4
SECTION
Section
Step-by-Step Instruction
Asking for an Equal Chance
“ Through no fault of their own, the condition
of the colored people is, in some sections to-day
no better than it was at the close of the [Civil
War]. . . . Seeking no favors because of our color,
nor patronage because of our needs, we knock at
the bar of justice, asking an equal chance.
Review and Preview
Discrimination restricted many minority
groups from full participation in American society. Students will read now
about steps taken in the struggle for
justice and an end to prejudice.
”
—Mary Church Terrell, President,
National Association of Colored Women, 1898
!
African American extended family
Struggles for Justice
Section Focus Question
What challenges faced minority
groups?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: Minority groups faced
segregation and discrimination.)
Prepare to Read
Build Background
Knowledge
■
• Describe the life of Mexican Americans and
the challenges they faced.
• Explain why some Americans called for limits
on Japanese immigration.
• Discuss the problems facing religious
minorities.
Reading Skill
L2
Remind students that in Chapter 16 they
learned about the passage of Jim Crow
laws in the South after Reconstruction.
Discuss how discrimination and segregation also existed outside the South. Ask
students to explain whether they think
white Progressives would support racial
equality. (Answers will vary, but should refer
to the pervasiveness of discrimination and to
Progressive reforms.)
Set a Purpose
Objectives
• Describe the efforts of African American
leaders to fight discrimination.
Identify Central Problems From the
Past Understanding the problems of the past
helps you understand the reactions of people from
that time. As you read, identify problems and
restate them in your own words. Think about how
people of that time responded and how people
today might respond to similar problems.
Key Terms and People
Booker T.
Washington
W.E.B. Du Bois
lynching
parochial school
anti-Semitism
L2
Why It Matters Just as most Progressives were not very
interested in women’s rights, they also had little interest in
minority rights. Jim Crow laws continued to enforce segregation. Violence against African Americans was a growing
problem. Meanwhile, Mexican Americans, Asian Americans, and religious minorities faced similar problems. The
struggle for social justice and equality would continue well
beyond the Progressive era.
Section Focus Question: What challenges faced minority groups?
African Americans
African Americans faced discrimination in the North as
well as in the South. Landlords often refused to rent homes
in white areas to African Americans. Across the nation, they
were restricted to the worst housing and the poorest jobs.
Booker T. Washington During this time, educator
Booker T. Washington emerged as the most prominent
African American. Born into slavery, Washington taught
himself to read. Later, he worked in coal mines, attending
school whenever he could. In 1881, Washington helped found
the Tuskegee Institute in Alabama. The school offered training
in industrial and agricultural skills.
Washington advised African Americans to learn trades
and seek to move up gradually in society. Eventually, they
would have money and the power to demand equality.
No race can prosper till it learns that there is as
“much
dignity in tilling a field as in writing a
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements True or False.
poem. It is at the bottom of life we must begin,
and not at the top. Nor should we permit our
grievances to overshadow our opportunities.
”
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 85
■
Have students discuss the statements in
pairs or groups of four, then mark their
worksheets again. Use the Numbered
Heads participation strategy (TE, p. T24)
to call on students to share their group’s
perspectives. The students will return to
these worksheets later.
660 Chapter 19
—Booker T. Washington, speech to Atlanta Exposition
660 Chapter 19 Political Reform and the Progressive Era
Differentiated Instruction
L3 Advanced Readers
The Freedmen’s Bureau Have students
work in pairs to complete the worksheet
The Freedmen’s Bureau. Ask students to
look up the underlined words in the passage and answer the questions. Ask pairs
to summarize for the class what W.E.B. Du
Bois was saying.
Teaching Resources, Unit 6, The
Freedmen’s Bureau, p. 89
Washington’s practical approach won the support of business
leaders such as Andrew Carnegie and John D. Rockefeller. They
helped him build trade schools for African Americans. At the same
time, Presidents sought his advice on racial issues.
Teach
African Americans
W.E.B. Du Bois W.E.B. Du Bois (doo BOYS) had a different view.
p. 660
A brilliant scholar, Du Bois was the first African American to receive
a Ph.D. from Harvard University. He agreed with Booker T.
Washington on the need for “thrift, patience and industrial
training.” However, Du Bois criticized Washington for being willing
to accept segregation:
Instruction
■
section, preteach the High-Use Words
submit and crisis, using the strategy on
TE p. T21.
So far as Mr. Washington apologizes for injustice, North or
“South,
does not rightly value the privilege and duty of voting
Key Terms Have students complete the
See It–Remember It chart for the key
terms in this chapter.
. . . and opposes the higher training and ambition of our
brighter minds,—so far as he, the South, or the Nation, does
this,—we must unceasingly and firmly oppose them.
”
—W.E.B. Du Bois, The Souls of Black Folk
Du Bois urged blacks to fight discrimination rather than patiently
submit to it. In 1909, he joined Jane Addams and other reformers in
forming the National Association for the Advancement of Colored
People, or NAACP. Blacks and whites in the NAACP worked for
equal rights for African Americans.
Campaign Against Lynching In the 1890s, more than
1,000 African Americans in the South and elsewhere were victims of
lynching, or murder by a mob. The epidemic of violence worsened
after the depression of 1893. Often, jobless whites took out their
anger on blacks.
L2
High-Use Words Before teaching this
Vocabulary Builder
submit (sahb MIHT) v. to yield; to
give up power or control
■
Read African Americans with students,
using the Oral Cloze reading strategy
(TE, p. T22).
■
Show the transparency African American Leaders. Discuss the approaches of
Booker T. Washington and W.E.B. Du
Bois to the problems of segregation and
discrimination. (Washington was willing
to work slowly and cautiously for equality,
while Du Bois felt African Americans
should fight discrimination and not put up
with these injustices.)
Identify Central
Problems From the Past
Identify the central problems
facing African Americans in the late
1800s. How did people of the time
respond to those problems?
Booker T. Washington
and W.E.B. Du Bois
Two African American Leaders
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Color Transparencies, African American
Leaders
■
Two African American Leaders
Booker T. Washington (left) was the most
prominent African American leader of his
day. He urged African Americans to work
patiently to move up in society. W.E.B.
Du Bois (right) admired Washington but
criticized many of his ideas. Rather than
patiently accepting discrimination, Du Bois
urged African Americans to fight it actively.
Critical Thinking: Contrast How
did Washington’s and Du Bois’s
ideas about how to fight
segregation differ?
Discuss the work of Ida B. Wells. Ask:
How did Wells respond to lynchings?
(In her newspaper, she urged African Americans to protest lynchings.) How did she
use the press to help protest segregation? (She used her newspaper to call for a
boycott of segregated streetcars and whiteowned stores.)
Answers
Booker T. Washington
W.E.B. Du Bois
661
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
submit, p. 661
v. to yield; to give up power or control
The reformer argued that people should not submit to injustice.
crisis, p. 664
n. turning point; situation involving great risk
The Civil War was the greatest crisis in American history.
Reading Skill Possible answer:
African Americans lost many rights that
they had gained under Reconstruction,
faced prejudice and discrimination, and
met with violence from angry whites.
Some African American leaders encouraged African Americans to accept the system in order to slowly gain political and
social power. Some encouraged African
Americans to actively fight discrimination.
Contrast Washington founded schools
and worked with industry leaders; he
believed that hard work and patience
could lead to equality. Du Bois helped
form the NAACP to fight segregation,
which he believed was wrong and prevented African Americans from achieving
equal rights.
Chapter 19 661
Instruction (continued)
Ida B. Wells Fights Against Lynching
Independent Practice
purpose of these savage demonstra“tionsTheisreal
to teach the Negro that in the South he
Have students begin filling in the study
guide for this section.
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate and make sure individuals
understand the problems faced by African
Americans. Provide assistance as needed.
Mexican Americans
has no rights that the law will enforce. Samuel
Hose [a lynching victim] was burned to teach the
Negroes that no matter what a white man does to
them, they must not resist. . . . The daily press
offered reward for [Hose’s] capture and . . .
incited the people to burn him as soon as
caught.
”
—Ida B. Wells, “Lynch Law in Georgia,” 1899
p. 663
Instruction
■
L2
Have students read Mexican Americans.
Remind students to look for the
sequence of events.
■
Ask: What were some of the reasons
that Mexicans fled to the United
States? (revolution and famine)
■
Discuss Mexican immigration. Ask:
Where did most Mexican immigrants
settle at first? (the Southwest) Ask: How
did they preserve their culture? (They
created barrios, close-knit neighborhoods of
Mexican Americans.) Ask: How did they
help one another? (They formed mutualistas whose members pooled their money to
pay for insurance and legal advice and collected money for the sick and needy.) Help
students draw parallels between Mexicans and other groups that have come to
the United States.
In 1895, journalist Ida B. Wells published
an analysis that exposed the truth about
the lynching of African Americans.
(a) Interpret a Primary Source According
to Wells, why do lynchings occur?
(b) Compare Ida Wells is often classified
as a muckraker. How was her work
similar to the work of Jacob Riis?
The murders outraged Ida B. Wells, an African American journalist. In her newspaper, Free Speech, Wells urged African Americans
to protest the lynchings. She called for a boycott of segregated streetcars and white-owned stores. Wells spoke out despite threats to her
life.
Setbacks and Successes Few white Progressives gave much
thought to the problems faced by African Americans. President
Wilson ordered the segregation of workers in the federal civil
service. “Segregation is not humiliating, but a benefit,” he told
protesters who came to talk to him.
Despite obstacles, some African Americans succeeded. Scientist
George Washington Carver discovered hundreds of new uses for
peanuts and other crops grown in the South. Sarah Walker created a
line of hair care products for African American women. She became
the first American woman to earn more than $1 million.
Black-owned insurance companies, banks, and other businesses
served the needs of African Americans. Black colleges trained young
people for the professions. Churches like the African Methodist Episcopal Church became the training ground for generations of African
American leaders.
Independent Practice
Have students continue filling in the study
guide for this section.
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate and make sure individuals
understand the problems faced by Mexican immigrants.
On what grounds did W.E.B. Du Bois disagree with
Booker T. Washington?
662 Chapter 19 Political Reform and the Progressive Era
Answers
Reading Primary Sources (a) Lynchings
were used to show African Americans that
they had no legal rights. (b) Possible
answer: They both exposed unfair practices to the public.
Du Bois didn’t think blacks
should submit to discrimination while
patiently working for equality, but should
firmly oppose it.
662 Chapter 19
Differentiated Instruction
L1 English Language Learners
Connecting English and Spanish Spanish-
speaking students should recognize the
word mutualista. Point out that it is related
to the English word mutual, which means
“having something in common.” Have
students use the English word in a sentence.
Asian Americans
Mexican Americans
By 1900, about half a million Mexican Americans lived in the
United States. Like African Americans, Mexican Americans often
faced legal segregation. In 1910, the town of San Angelo, Texas, built
new schools for its Anglo children. Mexican children were forced to
go to separate, inferior schools. When Mexican children tried to
attend one of the new schools, officials barred their way.
p. 664
Instruction
Increased Immigration In 1910, revolution and famine swept
Mexico. Thousands of Mexicans fled into the United States. They
came from all levels of Mexican society. Many were poor farmers,
but some came from middle-class and upper-class families.
At first, 90 percent of Mexican immigrants settled in the Southwest. In time, the migration spread to other parts of the country.
People who could not find work in the Southwest began moving to
the Midwest and the Rocky Mountain region.
Daily Life Mexican immigrants often worked as field hands,
built roads, or dug irrigation ditches. Some lived near the railroads
they helped build. Still others worked in city factories under harsh
conditions. They were paid less than Anglo workers and were
denied skilled jobs.
Like other immigrants, Mexican Americans sought to preserve
their language and culture. They created barrios, or ethnic Mexican
American neighborhoods. Los Angeles was home to the nation’s
largest barrio. Its population almost tripled between 1910 and 1920.
Within the barrio, Mexican immigrants and Mexican Americans
took many steps to help each other. Some formed mutualistas, or
mutual aid groups. These groups worked like other immigrant aid
societies. Members of mutualistas pooled money to pay for insurance
and legal advice. They also collected money for the sick and needy.
Why did emigration from Mexico rise after 1910?
Mexican Americans Helping
One Another
Like other groups, Mexican
Americans formed mutual aid
groups. Members of a mutualista
in Arizona are shown marching in
a parade (bottom left). Below is
the symbol of the Cruz Azul
Mexicana, or Mexican Blue Cross,
which aided poor families.
Critical Thinking: Draw
Conclusions Why were
mutual aid groups like
these important to Mexican
American communities?
L2
■
Have students read Asian Americans.
Remind them to look for cause and
effect.
■
Discuss the success of Japanese immigrants. Ask: Why were Japanese workers successful in California? (They
worked hard to farm dry land that most
Americans considered useless.)
■
Ask: How did the Japanese government respond to prejudice against Japanese immigrants? (It protested segregated schools and threatened to cause an
international crisis.) Ask: How did the
Gentlemen’s Agreement help resolve
the crisis? (It stopped new Japanese workers from coming to the United States. In
exchange, San Francisco agreed to end
school segregation.)
Independent Practice
Have students continue filling in the study
guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 19,
Section 4 (Adapted Version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate and make sure individuals
understand the challenges faced by Asian
immigrants. Provide assistance as needed.
Section 4 Struggles for Justice 663
History Background
Testing Rights Students will read about
Asian Americans on p. 664. Two Supreme
Court cases won rights for Chinese Americans and laid the groundwork for later
civil rights movements. In 1886, the
Supreme Court ruled that a San Francisco
law targeting Chinese laundries was “illegal discrimination” under the Fourteenth
Amendment. When Wong Kim Ark, the
American-born son of Chinese immigrants, returned from a trip to China, San
Francisco authorities tried to bar him from
re-entry. In 1898, his case became the first
ruling to uphold the Fourteenth Amendment’s guarantee of citizenship to anyone
born in the United States.
Answers
Revolution and famine
caused people to leave Mexico.
Draw Conclusions They enabled people
to pool resources and help one another.
Chapter 19 Section 4 663
Religious Minorities
Japanese Brides Arrive in
the United States
p. 665
Instruction
L2
■
Have students read Religious Minorities. Remind them to look for details to
answer the reading Checkpoint question.
■
Discuss prejudice against Roman Catholics and Jews. Ask: What kinds of prejudice did Jews and Catholics face?
(Possible answer: discrimination in housing,
jobs, and schools; false accusations and
lynching)
■
Ask: How did American Catholics and
Jews respond to prejudice? (Catholics
began parochial schools; Jews formed the
Anti-Defamation League to promote understanding and fight prejudice.)
The Gentlemen’s Agreement
between President Roosevelt and
Japan allowed Japanese wives to
join their husbands who were
already in the United States.
Here, a group of Japanese
women arrive at San Francisco.
Critical Thinking: Clarify
Problems What problem was
Roosevelt trying to solve by
allowing Japanese women to
enter the United States?
Asian Americans
As you learned in the previous chapter, the Chinese Exclusion
Act of 1882 kept Chinese from settling in the United States.
Employers on the West Coast and in Hawaii began hiring workers
from other Asian countries, mainly the Philippines and Japan.
Independent Practice
Japanese Immigrants More than 100,000 Japanese entered
Have students continue filling in the study
guide for this section.
the United States in the early 1900s. Most went first to Hawaii to
work on sugar plantations. When the United States annexed Hawaii
in 1898, many Japanese decided to seek a better life on the mainland.
Many of the newcomers were farmers. They settled on dry,
barren land that Americans thought was useless. Through hard
work, the Japanese made their farms profitable. Soon, they were
producing a large percentage of southern California’s fruits and
vegetables.
Interactive Reading and
Notetaking Study Guide, Chapter 19,
Section 4 (Adapted Version also available.)
Monitor Progress
■
As students fill in the Notetaking Study
Guide, circulate and make sure individuals understand the problems Catholics
and Jews faced in the United States.
■
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
■
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and complete the last
column with a definition or example.
A Gentlemen’s Agreement Prejudice against Asians was
Vocabulary Builder
crisis (KRì sihs) n. turning point;
situation involving great risk
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 85; Word
Knowledge Rating Form, p. 81
high. In 1906, San Francisco forced all Asian students, including
Japanese children, to attend separate schools. When Japan protested
the insult, the issue threatened to cause an international crisis.
Unions and other groups put pressure on President Theodore
Roosevelt to limit immigration from Japan. Because Roosevelt did
not want to antagonize a growing naval power, he tried to soothe
Japanese feelings. He condemned the segregated schools and
proposed that if San Francisco ended segregation, he would restrict
Japanese immigration.
In 1907, Roosevelt reached a “Gentlemen’s Agreement” with
Japan. Japan would stop any more workers from going to the United
States. The United States, in exchange, would allow Japanese women
to join their husbands who were already in the country.
Anti-Japanese feeling remained high. In 1913, California banned
Asians who were not American citizens from owning land.
What was the Gentlemen’s Agreement?
664 Chapter 19 Political Reform and the Progressive Era
Differentiated Instruction
Answers
Clarify Problems Roosevelt needed to
soothe Japan’s feelings because of discrimination against Japanese people.
This agreement required
Japan to stop its workers from going to the
U.S. In return, the U.S. allowed Japanese
women to join their husbands, who were
already in the country.
664 Chapter 19
L1 Less Proficient Readers
L1 Special Needs
Using an Outline Have students outline
the section after they have read it. Ask
them to use the subheads as Roman
numerals and to identify main ideas (often
found in topic sentences) to use as headings. Then ask them to identify supporting
details for each heading. When students
have finished, provide them with an outline you have prepared. Have them circle
the items on their own outlines that were
correct. Then, have them reread the section
and locate the answers they missed.
Religious Minorities
Assess and Reteach
Religious minorities also faced prejudice. As you have read, the
immigration boom included large numbers of Roman Catholics and
Jews. Nativist groups, such as the Anti-Catholic American Protective
Association, worked to restrict immigration. Even Jews and Catholics
who were not immigrants faced discrimination in jobs and housing.
Anti-Catholic feeling was common in schools. Some teachers
lectured against the Pope, and textbooks contained references to
“deceitful Catholics.” In response, American Catholics set up their
own parochial schools, or schools sponsored by a church.
The most notorious case of anti-Semitism, or prejudice against
Jews, in the United States took place in Georgia in 1913. Leo Frank, a
Jewish man, was falsely accused of murdering a young girl. Newspapers inflamed public feeling against “the Jew.” Despite a lack of
evidence, he was sentenced to death. When the governor of Georgia
reduced the sentence, a mob took Frank from prison and lynched
him.
In response to the lynching and other cases of anti-Semitism,
American Jews founded the Anti-Defamation League. (Defamation is
the spreading of false, hateful information.) The League worked to
promote understanding and fight prejudice against Jews.
Assess Progress
Teaching Resources, Unit 6,
Section Quiz, p. 95
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies,
Chapter 19, Section 4
Reteach
Interactive Reading and
Notetaking Study Guide, Chapter 19,
Section 4 (Adapted Version also available.)
Looking Back and Ahead Groups such as the NAACP
and the Anti-Defamation League were formed to fight discrimination. Today, many Americans continue to work against prejudice.
Check Your Progress
Comprehension
and Critical Thinking
1. (a) Contrast How did Booker T.
Washington and W.E.B. Du Bois
propose to improve life for African Americans?
(b) Draw Conclusions Whose
ideas do you think would be more
likely to help African Americans
in the long run? Explain your
reasons.
2. (a) Identify What was the
Gentlemen’s Agreement?
(b) Analyze Cause and
Effect How did the Gentlemen’s
Agreement affect Japanese
immigration?
Reading Skill
Extend
For: Self-test with instant help
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Writing
3. Identify Central Problems
5. Imagine that you are an editorial
From the Past What central
writer who attended a debate
problems faced Asian Americans
between Booker T. Washington
in the late 1800s? How did Japan
and W.E.B. Du Bois about the best
respond to these problems? Can
tactics for fighting discrimination.
you connect their problems to the
Write a topic sentence that states
attitudes toward immigrants
the central idea of each man’s
today?
argument. Then, write a paragraph endorsing one of these
points of view and explaining
Key Terms
your position.
4. Write two definitions for the key
terms lynching and anti-Semitism.
First, write a formal definition
for your teacher. Second, write a
definition in everyday English for
a classmate.
4 Check Your Progress
1. (a) Washington proposed beginning at
the bottom and working patiently to
move up in society. Du Bois wanted to
fight discrimination rather than submit
to it.
(b) Students’ answers will vary, but
should be supported by reasons.
2. (a) In exchange for Japanese workers
being banned from entering the U.S. to
work, the agreement allowed Japanese
women to enter the U.S. whose
L3
Have students complete the History Interactive African American Leaders online.
Provide students with the Web Code
below.
Section 4 Struggles for Justice 665
Section
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide.
What problems did Jews and Catholics face?
Section 4
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
husbands were already working here.
(b) It restricted immigration to solely
Japanese women whose husbands were
already working in the U.S.
3. Possible answer: Chinese immigrants
faced discrimination and restrictions in
the western U.S.; Japanese immigrants
could not own land or hold certain jobs.
Asian immigrants often had to go to
different schools. Japan pressured the
U.S. to treat its Japanese immigrants
better, using its growing role as a naval
power in the Pacific to force a
Web Code: myp-6152
Progress Monitoring Online
Students may check their comprehension
of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
Answer
American Jews and Catholics faced discrimination in jobs, housing,
and education.
compromise with President Roosevelt.
Today, some Americans are still angry
over immigration into their communities or feel prejudice toward people
from other cultures.
4. Formal: lynching: murder by a mob act-
ing outside the law, anti-Semitism: prejudice against Jews; informal: lynching:
mob hanging, anti-Semitism: being
against Jews
5. Topic sentences should demonstrate an
understanding of the positions of Washington and Du Bois.
Chapter 19 Section 4 665