1. Chapter 4 Lessons 2 and 3 notes October 22, 2013

2. D.A.S.H. DATE: October 23, 2013 AGENDA: Discuss Lessons 2 and 3 of Chapter 4, group assignment with D.B.Q. packet, continuing work on Chapter 4 terms. STATE OBJECTIVE:1. Cite specific textual and visual evidence to analyze the post-Reconstruction civil rights struggles. 2. Integrate specific textual and visual evidence to analyze the impact of Westward Movement and immigration on migration, settlement patterns in American society, economic growth, and Native Americans. 3. Evaluate the impact of industrialization on the transformation of American society, economy, and politics.

3. Chapter 4 Lesson 2 Notes After the Civil War, the urban population exploded. New York City had more than 800,000 in 1860 grew to almost 3.5 million by 1900. Chicago grew from 109,000 to 1.6 million. By 1900 there were over 1700 cities with a population of 2500 or more. American industrialization expanded the middle class which included doctors, engineers, managers, social workers, architects, and teachers. Many moved away from the central part of the city to “streetcar suburbs.” Ways of getting to work included the cable car (San Francisco), the electric trolley (first one in Richmond, Virginia) and the subway (Chicago, Boston and New York City).

4. Lesson 2 Notes Continued The working-class lived in crowded tenements which generally were over-crowded, poorly lighted, and poor building quality. A growing number of women also started working outside the home. Many found work as teachers, clerks, or secretaries. Many immigrants and newly freed African- Americans could only find work as domestic servants. Urban living posed the risks of crime, violence, fire, disease, and pollution. The rapid growth of the cities made these problems worse and complicated the ability of urban governments to respond to these problems.

5. Lesson 2 Notes Continued

6. Lesson 2 Notes Concluded http://xroads.virginia.edu/~ma01/davis/photography/images/ riisphotos/slideshow1.html http://xroads.virginia.edu/~ma01/davis/photography/images/ riisphotos/slideshow1.html The political machine was an informal political group designed to gain and keep power. Party bosses were in control of the machines and provided the necessary funds to keep the machines “running.” Immigrants and the newly arrived rural dwellers were the target groups for the political machines. The machine would provide work, shelter, and police protection in return for votes. Some machines actually provided transportation to the polling places! Tammany Hall was the name given to the New York political machine. William “Boss” Tweed ran this machine during the 1860’s and 1870’s until he was sentenced to prison in 1874.

7. Lesson 3 Notes The Gilded Age was a name given to the time period from 1870 to 1900. The name was taken from a book written by Mark Twain titled “The Gilded Age: A Tale of Today.” The word “gilded” means to have a cheap material covered by a gilded (gold) material. Looks pretty on the outside but terrible on the inside! One of the positive results of the time was the development of the idea known as individualism. This is the belief that no matter what a person’s background is, he or she can still become successful through effort. Horatio Alger expressed this belief in his many “rags to riches” stories.

8. Lesson 3 Notes Continued Another idea from this time had both its supporters and its critics. Social Darwinism was a philosophy that supported individualism but “only the strong survive.” Herbert Spencer took Charles Darwin’s theory of evolution and applied it to human society. “Survival of the fittest” became their catch phrase and some business leaders took this approach with their business practices and workers. A gentler approach was proposed by Andrew Carnegie. His “Gospel of Wealth” philosophy stated the philanthropy was the way to help others. Building schools, libraries, and hospitals to improve the lives of the poor was a better solution than just handouts.

9. Lesson 3 Notes Continued Challengers to Social Darwinism brought about a 3 rd philosophy—naturalism. This philosophy proposed that nature controlled people’s lives and not the individual. Stephen Crane, Jack London, and Theodore Dreiser wrote stories telling of people whose circumstances determined their lot in life—not their efforts. The Social Gospel movement prompted many to find ways to help the poor. The Salvation Army and Young Men’s Christian Association (YMCA) combined faith and reform. The Salvation Army provided religious counseling and practical aid. The YMCA provided citizenship training, Bible studies, and low-cost housing.

10. Lesson 3 Notes Continued Settlement houses provided numerous community services such as medical care, child care, English classes and libraries. Jane Addams opened Hull House in Chicago in 1889 and Lillian Wald founded the Henry Street Settlement in New York City. Both women were a powerful force in social work and the settlement house movement. Americanization was the process of acquiring or causing someone to acquire American traits and characteristics. The success stories of many immigrant children learning American History (yea!), grammar and speaking English were many. There was some negative reactions when many were told to give up their “old” ways.

13. Lesson 3 Notes Concluded The last philosophy/movement discussed in Lesson 3 is realism. This was portrayed in art, literature, sculpture, etc. by showing the world in a real way. The best-known of the realist painters was Thomas Eakins. Mark Twain’s stories of Huck Finn and Tom Sawyer are examples of realist writings. And just for grins—BASKETBALL is invented by James Naismith in 1891. Thank goodness we don’t use the original anymore—peach baskets for making shots!