The Struggle Against Discrimination

1. The Struggle Against Discrimination Chapter 8 Section 3

2. US History EOC Review Bellwork • Turn in your Progressive Era Essay! • Answer the following question on your own paper (write the question and the correct answer) • Keep this paper – you will take your notes on it too. • During which period in United States history were the amendments concerning the income tax, direct election of Senators. Prohibition, and women’s suffrage enacted? • Reconstruction • The Gilded Age • Progressive Era • New Deal Correct!

3. 8.3 US History Bellwork – complete on your own paper writing the sentence AND the answer! • The _____________ sought to help poor urban blacks with job and housing placement. • ______________ focused on providing aid to Mexican Americans in the form of loans and insurance. • ______________ is the process of encouraging immigrants to become more like white, middle-class Americans. *** Put your signed progress reports that I gave you on Friday in the basket – remember that you will receive a completion grade for this in the gradebook!!!

4. Today’s Agenda • Bellwork – Vocabulary Review • Finish 8.3 Foldable • Know it, Show it 8.3

5. State Performance Indicators • EH7.3.1 Recognize progress of political/social reforms 1890-1930. • EH7.9.3 Compare/contrast philosophies of Du Bois, Washington, Garvey.

6. Guiding Questions • Section Focus Question: What steps did minorities take to combat social problems and discrimination? • What were Progressive’s attitudes towards minority rights? • Why did African Americans organize politically? • What strategies were used by members of other minority groups to defend their rights?

7. 8.3 Foldable Assignment • Today our goal is to complete our foldables. • The essential question we have is “how did different minority groups deal with the discrimination they faced” – write this question in the center of the inside of your foldable. • Label each “window” of your foldable: African-Americans, Jewish Americans, Native/Mexican Americans, and Asian Americans. • Look through your text to locate information to answer the question of how each minority group dealt with the discrimination they faced.

8. Foldable Checklist – How do I earn an “A”? • Is my foldable labeled both inside and out? • Did I write the guiding question inside my foldable? • Is my information complete and in my own words? • Is my writing neat and legible?

9. Writing Closure • Guiding Question: What strategies were used by members of minority groups to defend their rights? • Write a paragraph (3 – 5 sentences) in response to the question above. Remember to start your paragraph by restating part of the original question and writing as if your audience knows nothing about the topic. • Checklist: • Do I have 3 – 5 sentences? • Does my paragraph begin by restating my question? • Did I use correct grammar and spelling to the best of my ability? • Did I completely answer the question? • Does my writing make sense?

10. Quick Quiz 8.3 • You will have 10 minutes to complete the quiz on your own – you may use your book to help you. • After time is up we will enter our answers via CPS.

11. Progressivism Presents Contradictions • Progressivism was mostly a white protestant movement whose goal was Americanization or making everyone conform to the white middle-class standard. • Encouraged immigrants to • Give up their customs and foods • Learn English

12. African Americans Demand Reforms • Niagra Movement – formed by Du Bois and Trotter and spoke out against the gradual reform process advocated by B.T. Washington • NAACP – formed to provide legal aid to middle class blacks by challenging unfair laws in the courts • Urban League – formed to provide employment, housing, and relief aid to poor blacks moving to urban areas *** NAACP and the Urban still exist today

13. Reducing Prejudice and Protecting Rights for Other Groups • Jews • B’nai B’rith in 1843 to provide religious education and to give aid to Jewish families • Anti-Defamation League formedin 1913 Its goal was— and still is—to defend Jews and others against physical and verbal attacks, false statements, and “to secure justice and fair treatment to all citizens alike. . . .”

14. Reducing Prejudice and Protecting Rights for Other Groups • Mexican Americans • Partido Liberal Mexicano (PLM) functioned like the Urban League for Mexican Americans • Mutualistas - groups that made loans, provided legal assistance, and insurance for the unemployed OctavianoLarrazolo

15. Reducing Prejudice and Protecting Rights for Other Groups • Native Americans • Society of American Indians formed in 1911 by Carlos Montezuma was the first organization formed to protect Indian rights and to protest federal Indian policy • Asian Americans • Often put land in their children’s names because Asian Immigrants could not be citizens • Challenged the 1913 law banning citizenship in the Supreme Court but failed

16. Booker T and W.E.B. • Each of you have a copy of a poem entitled Booker T and W.E.B. • Your Task - • Read the poem silently to yourself (3 minutes) • One person from each table read the poem to the group (3 minutes) • Answer the following questions (8 minutes) • What kind of education did Booker T. Washington recommend? • What kind of education did W. E. B. Du Bois recommend? • What are the advantages of industrial or technical education? What are its disadvantages? • What are the advantages of academic education? What are its disadvantages? • Would you be more likely to support Du Bois's educational model or Washington’s and why? • Be prepared to share your answers with the class.

17. 5 Things Musical Chairs • Look around - On the wall there are 5 sheets of paper • Your task • When the music starts 1 person from each table will • Step 1 - go to one sheet on the wall and write down one thing they learned from this section • Step 2 - move on to the next station and add one more thing to that page if they can • Step 3 – repeat until they have added one thing to each sheet • Step 4 - when the music stops that person will sit down • When the music starts again the next person at the table will get up and repeat steps 1 & 2 until each person has a chance to contribute.