Unit 3 Social Studies Notes

Unit 3 Social Studies Notes

Standard 5-3.3

-immigrants in the late nineteenth and early twentieth century came mainly from eastern and southern Europe

-‘old’ immigrants (prior to 1890) were Anglo Saxons Protestants from England, Ireland, and Germany -‘new’ immigrants were mainly Catholic or Jewish from the Balkan Peninsula and Russia

New Immigrants and Old

Americans at the turn of the century were alarmed about what they perceived as a change in the type of immigrants entering the United States. Some of the traits they saw as distinguishing the new immigrants from the old immigrants were real; some were imagined; some were half-true. The old immigration peaked in the 1880s. The new immigration peaked in 1907.

New immigrants and old--what people said
The old immigrants. . . / The new immigrants. . .
came from northern or western Europe / came from southern or eastern Europe
were Protestant / were not Protestant--were Catholic, Orthodox, Jewish
were literate and skilled / were illiterate and unskilled
came over as families / came over as birds of passage
were quick to assimilate / were clannish and reluctant to assimilate
were experienced in the ways of democracy / were radicals or autocrats
had some money in their pockets / arrived impoverished
were tall and fair / were short and dark

Examples of the old immigrants: English, German, Norwegian.

Examples of the new immigrants: Italians, Poles, eastern European Jews.

-Chinese immigrants had to prove they had relatives already living in the U.S.

-Japanese immigration was slowed though an agreement between the two countries

-‘push’ factors for immigrants were war, poverty, or discrimination

-‘pull’ factors for immigrants were the promise of economic opportunities, religious freedoms, and political and social equality

-Anti-Catholic prejudice was widespread among American Protestants who did not think Catholics would be good American citizens since they followed the authority of the Pope

-Americans feared that political bosses manipulated the votes of their immigrant constituents and promoted corruption in city government

-Native-born Americans were prejudiced against new immigrants because they believed they were morally corrupt and associated them with drinking and radical labor politics

http://www.american-historama.org/1881-1913-maturation-era/nativism-in-america.htm

-the anti-drinking temperance movement was largely directed towards immigrants

http://temperancemovementgroup5.weebly.com/immigration.html

-Native-born workers feared new immigrants would take their jobs and drive down wages

-Social Darwinism and Anglo-Saxon superiority contributed anti-immigrant prejudice and movements to restrict immigration

~ Social Darwinism is the belief that all personal and social problems were inherited.

~ Anglo-Saxon superiority anything characteristic of the Anglo-Saxon race, especially any linguistic peculiarity that sterns from Old English and has not been affected by another language.

-Gentleman’s Agreement to limit Japanese immigrants came about from the U.S. setting up segregated school system for Japanese immigrant children

http://www.history.com/topics/gentlemens-agreement

-immigration was restricted through a quota system that discriminated against “new” immigrants

http://www.immigrationeis.org/about-ieis/us-immigration-history

-despite resistance, immigrants found political, social, and economic opportunities

-public schools established in the 1800s assimilated new immigrants into American democratic and social values, and educational opportunities which led to the right to vote, hold political office, and start new businesses

www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/teacher_guide.pdf

- Andrew Carnegie and Alexander Graham Bell were first generation immigrants that contributed to the growth and development of the U.S.

~Andrew Carnegie: http://5th-grade-social-studie.instruction.acps.schoolfusion.us/modules/groups/homepagefiles/gwp/3243240/4424738/File/Andrew%20Carnegie%20and%20the%20Robber%20Barons%20-%20Video%20%26%20Lesson%20Trans.mp4?ffb134&b0e9b8&21453c&db53eb&db53eb&4972e5&671a7a&671a7a&671a7a&671a7a&671a7a&671a7a&64303b&64303b&64303b&64303b&4cd3be&b42721&b42721&b42721&b42721&b42721&cae82a&cff409&cff409&cff409&cff409&e388ac&e456b8&e456b8&e456b8&e456b8&/modules/groups/homepagefiles/gwp/3243240/4424738/File/Andrew%20Carnegie%20and%20the%20Robber%20Barons%20-%20Video%20%26%20Lesson%20Trans.mp4?ffb134&b0e9b8&21453c&db53eb&db53eb&4972e5&671a7a&671a7a&671a7a&671a7a&671a7a&671a7a&64303b&64303b&64303b&64303b&4cd3be&b42721&b42721&b42721&b42721&b42721&cae82a&cff409&cff409&cff409&cff409&e388ac&e456b8&e456b8&e456b8&e456b8&

~Alexander Graham Bell: http://www.biography.com/news/alexander-graham-bell-biography-facts

-majority of the workers on the transcontinental railroad were Chinese and Irish immigrants

http://5th-grade-social-studie.instruction.acps.schoolfusion.us/modules/groups/homepagefiles/gwp/3243240/4424738/File/America%20the%20story%20of%20Us%20-%20Heartland%20Part%205%20-%205th%20grade.mp4?db53eb&db53eb&4972e5&671a7a&671a7a&671a7a&671a7a&671a7a&671a7a&64303b&64303b&64303b&64303b&4cd3be&b42721&b42721&b42721&b42721&b42721&cae82a&cff409&cff409&cff409&cff409&e388ac&e456b8&e456b8&e456b8&e456b8&/modules/groups/homepagefiles/gwp/3243240/4424738/File/America%20the%20story%20of%20Us%20-%20Heartland%20Part%205%20-%205th%20grade.mp4?db53eb&db53eb&4972e5&671a7a&671a7a&671a7a&671a7a&671a7a&671a7a&64303b&64303b&64303b&64303b&4cd3be&b42721&b42721&b42721&b42721&b42721&cae82a&cff409&cff409&cff409&cff409&e388ac&e456b8&e456b8&e456b8&e456b8&

-diversity provoked resistance from native-born Americans but eventually led to tolerance and a more democratic society

-ethnic neighborhoods provided foods and customs (Santa Claus and pizza) that became a part of the American culture

Standard 5-3.4

-the growth of Big Business was both a cause and an effect of increased immigration

-Big Business encouraged the U.S. government to keep an open immigration policy so they could have a workforce that was cheap (low wages), plentiful, and made for greater profits

-Big Business was caused by the availability of natural resources (land), new inventions and technologies, capital for investments, and the role of entrepreneurs

-Andrew Carnegie (steel) and John D. Rockefeller (oil) created monopolies that kept wages low and kept labor unions from being effective -as industries grew, the U.S. shifted from an agrarian (agricultural economy to an industrial (manufacturing) economy

-farmers used mechanization to produce more crops which resulted in lower prices for their crops (supply and demand)

-unable to pay mortgages on land and equipment because of lower profits, farmers lost their farms to foreclosure and moved to cities in search of jobs in industry

-in the late 1800s, many African American sharecroppers and tenant farmers left the South for cities in the Midwest and Northeast for factory jobs and to escape Jim Crow laws

-by 1920, the majority of people in the U.S. lived in cities

-Progressives feared that Big Business had too much control over the economy so they got Congress to pass a law declaring monopolies (trusts) unlawful (Sherman Anti-Trust Act, 1890) -the Sherman-Anti-Trust Act did not end monopolies

-Ida Tarbell (oil trusts) and Upton Sinclair (meat-packing industry) were muckrakers who had an impact on President Theodore Roosevelt who began to break up trusts that were oppressive to the public

-President protected the rights of consumers through the Meat Inspection Act, the Pure Food and Drug Act, and the regulation of railroads

-Presidents Roosevelt, Taft, and Wilson became known as the progressive presidents

-Progressives were concerned with improving society by controlling the moral behavior of all Americans and especially immigrants

-the temperance movement (prohibition laws, blue laws) were aimed at immigrants, especially Germans during WWI

-the 18th Amendment outlawed the manufacture and sale of alcoholic beverages but also created illegal activities such as bootlegging and speakeasies until repealed by the 21st Amendment

5-3.1

-the post-Civil War Industrial Revolution was a continuation of economic changes that started before the war

-the economy changed from one based on agriculture to production of manufactured goods

-manufacturing requires raw materials, workers, capital equipment, and technology

-factors of production are land, labor, capital, and technology

-technology refers to new ideas to do something and the equipment needed to do it

-government policies encouraged westward movement (transcontinental railroad and free land to homesteaders)

-transcontinental railroad shipped raw materials to manufacturers in cities who created products to be shipped all over the country and world

-new methods of mass production were used to turn raw materials into consumer products

-Andrew Carnegie used the Bessemer process to convert iron into steel creating a monopoly on the production of steel

-meat packers used ‘dis-assembly lines to turn cattle and hogs into steaks and chops

-Henry Ford used the assembly line for the production of automobiles

-the telegraph, invented by Samuel Morse, helped railroads communicate, stay on schedule, and prevents accidents and later by businesses to ensure raw materials and finished products were delivered on time

-Alexander Graham Bell’s telephone improved communication, did not require people to learn Morse Code, in almost every home, provided jobs for operators

-Thomas Edison improved the light bulb and invented the incandescent light bulb

-electricity became popular which led to decline in use of rivers and coal as power source for factories

-electricity caused a growth in power lines, generators, streetcars, factories, and people living outside of cities

-labor saving devices (washing machines and vacuum cleaners) became popular -new inventions created new jobs for women (telephone operators, sewing machines, typewriter)

-Wright Brothers started the airline industry by inventing and flying a motorized plane at Kitty Hawk, North Carolina

5-3.2

-Jim Crow laws were passed in all southern state governments

-Jim Crow laws were designed to maintain white supremacy by socially separating the races and keeping African Americans socially inferior

-segregation grew in the South after the troops were pulled out at the end of Reconstruction

-Jim Crow called for separate facilities for schools, neighborhoods, theatres, trains, and other places

-systematic disenfranchisement is to deprive a group of people the right to vote (poll tax, literacy tests, grandfather clause) and used by states starting in 1889 until 1910 (Oklahoma last to rewrite state constitutions to exclude African Americans)

-24th Amendment (Poll Tax) and Civil Rights Act of 1964 corrected systematic disenfranchisement

-systematic disenfranchisement violated the 14th Amendment (equal protection)

-Plessy v. Ferguson (separate but equal) was ruled legal by the Supreme Court

-literacy tests, previously used to discriminate against Irish-Catholic immigrants, were first used in Mississippi (had to read a part of the Constitution) to disenfranchise African Americans -poll tax was difficult for poor farmers to pay when collected before harvest, were expensive ($1 to $1.50) and accumulated all the years that you did not vote

-poor white farmers could vote due to grandfather clause (if grandfather could vote before 1870, then they could vote) but since African Americans grandfathers could not vote, neither could they now vote

-violence, intimidation, and lynching by white terrorists were used to silence protests

-northern states did not pass discriminatory laws but African Americans still lived in segregate neighborhoods and were last hired and first fired and had very little political power due to small voting numbers until the Great Migration

Vocabulary to know-

monopolies / progressive / boot legging / assembly line
agrarian society / reform / speakeasy / telegraph
industrial society / settlement housing / technology / urbanization
supply and demand / prohibition / mass production / muckrakers
Great Migration / Blue laws / Bessemer process / raw materials