New Technologies Transform Communications
Discussing Key Ideas
Pioneering by the Wright brothers, airplanes revolutionize communications as well as transportation.
Advances in paper and printing spur the publications of newspapers, books, and magazines, while better photography greatly enhances journalism.

Key Player
George Eastman
Critical Thinking:
Evaluating
Why were Eastman’s slogan and other sales techniques so effective with consumers?
Possible Responses: He sold good products to begin with; a slogan stressed ease of use, made company seem helpful; simple operating instructions received good word of mouth advertising; sending new film back made people feel that they were getting value for their money.

Close
Turn-of-the-century technological advances spurred the growth of America’s cities and improved both transportation and communications.

Technological Development Chart

Technological Improvements
Uses
electricity
Streetcars, elevated trains and subways
Steel construction
Suspension bridges, skycrapers
Internal combustion engines
Automobiles, airplanes

Section 1
Recognizing Effects
Answer
The invention of the elevator made it practical to build taller buildings; new building technology allowed iron or steel frames to bear the weight of a building’s walls.

Summarizing
Answer
Possible Answers: Skyscrapers conserved space by allowing cities to grow upwards; new transportation systems and bridges drew neighborhoods, closer together; urban planning put parks into cities.

Clarifying
Answer
Mail planes made it faster and easier for people in different regions to communicate.

Synthesizing
Answer
New printing methods sped production and lowered costs for newspapers. New techniques in photography made it possible for reporters to photograph events as they happened.

Section 1 Assessment

Terms & Names
Louis Sullivan, p. 463
Frederick Law Olmsted, p. 464
Central Park, p. 464
Daniel Burnham, p. 465
Orville and Wilbur Wright, p. 465
Web-perfecting press, p. 465
Linotype machine, p. 466
George Eastman, p. 466

Summarizing
Diagrams might include the following:
City design: Suspension bridges; skyscrapers; urban planning; parks.

Urban transportation: Street cars; commuter trains; el trains; subways.

Communications: Web-perfecting press; Linotype machine; photography; airplanes.

Forming Opinions
Possible Answer:
Students should cite reasons, such as the long-term effect impact of air travel or the widespread influence of low-cost printing, to support their opinions.

Synthesizing
Possible Response: Student plans might mention recreational facilities or increased numbers of parks or other personal preferences.

Ch. 16 Life at the Turn of the Century

Ch. 16 Life at the Turn of the Century
Chapter Objectives
Internet Sources
Historic Decisions of the Supreme Court
Primary Sources


Chapter ObjectiveTo analyze significant turn-of-the-20th-century trends in such areas as technology, education, race relations, and mass culture.
SECTION 1 Science and Urban Life
Describe the impact of technological advances on turn-of-the-20th-century urban planning.
Summarize turn of the century communication innovations.
Section 1: Science and Urban Life
Central Park History http://www.classzone.com/books/americans05/#itemBrief history of Central Park in New York City The Louis Sullivan Page http://www.classzone.com/books/americans05/#itemLook at the life and work of Louis Sullivan, including links to photographs of buildings he designed. Olmsted in Buffalo http://www.classzone.com/books/americans05/#itemDetailed information about Frederick Law Olmsted's pioneering design for the Buffalo, New York, public park system History of Kodak: From Glass Plates to Digital Images http://www.classzone.com/books/americans05/#itemHistorical overview featuring a comprehensive biography of George Eastman—his early life and photographic experiments, creation of his company, and business philosophy and practices—enhanced by pictures. Also includes a history of the Eastman Kodak Company, time lines of the company's photographic milestones, and an introduction to film and imaging. The Plan of Chicago, 1909 http://www.classzone.com/books/americans05/#itemInformation about Daniel Burnham and his architectural plan for the city of Chicago.
Section 2: Education and Culture
Booker T. Washington http://www.classzone.com/books/americans05/#itemNational Park Service biography of Booker T. Washington. The W.E.B. Du Bois Virtual University Bibliography: Books About Du Bois http://www.classzone.com/books/americans05/#itemExtensive bibliography of secondary sources dealing with Du Bois Mark Twain in Cyberspace http://www.classzone.com/books/americans05/#itemVast collection of links to Twain resources, including selected writings, biographies and criticism, and maxims and sayings
Section 3: Segregation and Discrimination
Persistence of the Spirit http://www.classzone.com/books/americans05/#itemHistorical narrative, photo scrapbook, cultural information, and other resources dealing with the experience of African Americans in Arkansas We Challenged Jim Crow http://www.classzone.com/books/americans05/#itemReport prepared for the Congress of Racial Equality and the Fellowship of Reconciliation in 1947, documenting a group's travels in the South to challenge segregation on buses and trains Chinese Exclusion Act http://www.classzone.com/books/americans05/#itemText of the Chinese Exclusion Act of 1882. A Brief History of Chinese Immigration to America http://www.classzone.com/books/americans05/#itemBrief look at Chinese immigration to the United States and the 1882 exclusion act.
Section 4: The Dawn of Mass Culture
Vaudeville in Ohio http://www.classzone.com/books/americans05/#itemBrief history of vaudeville in Chicago Junction, Ohio, from 1903 to 1911, with a time line of performances, lists of performers and shows, and photographs William Randolph Hearst http://www.classzone.com/books/americans05/#itemBiography of Hearst, including a brief history his political career and journalistic empire Joseph Pulitzer http://www.classzone.com/books/americans05/#itemBrief biography of Pulitzer, written by one of his descendants, with links to related sites American Memory Collections: Original Format: Motion Pictures http://www.classzone.com/books/americans05/#itemCatalogue of early motion pictures in the Library of Congress collections, with background information and bibliographies.
Daily Life: Going to the Show
Vaudeville: A Dazzling Display of Hetereogeneous Splendor http://www.classzone.com/books/americans05/#itemHistory of Vaudeville, including images, playbills, and advertisements. Movie Audiences, Movie Myth http://www.classzone.com/books/americans05/#itemArticle detailing the history and culture of early American cinema, including information on the invention of the original motion picture machines. New York City at the Turn of the Century http://www.classzone.com/books/americans05/#itemHistorical overview with links to sites covering the history of ragtime music, vaudeville, and theatre.


Historic Decisions of the Supreme Court
Plessy v. Ferguson
Use the Web sites below to research and read Justice Harlan's entire dissent in Plessy v. Ferguson. Based on his position, what view might Harlan have taken toward laws that denied African Americans the right to vote? Write a paragraph or two expressing what Harlan would say about those laws.
Plessy v. Ferguson http://www.classzone.com/books/americans05/#itemInformative article explaining the background of the case, its historical significance, and the Court's decision that eventually led to state instituted racially separate public accomodations. The ruling in Plessy v. Ferguson took nearly 60 years for the Court to reverse. Plessy v. Ferguson http://www.classzone.com/books/americans05/#itemTranscript of the petition and opinion of the Court in PLESSY v. FERGUSON, 163 U.S. 537 (1896). Plessy v. Ferguson http://www.classzone.com/books/americans05/#itemEncyclopedia article on the landmark 1896 case where the Supreme Court held that separate but equal public facilities did not violate the Constitution.

Primary Sources
Primary sources allow us to read, view, and hear the ideas and images created by the people of past generations. Use the links below to view the primary sources for this chapter.
To view a PDF file, you must have the Adobe® Acrobat® Reader installed on your computer. You may download the Reader for free if you do not already have it installed.

Harper's Weeklyfrom The Base-Ball Season, 1886
Charles E. Boltonfrom A Visit to the World's Columbian Exposition, 1892
Frederick Dwightfrom Automobiles: The Other Side of the Shield, 1908
Lillian Gishfrom The Movies, Mr. Griffith, and Me, 1914

Chapter 15 Assessment #1-20

Chapter 15 Assessment #1-20

Terms & Names

melting pot, p. 442
Gentlemen’s Agreement, p. 443
urbanization, p. 446
Jane Addams, p. 451
graft, p. 452
political machine, p. 452
Thomas Nast, p. 454
patronage, p. 455
Chester A. Arthur, p. 456
Pendleton Act, p. 456

Main Ideas
Poverty, famine, shortage of land, lack of jobs, religious or political persecution, and a spirit of rebellion and independence.
Culture, shock, the negative effects of nativism, and the struggle to make a living.
Industrialization, new technology, and an influx or workers.
The need to provide adequate housing, transportation, water, and sanitation, and to fight fire and crime.
Efforts to help alleviate poverty of immigrants and other city dwellers; building churches in poor neighborhoods.
The growing need for city services and the large number of immigrants required a new power structure.
Tweed took the corruption practiced by many other city bosses to unprecedented heights.
Inefficiency, fraud, and incompetence.
Increased efficiency, decreased fraud, and closer ties between government and big business.
Cleveland wanted to reduce tariffs; Harrison wanted to keep them high.

World History Agenda: 20 October 2005

World History Agenda: 20 October 2005

Skills for Success Recognizing Faulty Reasoning
Answer 1-3

1a) Student E;
1b) because it attacks a person rather than addressing the issue

2a) that the Industrial Revolution was connected to the suffering of the Civil War and World War I;
b) There is no evidence of a cause-and-effect relationship between these events.

3a) Student A
b) The student is claiming that the Industrial Revolution is good because it brought us the changes of the Industrial Revolution.

Neighborhood Project (Handout)
Tracing the Growth of a Town
Gathering Information
Project Planning Guide

Reviewing Vocabulary

Enclosure
Factory
Turnpike
Urbanization
Utilitarianism
Socialism
Communism
Proletariat

Reviewing Facts

Many farm workers lost their jobs; small farmers were forced off their land; villages shrank; many people moved to cities in search of work.
The coal-powered steam engine.
Answers should include three of the following: natural resources such as coal, plenty of workers, scientists with advanced technological ideas, capital for investment, stable government, positive religious attitudes.
Inventions improving transportation are the steam locomotives and steamships.
Farm jobs were declining and the supply of jobs in the cities was rising.
Benefits included greater political power for the working class, more jobs, higher wages, new opportunities; problems included low pay, unemployment, and poor living conditions.
The government efforts to improve workers’ lives, giving the vote to women, child labor and public health reforms.
Workers did not rebel because their standard of living rose; workers did not join forces across countries because nationalism was stronger.

Tracing the Growth of a Town

Living History
Tracing the Growth of a Town

Write a biography of your town or neighborhood. Using what you’ve learned about Industrialization and Urbanization, how cities grow, and why people migrate and immigrate, discuss the following:
· The town’s or neighborhood’s founders;
· Major ethnic groups, including when they arrived and what they contributed to the area;
· The problems created by growth and the way that the problems were solved;
· What the future of the town/neighborhood might be.



Tracing the Growth of a Town: Gathering Information

Use the local newspaper, library, or museum to find books, maps, websites, and other information;
Prepare questions and then interview older members of the community, your family, tape or video recording them and their comments;
Get permission to visit schools, places of worship, the Chamber of Commerce, and other sites of interest;
Check your own family’s sources for photographs and memorabilia.



Project Planning Guide

Step 1
Students prepare a list of persons and places to visit.
Step 2
Students gather information from the persons and places they have listed in Step 1.
Step 3
Students organize the data they have collected.
Step 4
Students write a summary of the neighborhood’s past, including relevant materials such as photographs, maps, graphs, etc., to predict the neighborhood’s future.

Ch. 15 Section 4 Politics in the Gilded Age

Ch. 15 Section 4 Politics in the Gilded Age

Overview
Objectives
To describe measures taken by Presidents Hayes, Garfield, and Arthur to reform the spoils system.
To explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.

Focus & Motivate
Starting With the Student
How does one go about getting a job? Would you get help from a friend or a friend’s parent? Is it fair to use “connections?”
Consider that the spoils system began in the early 19th century. Why do you suppose it lasted so long?

Objective 1 Instruct
Civil Service Replaces Patronage
Discussing Key Ideas
Patronage results in incompetence and fraud in government.
Hayes takes measures to reform civil service.
Garfield wins the 1890 election but is assassinated the following year.
With Arthur’s civil service reform, Congress passes the Pendleton Act in 1883.

More About. . .
Before moving into the White House, President Arthur had it completely cleaned out and refurnished. He managed to fill 24 wagons with items that had accumulated over the years, including a hat that had belonged to John Quincy Adams and a pair of trousers worn by Abraham Lincoln. These and other items were sold at auction. Ironically, a sideboard that the Women’s Christian Temperance Union had presented to Mrs. Rutherford Hayes—nicnamed “Lemonade Lucy,” because she had refused to serve liquor in the White House—was bought by a Washington saloonkeeper, who installed it in his barroom.

Objective 2 Instruct
Efforts to Regulate Tariffs Fail
Discussing Key Ideas
Cleveland runs on a low-tariff platform and loses the presidency to Harrison, who raises tariffs.
In his second term, Cleveland fails to lower tariffs.

Now & Then
Tariffs Versus NAFTA
Write an editorial about tariffs. The topics to be addressed may include jobs and the cost of goods.

Close
In the Gilded Age, political reformers began to replace the evils of patronage with a civil service system. They did not have same success in reducing the high tariffs that protected American industry.

Recognizing Effects
By allowing people to be hired for government jobs on the basis of political beliefs, rather than competence, and by making possible opportunities for misuse of influence.

Analyzing Motives
Because they thought his antireform views would balance presidential candidate James A. Garfield’s belief in civil-service reform.

Recognizing Effects
Positive: More competent and honest federal workers.
Negative: Closer ties between government and big business.

Analyzing Causes
Because of political pressure exerted by companies that benefited from the tariff.

Section 4 Assessment

Terms & Names
Patronage, p. 455
Civil service, p. 455
Rutherford B. Hayes, p. 456
Stalwarts, p. 456
James A. Garfield, p. 456
Chester A. Arthur, p. 456
Pendleton Act, p. 456
Grover Cleveland, p. 457
Benjamin Harrison, p. 457

Summarizing
Leader Position Stand
Hayes president, p. 77-’81 for civil service reform
Conkling N.Y. Senator against civil service reform
Arthur president, p. 81-’85 supported Pendleton Act
Cleveland president, p. ’85-’89, supported lower tariffs
’93-‘97
Harrison president, p. 89-’93 supported higher tariffs

Hypothesizing
Possible Response: Federal employment would have continued to be dominated by politics, politicians would have been less dependent on big business for campaign funds, and a key issue would have continued dividing the Republicans.
Forming An Opinion
Responses should reflect awareness that high tariffs might help business at the expense of consumers.

Ch. 15 Section 3 The Emergence of the Political Machine

Ch. 15 Section 3 The Emergence of the Political Machine

Overview
Objectives
To explain the role of political machines and political bosses.
To describe how politicians’ greed and fraud cost taxpayers millions of dollars.

Focus & Motivate
Starting With the Student
Have you ever given someone a gift with the intention of getting something in return? Do you believe that such a practice is common among politicians today?

More About. . .
George Washington Plunkitt
Plunkitt believed in giving people something in exchange for their votes. He furnished emergency lodging and clothing to families hit by fire. He found jobs for the unemployed. He put in a good word for youngsters who got into trouble with the police. He paid court fines for constituents who were picked up for being drunk. “The poor are the most grateful people in the world,” he pointed out, “and, let me tell you, they have more friends in their neighborhoods than the rich have in theirs.”

Objective 1 Instruct
Political Machines Run the Cities
Discussing Key Ideas
In major cities, political machines provide services to voters in exchange for political or financial support.
Political bosses control thousands of municipal jobs and regulate business licenses and inspections.
Many of the bosses are immigrants who have worked their way up through the political system.

Objective 2 Instruct
Municipal Graft and Scandal
Discussing Key Ideas
To maintain their power and to make money, some political machines turn to election fraud, bribery, and graft.
The efforts of political cartoonist Thomas Nast help bring down Boss Tweed and Tammany Hall, New York City’s powerful Democratic machine.

History From Visuals, p. 454
“The Tammany Tiger Loose”
Viewing the Cartoon
Who are the onlookers?
Why are they allowing the tiger to attack the victim?

Extension
What cartoon can you draw to convey the same idea?

History From Visuals, p. 454
Boss Tweed’s World-Class Expenses
Reading the Chart
Look closely at Boss Tweed’s picture. Why do you think his picture is included on the bar graph?

Extension
What is the connection between the Nast cartoon, above, and the chart.
Answer:
In both, Tweed is in control and the public pays.

Close
In the late 19th century, political machines ran the major cities.

Summarizing
Like a pyramid—precinct workers and captains formed the base. The city boss was at the top.

Analyzing Motives
Because the machines helped them adjust to life in America.

Comparing
Both amassed huge fortunes—not always legally—but also did some social good.

Section 3 Assessment

Terms & Names
Graft, p. 452
Political machine, p. 452
Kickback, p. 453
Tammany Hall, p. 454
Tweed Ring, p. 454
Thomas Nast, p. 454

Summarizing
Advantages: Provided people with jobs; provided public services; helped immigranat6s become citizens.

Disadvantages: Engaged in election fraud; collected kickbacks; controlled the police; granted favors to business.

Generalizing
Students might focus on the meaning of coerce. Although machine politicians may no have threatened people with violence, they could have caused them great hardship.
Analyzing Causes
Answers should be supported with reasons. Possible point: the rapid economic growth of large cities meant that decisions by local governments could provide people with the opportunity to make large amounts of money.

Philadelphia Local History

Local History

http://www.ucwphilly.com/comm_locations/PHI_history.htm

http://www.phila.gov/phils/Docs/otherinfo/pname2.htm
Olney
Vicinity of 5th and Chew Streets, west of the railroad tracks to Fox Chase and east of Melrose Park. Named for the estate of Alexander Wilson.

Philadelphia Neighborhood History
The Historical Society of Pennsylvania
http://www.hsp.org/default.aspx?id=127

Philadelphia Pennsylvania Population and Demographics Resources
http://philadelphia.areaconnect.com/statistics.htm

Philadelphia County Profile
http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=14657

Greater Philadelphia Regional Demographics
http://www.positivelyphiladelphia.com/demo_regional.aspx?bitmap=0301

Community and Regional Analysis
http://www.proximityone.com/cvphl.htm

Ch. 15 Section 2, The Problems of Urbanization

Ch. 15 Section 2, The Problems of Urbanization

Objectives
To describe the movement of immigrants to cities and the opportunities they found there.
To explain how cities dealt with problems related to housing, transportation, water supply, sanitation, and fire and police protection.
To describe some of the organizations and people who offered help to urban immigrants.

Focus & Motivate
Starting With the Student
How would a newly arrived foreign student adjust to school? What suggestions would help the newcomer to solve some of their initial problems?

More About. . . .
Jacob Riis
Riis worked as a police reporter for the New York Tribune and, later, for the New York Evening Sun. He taught himself the new technique of using flashlight power to take pictures indoors so that he could illustrate his newspaper articles with photographs. His book How the Other Half Lives was published in 1890. An immediate bestseller, it led to the rise of expose journalism.

Objective 1 Instruct
Urban Opportunities
Discussing Key Ideas
· Most new immigrants settle in cities because cities are the cheapest and most convenient places to live.
· New technology makes farming more efficient, resulting in the loss of jobs for some farm workers, who move to cities.
· Cities offer diverse cultural opportunities.

History From Visuals
Ethnic Enclaves in New York City, 1910
Reading the Map
Find each ethnic group that is represented by two colors.

Extension
Review the map and answer:
In what ways was the building of bridges an important improvement?
People and businesses had better access to areas away from the port; it was easier to commute to work and to visit family.

Objective 2 Instruct
Urban Problems
Starting With the Student
What reasons might you want to live in a city? What problems are there with living in a city?

Discussing Key Ideas
As the urban population increases, cities struggle with many problems.
Among the problems faced are overcrowded, unsanitary housing; mass transportation needs; lack of a fresh water supply; and fires and crime.

Historical Spotlight
Streetcar Suburbs
Critical Thinking: Cause and Effect
Consider the diagram on p. 448 and note how better transportation after 1880 improved the lives of the people living in urban and suburban settings.

More About. . . .
Row-House Living
Living in a row house was comfortable. Each room had a brass fixture for gas jets or electric bulbs. The furnace fire glowed all night, so people did not wake up shivering with cold. A gas flame heated the water in the water tank and fueled the stove. And every house had a bathroom with running water and an indoor toilet.

History From Visuals
Fire: The Enemy of the City
Reading the Chart
This graphic makes comparisons. You could make up a chart of your own with the following headings: numbers of deaths, number left homeless, square miles destroyed, estimated property loss, number of buildings destroyed.

Extension
What measures experts might use today to prevent or contain damage from fires and earthquakes?
Now there are earthquake-proof buildings, and use the Richter scale to measure the magnitude of quakes. Experts know how to fire-proof buildings and use asbestos for firefighting gear.

More About. . . .
Transportation
In the 1800s, the streets of most American cities were not paved, making them dusty in summer and muddy in winter. Improvements were slow to be made, and there was controversy over what paving material to use. Asphalt was smooth, long-lasting, and easy to clean but very expensive. By the end of the 1800s, however, engineers had developed a cheaper way to make asphalt, and it became widely used in paving city streets.

More About. . .
The Great Chicago Fire
The Great Chicago Fire was preceded by a succession of small fires that broke out during the first week of October 1871. At that time, the city was particularly susceptible to fires because there had been almost no rain for three months. On the night of October 8, so the story goes, a wagon driver named Daniel “Peg Leg” Sullivan was drinking whiskey in the barn of his neighbor, Mrs. Catherine O’Leary, as he often did. That night, Sullivan apparently took one nip too many and dropped a kerosene lamp into a pile of hay. Mrs. O’Leary’s barn caught fire—and the rest, as they say, is history. The fire was so destructive even Chicago’s marble courthouse, which had just been built for $1million and had been considered fireproof, collapsed in the blaze.

Objective 3 Instruct
Reformers Mobilize
Starting With the Student
If you could start an organization to help some group less fortunate than you, what kind of organization would it be?
How would you go about setting up such an organization?

Clarifying Ideas Chart

Problems Causes Solutions
Housing
Transportation
Water
Sanitation
Fire
Crime

Discussing Key Ideas
Reform-minded church leaders inspire the building of churches in poor neighborhoods and espouse efforts to help the indigent.
Settlement houses are established in slum areas.

Key Player
Jane Addams
Critical Thinking: Drawing Conclusions
After considering Addams, on what basis do you think Addams qualified for the Noble Peace Prize?
Possible Response: She was a peace advocate, an antiwar activist, and a fighter for racial justice.

Close
Rapid population growth revitalized the cities but also brought urban problems.

Answer
They banded for mutual support.

Answer
Both groups had to find jobs. African-American farm workers faced the additional challenge of racial prejudice.

Skill builder Answer
Place: Immigrants often settled with others of similar backgrounds.
Movement: Brooklyn—Russian, Queens—German.

Answer
There are overcrowding problems and unsanitary conditions.
Answer
Lack of fresh water and inadequate sanitations created health hazards.

Answer
Possible answers: Overcrowding; a lack of affordable housing, health issues, fire, crime, and prejudice toward new immigrants.

Answer
Both movements focused on social problems that the urban poor faced, such as isolation and exploitation. The Social Gospel promoted social consciousness and the settlement houses provided actual aid to the poor.

Section 2 Assessment

Terms & Names
Urbanization, p. 446
Row house, p. 448
Dumbbell tenement, p. 448
Social Gospel movement, p. 451
Settlement house, p. 451
Jane Addams, p. 451

Summarizing
Students should choose three problems to develop.
Inadequate housing—dumbbell tenements, row houses;
Inadequate transportation—new streetcar lines, subways;
Unsafe water—public waterworks, chlorination, filtrations;
Poor sanitation—sewer lines, sanitation departments;
Frequent fires—full-time fire departments, replacement of wooden buildings with brick, stone, and concrete ones;
High crime—improved police protection.

Recognizing Effects
Possible Responses:
Overcrowding; competition for jobs.

Evaluating
While some students might criticize the reformers and their efforts as unrealistic, others might defend their accomplishments. Students’ opinions should be supported with adequate reasons.

World History, Ch. 20, Sec. 4, New Ways of Thinking

Ch. 20, Section 4, New Ways of Thinking

What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?

Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat

Read intro, p. 520

1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.

2. Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx

Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.

3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.

Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.

Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.

Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.

Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.

Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522

3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.

Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.

Ch. 15, Tracing Themes, The American Dream

Tracing Themes
The American Dream

Objectives
To explore Americans’ different definitions of the American dream.
To recognize the role of the American dream in inspiring immigration to and migration within America.

Focus & Motivate
Starting With the Student
The phrase “the American Dream” recurs in political discussions. What is meant by this term? Is the meaning the same for each generation?

More About. . . .
The American Dream for African Americans
African-American leaders have often defined the American dream as on of equal rights and opportunities for all Americans.
Martin Luther King, Jr., described it in his famous “I Have a Dream” speech, delivered at the Lincoln Memorial in Washington, D.C., in 1963. Two years earlier, at Lincoln University in Pennsylvania, King delivered a commencement address entitled “The American Dream,” in which he told his audience: “America is essentially a dream, a dream as yet unfulfilled. It is a dream of a land where men of all races, of all nationalities and of all creeds can live together as brothers.”
By the by, note that King states “men” and not women.

Instruct
Starting With the Student
What additions could be made to the chronological sequence on pp. 444-445.
What is your reaction to President Clinton’s definition of the American dream in the 1990s? What does he mean by “rules?”

Discussing Key Ideas
The American dream has inspired generations of Americans.
Its definition has varied for different Americans at different times.

History From Visuals
Reading the Images
Consider the pictures that illustrate the changing American dream.
List adjectives to describe your impression of each scene.
Example: The central image of the parents and child looking at the Statue of Liberty suggests hope, ambition, and a dream of a better life.
Which scene is especially moving, and why?

Addendum to Ch. 15

Addendum to Ch. 15

Chapter ObjectiveTo analyze the economic, social, and political effects of immigration and to understand the immigrant experience.
SECTION 1 The New Immigrants
Identify immigrants’ countries of origin. Describe the journey immigrants endured and their experiences at United States immigration stations.
Examine the causes and effects of the nativists’ anti-immigrant sentiments.

p. 439 Geography Skillbuilder
Answers:
Italians: New York
Irish: Oho and Wisconsin
A. Answer
Mainly from eastern and southern Europe, Asia, and Mexico.
B. Answer
The desire to escape intolerable conditions such as land shortages, famine, and political or religious persecution; the prospect of jobs, cheap land, or higher wages.
C. Answer
Medical and government inspections and, on Angel Island, harsh inspections, and detention.
D. Answer
They helped one another, forming ethnic enclaves, social clubs, and aid societies.
E. Answer
The differences in their appearance and languages provoked racial and cultural prejudice and fear; they provided competition in the job market.
Section 1 Assessment
Terms & Names
Ellis Island, p. 440
Angel Island, p. 441
Culture shock, p. 442
Melting pot, p. 442
Chinese Exclusion Act, p. 443
Gentleman’s Agreement, p. 443
Possible Answers, Summarizing:
Leaving home countries: Poverty; religious persecution; shortage of agricultural land; lack of industrial jobs; spirit of reform.
Facing hardships in the US.: New unfamiliar culture; harsh interrogation and detention; prejudice and discrimination; problems of urban life; culture shock.
Nativists wanting to restrict immigration: Growing immigration; suspicion and fear of differences; religious intolerance; racial prejudice; economic depression.
Forming Opinions:
Possible Response: Many students may say that the Chinese faced the most prejudice, because of their different appearance and customs, and because of the fear that they would take jobs away from native-born workers.
Synthesizing
Possible Responses: Immigrants were brave and willing to work hard; there is cultural value in being exposed to many customs and ways of life; nativists themselves were descendents of immigrants.
SECTION 2 The Challenges of Urbanization
Describe the movement of immigrants to cities and the opportunities they found there.
Explain how cities dealt with housing, transportation, sanitation, and safety issues.
Describe some of the organizations and people who offered help to urban immigrants.
SECTION 3 Politics in the Gilded Age
Explain the role of political machines and political bosses.
Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.
Describe the measures taken by presidents Hayes, Garfield, and Arthur to reform the spoils system.
Explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.
Section 1: The New Immigrants
European Emigration—The Swedish Case http://www.americanwest.com/ swedemigr/ pages/ emigra.htm In-depth report on Swedish immigration to America in the late 19th century, with a link to the personal story of a mid-20th-century immigrant, as well as links to a variety of sites dealing with Sweden and with U.S. immigration The Angel Island Home Page http://www.angelisland.org/ Overview of immigrant conditions and processing on Angel Island in California Records of the Immigration and Naturalization Service: Ellis Island, 1900-1933 http://www.lexis-nexis.com/ academic/ guides/ immigration/ ins/ insa4.htm Informative introduction to a microfilm publication of Ellis Island records Electronic Ellis Island: A Virtual Heritage Museum. http://wwwald.bham.wednet.edu/ museum/ museum1.htm Immigration site produced by elementary school students, including a collection of personal stories written by students about their families' immigration to the United States
Section 2: The Challenges of Urbanization
A View of Jane Addams's Hull House as a Feminist Initiative http://darkwing.uoregon.edu/ ~jboland/ addams_h.html Notes dealing with Jane Addams and her views on reform, prepared by a college instructor for a course in U.S. political thought Henry Street Settlement http://www.henrystreet.org/ site/ PageServer?pagename=abt_history A brief time line of the establishment of the Henry Street Settlement House by suffragist Lillian Wald. The Great 1906 San Francisco Earthquake http://quake.usgs.gov/ info/ 1906/ index.html Comprehensive look at the 1906 earthquake, including photographs, eyewitness accounts, and seismographic data. On the Lower East Side http://www.tenant.net/ Community/ LES/ contents.html Compilation of articles from turn-of-the-century journals about life in New York City's Lower East Side
Section 3: Politics in the Gilded Age
Chester A. Arthur: the Gentleman Boss President http://www.americanpresident.org/ history/ chesterccrthur/ Biography of the 21st president, who emerged from the New York City political machine, but proved notably uncorruptible in his short time as president. Presidential Flip Cards http://gi.grolier.com/ presidents/ cards/ flipcard.html Portraits and career highlights of, plus fun facts about, Presidents Arthur, Cleveland, Garfield, Harrison, and Hayes, as well as the other chief executives. Benjamin Harrison: Twenty-Third President, 1889-1893 http://www.whitehouse.gov/ history/ presidents/ bh23.html Short biography of Harrison, with a link to a biography of his wife, Caroline Lavinia Scott Harrison. Part of a White House site that also contains biographies of Presidents Arthur, Cleveland, Garfield, and Hayes.
Tracing Themes: Diversity and the National Identity
American Diversity Patterns http://anthro.palomar.edu/ ethnicity/ ethnic_6.htm Article examining the 2000 census and the ethnic diversity of the United States. The Urbanization of America http://www.ecb.org/ tracks/ mod9.htm List of links covering the history of immigration to the United States during the late nineteenth century and the changes that industrialization and urbanization brought to the country.
Chapter 15: Immigrants and Urbanization Primary Sources
Primary sources allow us to read, view, and hear the ideas and images created by the people of past generations. Use the links below to view the primary sources for this chapter.
To view a PDF file, you must have the Adobe® Acrobat® Reader installed on your computer. You may download the Reader for free if you do not already have it installed.

AnonymousTwelve Hundred More, 1870s
U.S. Governmentfrom Chinese Exclusion Act of 1882
Jane AddamsThe Modern City and the Municipal Franchise for Women, 1906

Ch. 15 Immigrants and Urbanization, Section 1 The New Immigrants

Bridge to Chapter 15

Preview Ch. 15
Industrialization created new job opportunities, mostly in cities. To fill these jobs, migrants from rural part of the United States and immigrants—primarily from southern and eastern Europe—flocked to urban areas. This rapid urban growth created ongoing challenges for cities. You will learn about these significant developments in the next chapter.

Ch. 15 Overview
Immigrants and Urbanization

Starting With the Student
Why are the topics “immigrants” and “urbanization” linked together in the title? Then, discuss the following questions:
What does Horace Greeley’s statement mean?
What new problems might new immigrants face?

Section 1 The New Immigrants
Section 2 The Problems of Urbanization
Section 3 The Emergence of the Political Machine
Section 4 Politics in the Gilded Age

Previewing the Chapter
There are four sections in this chapter listed on p. 436.
As the chapter progresses, list the reasons why immigrants left their native lands.
What facts can be noted about immigrants from the timeline?

More About. . .
The Statue of Liberty
This was a gift from the people of France commemorating that country’s historical alliance with the United States during the American Revolution. The statute’s pedestal is inscribed with a poem by Emma Lazarus that ends with the words: “Give me your tired, your poor,/Your huddled masses yearning to breath free,/. . . I lift my land beside the golden door!’”

Living History
Tracing the Growth of a Town, p. 437
Alternative Assessment
The following list is a way of gathering information for a biography of a town or neighborhood:
Use the local newspaper, library, or museum to find books, maps, and other information.
Prepare questions and then interview older members of the community, perhaps tape-recording their comments.
Visits schools, places of worship, the Chamber of Commerce, and other sites of local interest.
Check your own family’s sources for photographs and memorabilia.

Project Planning Guide
Step 1 Students prepare a list of persons and places to visit.
Step 2 Students gather information from the persons and places they have listed in Step 1.
Step 3 Students organize the data they have collected.
Step 4 Students write a summary of the town’s past and predict the town or neighborhood’s future.

Section 1 The New Immigrants
Overview
To summarize the various parts of the world from which immigrants came to the “golden door.”
To describe the journey immigrants endured and how they passed through the immigration stations.
To explain the kinds of discrimination immigrants faced and the actions taken by nativists.

A – E, Geography Skillbuilder

Focus & Motivate
Starting With the Student
A video that is helpful for this section is: “From China to Chinatown” to learn about American attitudes toward Chinese immigrants.

Objective 1 Instruct
Through the “Golden Door”
Discussing Key Ideas
Immigrants come from Europe, Japan, China, the West Indies, and Mexico.
Some immigrate because of overpopulation, famine, or religious or political persecution.

History From Visuals
Where They Came From and Where They Settled, 1900
Reading the Map
The map, bar, graph, and pie chart present essentially the same information in different ways in order to make the material easier to understand. For example, the green is used on the pie chart to represent the Irish and that it is used again in the bar graphs to show Irish immigrants.

Extension
Use a world almanac to find the latest U.S. immigration figures. Then prepare a bar graph showing the percentage of immigrants from each continent.

Objective 2 Instruct
Life in the New Land
Starting With the Student
What is the most difficult journey that you have ever undertaken?
How does your most difficult journey compare with the kind of journey immigrants faced.
Have students tell what hardships endured by immigrants were similar to hardships they faced on their journey.

Discussing Key Ideas
Immigrants endure a frightening and uncomfortable journey in crowded, unsanitary quarters.
Immigrants on both coasts have to pass a physical exam, prove they are literate in a language, meet legal requirements, and have at least $25.00
The newcomers seek out people of their own native culture.

More About. . .
The Transatlantic Journey
Toward the end of the 1800s, the price for a steerage ticket across the Atlantic was only $15.00, considerably less than it had been at the start of the 1800s. Why the cheaper fare? Toward the end of the century, the United States was exporting to Europe bulky raw materials, such as cotton, timber, tobacco, and wheat. On the return trip, the shops carried less bulky luxury items, such as china, linens, and wines. That left plenty of room for passengers.

More About. . .
Ellis Island
The buildings on Ellis Island were restored in the 1980s, and the Ellis Island Immigration Museum opened in 1990. Compare Ellis Island in New York Harbor with Angel Island in San Francisco Bay by making a chart listing similarities and differences between the two places.

Ellis Island
&
Angel Bay

More About. . .
The Generation Gap
On of the problems faced was the generation gap that arose between themselves and their children. The parents seldom sounded like the teachers at school and did not look like the people whose pictures appeared in newspapers. The children, eager to move into the mainstream of American life, were often embarrassed by their parents. Furthermore, the children frequently stopped reciting their traditional prayers and speaking their parents’ native tongue. This greatly saddened the parents, who wondered if the price of coming to the Untied States was too high.

Objective 3 Instruct
Immigration Restrictions
Discussing Key Ideas
As increasing numbers of immigrants enter the country, anti-immigrant sentiment grows.
Asians are discriminated against more than whites, and from 1882 until 1943 most Chinese immigration is banned.
The Gentleman’s Agreement limits Japanese immigration.

On the World Stage
Russo-Japanese War
Critical Thinking
Analyzing Issues
Distinguish between mediating a foreign dispute and intervening in such a dispute. Suggest recent instances in which American presidents have mediated or intervened.
President Carter mediated the dispute between Israel and Egypt; President Clinton has intervened in Haiti and in Bosnia by sending in American soldiers.

Close
European immigrants, eager to find work and new opportunities, poured into the cities of the East and the Midwest. Anti-Asian sentiment led the United States to ban Chinese immigration for over 60 years and to limit Japanese immigration.

3rd Period, US History, Extra Credit sites

Extra Credit Answers

http://www.thrasherswheat.org/fot/ohio.htm
“Ohio”

Robert Johnson
http://www.deltahaze.com/johnson/