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Splash Screen. Chapter Menu Chapter Introduction Section 1:Section 1:The New Immigrants Section 2:Section 2:Moving to the City Section 3:Section 3:A Changing.

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Presentation on theme: "Splash Screen. Chapter Menu Chapter Introduction Section 1:Section 1:The New Immigrants Section 2:Section 2:Moving to the City Section 3:Section 3:A Changing."— Presentation transcript:

1 Splash Screen

2 Chapter Menu Chapter Introduction Section 1:Section 1:The New Immigrants Section 2:Section 2:Moving to the City Section 3:Section 3:A Changing Culture Visual Summary

3 Chapter Intro The New Immigrants Essential Question What were some characteristics of the new wave of immigrants that arrived after 1865?

4 Chapter Intro Moving to the City Essential Question How did cities change during the late 1800s?

5 Chapter Intro A Changing Culture Essential Question In what ways did American culture change in the late 1800s?

6 Chapter Time Line

7

8 Chapter Preview-End

9 Section 1-Essential Question What were some characteristics of the new wave of immigrants that arrived after 1865?

10 Section 1-Key Terms Content Vocabulary emigrate ethnic group steerage sweatshop assimilate Academic Vocabulary attitude affect Reading Guide

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

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

13 Section 1 A Flood of Immigrants New immigrants began to arrive in the late 1800s, seeking opportunities in the United States.

14 Section 1 “New” immigrants arrived from Greece, Russia, Hungary, Italy, Turkey, and Poland in the mid 1880s. After 1900, immigration from Mexico, China, and Japan increased. A Flood of Immigrants (cont.)

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

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

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

18 Section 1 The Immigrant Experience Immigrants adjusted to life in America, finding work, forming communities, and adapting to a new culture.

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

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

21 Section 1 The Nativist Movement Some people opposed immigration, while others appreciated the positive contributions made by immigrants.

22 Section 1 Attitudes of native-born Americans often made assimilation more difficult for immigrants. These Americans:Attitudes The Nativist Movement (cont.) –Feared immigrants would take away their jobs or drive down wages –Felt immigrants did not fit into American society –Blamed immigrants for increased crime and unemployment

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

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

25 Section 1-End

26 Section 2-Essential Question How did cities change during the late 1800s?

27 Section 2-Key Terms Content Vocabulary tenement slum suburb settlement house Hull House skyscraper Academic Vocabulary major minor Reading Guide

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

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

30 Section 2 Growth of Cities Immigrants and others flooded to American cities, where extremes of poverty and wealth existed.

31 Section 2 New York, Chicago, and Detroit were major urban centers with 80% of the population made up of immigrants and their children.major Many African Americans and women from rural areas also moved to the cities for new opportunities. Cities flourished because of nearby resources such as iron, steel, and coal. Growth of Cities (cont.) Urban and Rural Population Growth

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

33 A.A B.B C.C D.D Section 2 What percentage of the American population were urban dwellers in 1910? A.15% B.25% C.50% D.75%

34 Section 2 Cities in Crisis Growing cities suffered from health and sanitation problems, poverty, fire, and crime.

35 Section 2 Rapid growth of cities produced serious problems, including: –Health problems due to sanitation issues –Fires –Minor crimes committed by homeless children in order to surviveMinor Cities in Crisis (cont.)

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

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

38 Section 2 The Changing City New technology in transportation and architecture reshaped cities.

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

40 Section 2 –New forms of public transportation—such as cable cars, trolley cars, subways–and new bridge construction helped people travel within the cities. The Changing City (cont.)

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

42 Section 2-End

43 Section 3-Essential Question In what ways did American culture change during the late 1800s?

44 Section 3-Key Terms Content Vocabulary land-grant college realism regionalism yellow journalism spectator sport vaudeville jazz ragtime Academic Vocabulary philosophy isolate Reading Guide

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

46 A.A B.B C.C D.D Section 3-Polling Question What does “getting an education” most mean to you? A.Opportunity B.Freedom C.Knowledge D.Hope

47 Section 3 Expanding Education Educational opportunities were extended to many more Americans, as the system of public schools and colleges expanded.

48 Section 3 Government and business leaders believed that for the nation to progress, the people needed more schooling. Progressive education—where students were taught good citizenship as well as the facts—became the new philosophy around 1900.philosophy Expanding Education (cont.)

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

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

51 Section 3 A Nation of Readers Educated Americans found new reading material in public libraries, a growing literary culture, and thriving newspapers.

52 Section 3 More Americans became interested in reading as opportunities for education grew. Writers of the era sought to describe the lives of people in an approach called realism. realism Regionalism—writing that focused on a particular region of the country—was made popular by authors such as Mark Twain.Regionalism A Nation of Readers (cont.)

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

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

55 Section 3 Leisure and the Arts American culture moved away from European influence and became distinctively American.

56 Section 3 Americans filled their increasing amounts of leisure time with sports, art, and music. Leisure and the Arts (cont.) –Baseball became the most popular spectator sport, followed by football and basketball. spectator sport –Wealthy Americans played tennis and golf at private clubs.

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

58 Section 3 –John Philip Sousa composed many rousing marches, and African American musicians—such as Scott Joplin— developed jazz and ragtime music. jazzragtime Leisure and the Arts (cont.)

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

60 Section 3-End

61 VS 1

62 VS 2

63 VS-End

64 Figure 1

65 Figure 2

66 S1 Trans Menu Section Transparencies Menu Daily Test Practice Transparency 20–1 Lesson Transparency 20A Select a transparency to view.

67 DTP Trans 1

68 LT 1

69 S2 Trans Menu Section Transparencies Menu Daily Test Practice Transparency 20–2 Lesson Transparency 20B Select a transparency to view.

70 DTP Trans 2

71 LT 2

72 S3 Trans Menu Section Transparencies Menu Daily Test Practice Transparency 20–3 Lesson Transparency 20C Select a transparency to view.

73 DTP Trans 3

74 LT 3

75 Vocab1 emigrate to leave one’s place of residence or country to live somewhere else

76 Vocab2 ethnic group a minority that speaks a different language or follows different customs than the majority of people in a country; people who share a common language and traditions

77 Vocab3 steerage cramped quarters on a ship’s lower decks for passengers paying the lowest fares

78 Vocab4 sweatshop a shop or factory where workers work long hours at low wages under unhealthy conditions

79 Vocab5 assimilate to absorb a group into the culture of a larger population

80 Vocab6 attitude way of thinking and acting

81 Vocab7 affect to influence; have an impact on

82 Vocab8 tenement a building in which several families rent rooms or apartments, often with little sanitation or safety

83 Vocab9 slum poor, crowded, and run-down urban neighborhood

84 Vocab10 suburbs residential areas that sprang up close to or surrounding cities as a result of improvements in transportation

85 Vocab11 settlement house institution located in a poor neighborhood that provided numerous community services such as medical care, child care, libraries, and classes in English

86 Vocab12 Hull House settlement house founded by Jane Addams in Chicago in 1889

87 Vocab13 skyscraper a very tall building

88 Vocab14 major greater in size, extent, or importance

89 Vocab15 minor lesser in size, extent, or importance

90 Vocab16 land-grant college originally, an agricultural college established as a result of the 1862 Morrill Act that gave states large amounts of federal land that could be sold to raise money for education

91 Vocab17 realism an approach to literature and the arts that shows things as they really are

92 Vocab18 regionalism art or literature focused on a particular region of the country

93 Vocab19 yellow journalism writing which exaggerates sensational, dramatic, and gruesome events to attract readers, named for stories that were popular during the late 1800s; a type of sensational, biased, and often false reporting

94 Vocab20 spectator sport sporting event that draws a crowd

95 Vocab21 vaudeville stage entertainment made up of various acts, such as dancing, singing, comedy, and magic shows

96 Vocab22 jazz American music developed from ragtime and blues with African rhythms

97 Vocab23 ragtime a type of music with a strong rhythm and a lively melody with accented notes, which was popular in early 1900s

98 Vocab24 philosophy a set of ideas and beliefs

99 Vocab25 isolate cut off or separate

100 Click the Forward button to go to the next slide. Click the Previous button to return to the previous slide. Click the Home button to return to the Chapter Menu. Click the Transparency button from within a section to access the transparencies that are relevant to the section. Click the Return button in a feature to return to the main presentation. Click the History Online button to access online textbook features. Click the Reference Atlas button to access the Interactive Reference Atlas. Click the Exit button or press the Escape key [Esc] to end the chapter slide show. Click the Help button to access this screen. Links to Presentation Plus! features such as Maps in Motion, Graphs in Motion, Charts in Motion, Concepts in Motion, figures from your textbook, and Section Spotlight Videos are located at the bottom of relevant screens. To use this Presentation Plus! product:

101 End of Custom Shows This slide is intentionally blank.


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