how does it relate to the information we learned from ... · w.e.b. dubois political discrimination...

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

Warm up

By how

much did

the illiteracy

rate drop

from 1870 to

1920?

Warm Up

Life at the Turn of the 20th CenturyCHAPTER 8

Expanding Public EducationChapter 8, Section 2

Primary (elementary) Schools High (secondary) Schools andHigher Education (colleges,

universities)

Immigrant Adult Education

1. Elementary Schools (Primary School)

• Strict discipline, physical punishment

• Compulsory

• Curriculum: reading, writing, arithmetic (3 R’s)

• Overall: growing – BUT blacks often restricted

2. High School (Secondary School)

• Curriculum (classes offered) expanded

– Science, civics, home ec, history, literature, vocational training classes

• Overall: growing in numbers

– Few open for blacks (private high school instead)

1 more slide for this column

2. Colleges/Universities (Higher Education)

• More courses: modern languages, engineering, econ, physical sci, psych, sociology

– Professional courses: law, medicine

• To get in: entrance exam, high school diploma

• Overall: growing in numbers

– Separate black universities/institutes

3. Education for Immigrant ADULTS

• Night school, employers offer daytime courses

• “Americanize” workers

– Teach citizenship skills (History, Govt., English)

• Growth because increase in immigration numbers

So What? What’s important to understand about this?

• What trends to do you see in education during this time period?

Booker T. Washington & W.E.B. DuBoisCompare and Contrast their backgrounds and views on

education for blacks:Pg. 284-285

Booker T. Washington

• Racism will end when blacks get useful labor skills and prove economic value to society

• Started Tuskegee Institute for blacks

• Get skills in agricultural, domestic, or mechanical work

• Gradual approach, prove skill/worth

W.E.B. DuBois

• No gradual approach

• Niagara Movement

• Blacks should seek liberal arts education so they can have well-educated leaders

• Immediate inclusion in mainstream life

• Equality of ALL men

• Immediate approach, same opportunities as whites

BOTH: very well educated, want equality for blacks, created institutions or groups to help blacks get better opportunities/education

Key Civil Rights Leaders of Gilded and Progressive Ages

Civil Rights. Personal liberties that belong to an individual, owing to his or her status as

a citizen or resident of a particular country or community

Segregation and Discrimination

Chapter 8, Section 3

Vocabulary: Define

• Poll tax:

• Literacy test:

• Grandfather clause:

• Segregation:

• Jim Crow laws:

Pg. 287

Plessy v. Ferguson (1896)• Facts:

– 1890 Louisiana Separate Car Act (separate accommodations for whites/blacks)– Homer Plessy (1/8 black) tests law by violating it– Arrested, found guilty– Appeals to Supreme Court

• Constitutional issue:– Does law of “equal but separate” violate 13th and 14th Amendment rights? – Remember Reconstruction Amendments: 13 = FREE, 14 = CITIZENS, 15 = VOTE

• Decision:– 7-1 against Plessy– LA law did not violate 13th or 14th

• He still has equal access – it is just separate

• Effects:– Short term: allows segregation laws (Jim Crow) under “separate but equal”– Long term: public facilities segregated for over 50 years

Race Relations

• Racial etiquette: informal rules on black and white interactions or relationships

– Belittled (humiliated) blacks, treated as 2nd class citizens

• EXAMPLES:

– Never shook hands

– Had to move off the sidewalk to let whites pass

– Remove your hat out of respect to whites

• Severe punishments or even death if violated rules

Discrimination OUTSIDE of the South

• North: mostly target blacks

– Live in segregated neighborhoods

– Workplace discrimination

– Race riots to keep blacks out

Discrimination OUTSIDE of the South

• West: non-whites (Natives, Asians, Mexicans, Blacks)

– Mexicans: paid less

• Debt peonage: system that binds laborers into slavery until they work off a debt (13th Amendment issue????)

– Chinese: whites fear job competition

• Segregated schools, neighborhoods

• Chinese Exclusion Act

Cities more “livable” Communications Technology Expanding Education Booker T. Washington

Skyscrapers, subways, “el” save

space

Cheap paper, high speed printing

press = more affordable

Increased, expanded at all levels Have to prove value to society

Elevators Flight = airmail Encouraged for immigrants –

Americanization

Manual labor skills – agriculture,

mechanic, domestic

Electric streetcars, bridges connect Kodak camera = photojournalism Discrimination against blacks Tuskegee Institute

Parks, recreational areas Easier, increased communication Literacy increases Gradual approach

W.E.B. Dubois POLITICAL Discrimination Segregation/Discrimination Popular Mass Culture

Equality of all NOW Poll tax Jim Crow laws Amusement parks – roller coaster,

ferris wheel

Need educated leaders- need

same education as whites

Literacy test Plessy v. Ferguson – “separate but

equal”

Sports – tennis, cycling, boxing,

baseball

Niagara Movement NAACP Grandfather clause Debt peonage – Mexican

immigrants

Theater, cultural opportunities –

art galleries, libraries, museums

Immediate approach Ways to restrict 14th/15th

Amendment rights of blacks but

still allow whites to vote

Chinese Exclusion Act – Asian

immigrants

Reading– comics, sports section,

women’s news, sensational

stories, “dime novels,” westerns

Key Topic: Life at the Turn of the 20th Century

(Chapter 8)

Is about….changes between the end of the 1800s and the beginning of the 1900s

in cities, communications, education, and society