Unit 2 - PC\ MAC
Unit 2Guided ReadingChapters 8, 9, 10
Chapter 8Name Class DateLife at the Turn of the 20th CenturySection 1Science and Urban LifeTerms and NamesLouis Sullivan Early leader of architectureDaniel Burnham Chicago architectFrederick Law Olmsted Developer of Central ParkOrville and Wilbur Wright Brothers who flew the first airplaneGeorge Eastman Inventor of the cameraBefore You ReadNotes:controlled the nation’s major cities and how reformers tried to endIn the last section, you read about the people and organizations thatcorruption. In this section, you will read about how technologyimproved life in the cities and dramatically changed the world ofcommunications.As You ReadUse a chart to take notes on important changes in city design,communications, and transportation.TECHNOLOGY AND CITY LIFEskyscraper at one of New York’s busiestintersections.Skyscrapers allowed cities to growupward. Changes in transportation helpedcities spread outward. In 1888, Richmond,Virginia, became the first American city touse electric-powered streetcars. Soon othercities installed electric streetcars. By theturn of the century, electric streetcarscarried people from their homes inoutlying neighborhoods to downtownstores, offices, and factories. People couldnow live in one part of a city and work inanother.To avoid overcrowding on streets, a fewlarge cities moved their streetcars abovestreet level. This created elevated or “el”trains. Other cities built subways bymoving rail lines underground. Steelbridges joined sections of cities acrossrivers.(Pages 276–279)How did cities cope with theirgrowing populations?By 1900, millions of Americans hadsettled in the nation’s cities. Toaccommodate their growing populations,cities had to rely on technology. Oneexample of this was the development ofthe skyscraper. Skyscrapers are tallbuildings that allow people to live manyfloors above ground. As a result,skyscrapers save space.Two factors allowed architects todesign taller buildings: the invention ofelevators, and the development of steel.One of the early skyscraper architects wasLouis Sullivan. In 1890, he designed theten-story Wainwright building inSt. Louis. In 1902, Daniel Burnhamdesigned the Flatiron Building, aOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.108Guided Reading Workbook1
Chapter 8Name Class DateSection 1, continuedAs you read about how technological changes at the turn of the 20thcentury affected American life, write notes in the appropriate boxes. Leavethe shaded boxes blank.1. Who wasinvolved in itsdevelopment?2. What otherinventions helpedmake this onepossible?3. How did thisinvention ordevelopment affectAmericans’ lives?SkyscraperElectric transitSuspensionbridgeUrban planningAirmailWeb-perfectingpressKodak cameraOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.110Guided Reading Workbook2
Chapter 8Name Class DateLife at the Turn of the 20th CenturySection 2Expanding Public EducationTerms and NamesBooker T. Washington Prominent African-American educatorTuskegee Normal and Industrial Institute School headed by Booker T. WashingtonW.E.B. Du Bois First African American to receive Ph.D from HarvardNiagara Movement Insisted that blacks should seek a liberal arts educationBefore You ReadIn the last section, you read about how technology transformed citiesand the world of communications. In this section, you will read aboutthe growth of public education in America.Notes:As You ReadUse a chart to take notes on developments in education at the turn of the20th century and their major results.EXPANDING PUBLIC EDUCATIONthere were 800 high schools in the UnitedStates. By 1898, that number had grown to5,500.The high-school curriculum alsoexpanded. It included courses in science,civics, home economics, history, andliterature. Many people realized that thenew industrial age needed people who hadtechnical and managerial skills. As a result,high schools also included courses such asdrafting and bookkeeping. This preparedstudents for industrial and office jobs.The growth of public education mainlyaffected the nation’s white communities.During the late 1880s, only 34 percent ofAfrican-American children attendedelementary school. Fewer than one percentattended high school.Unlike African Americans, immigrantsattended schools in large numbers. Someimmigrant parents hoped that schoolwould “Americanize” their children.Many adult immigrants also went toschool. They attended night classes to(Pages 282–284)How did education change in the late1800s?During the late 1800s, reformers tried toimprove public education. At that time,most children in the United States receivedlittle education. Many children did noteven attend school. Those who did leftafter only four years.Eventually, the situation began toimprove. Between 1865 and 1895,31 states passed laws requiring childrenfrom 8 to 14 years-old to attend school forat least three months out of every year. By1900, almost three-quarters of Americanchildren between those ages attendedschool. Schools taught reading, writing,and arithmetic.By the turn of the century, the numberof schools had increased greatly. Thenumber of kindergartens grew from 200 in1880 to 3,000 in 1900. The number ofhigh schools increased even more. In 1878Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.111Guided Reading Workbook3
Chapter 8Name Class DateSection 2, continuedAs you read this section, write notes to describe the chief characteristics ofeach type of educational institution and the developments that took place atthe turn of the 20th century.Chief Characteristics and lmportant Developments1. ElementaryschoolsStrict discipline; a push for compulsory school attendance; acurriculum emphasis on reading, writing, and arithmetic; an emphasison rote memorization; physical punishment; a surge in kindergartens;an overall pattern of growth; few public schools open to AfricanAmerican children; the growth of parochial schools.2. High schoolsAn overall pattern of growth; the curriculum expanded to coverscience, civics, home economics, history, literature, and vocationaltraining; few public schools open to African-American children;African-American students attended private high schools.3. Colleges anduniversitiesAn overall pattern of growth; most students middle- or upper-class;research universities offered courses in modern languages,engineering, economics, physical sciences, psychology, andsociology, as well as professional courses in law and medicine;African-American universities and institutes founded.4. Education forimmigrant adultsNight schools taught immigrants citizenship skills and English;employers offered daytime courses to “Americanize” their workers.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.113Guided Reading Workbook4
Chapter 8Name Class DateLife at the Turn of the 20th CenturySection 3Segregation and DiscriminationTerms and NamesIda B. Wells African-American reformer who tried to end lynchingpoll tax Money one had to pay in order to votegrandfather clause Clause that allowed poor, uneducated whites to votesegregation The word used to describe racial separationJim Crow laws Laws that helped keep whites and blacks separatePlessy v. Ferguson Court case that upheld the Jim Crow lawsdebt peonage A system in which a person is forced to work to pay off debtsNotes:Before You ReadIn the last section, you read about improvements made to publiceducation around the turn of the century. In this section, you will readabout how life for African Americans and other nonwhites remained oneof hardship and discrimination.As You ReadUse a time line to take notes on important events in race relations at theturn of the 20th century.AFRICAN AMERICANS FIGHTLEGAL DISCRIMINATIONAnother voting requirement was thepoll tax. This was a tax that one had to bepay to enter a voting booth. AfricanAmericans and poor whites often did nothave the money to pay the tax. So theywere unable to vote.Several Southern states wanted tomake sure that whites who could notread or pay a poll tax still could vote. Sothey added a grandfather clause to theirconstitutions. This clause stated that anyperson could vote if their father orgrandfather was qualified to vote beforeJanuary 1, 1867. This date was importantbecause before that time, freed slavesdid not have the right to vote. Therefore,the grandfather clause did not allowAfrican Americans to vote. SomeAmericans challenged the literacy test(Pages 286–287)How were African Americans keptfrom voting?Ida B. Wells was a leader in the fightagainst discrimination. Wells crusadedagainst racial violence. After Reconstruction,African Americans were kept from voting inthe South. By 1900, however, all Southernstates had set up new voting restrictionsmeant to keep blacks from voting.For example, some states requiredvoters to be able to read. To determinethis, officials gave each voter a literacytest. They often gave African Americansmore difficult tests. The officials givingthe test could pass or fail people as theywished.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.114Guided Reading Workbook5
Chapter 8Name Class DateSection 3, continuedAs you read about racial tensions at the turn of the 20th century, writenotes to answer the questions.In what region orregions did it exist?Who were its targets? How did it affect thelives of these people?1. Literacy test2. Poll tax3. Grandfatherclause4. Jim Crowlaws5. Racialetiquette6. Debt peonage7. ChineseExclusion ActOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.117Guided Reading Workbook6
Chapter 8Name Class DateLife at the Turn of the 20th CenturySection 4The Dawn of Mass CultureTerms and NamesJoseph Pulitzer Owner of the New York World newspaperWilliam Randolph Hearst Owner of the New York Morning Journal San FranciscoExaminerAshcan school A school of painting that featured urban life and working people withgritty realismMark Twain Pen name of the novelist and humorist Samuel Langhorne Clemensrural free delivery (RFD) System that brought packages directly to homesNotes:Before You ReadIn the last section, you read about how African Americans and othernonwhites continued to suffer racial discrimination at the turn of thecentury. In this section, you will read about how Americans developednew forms of entertainment and ways to spend their money.As You ReadUse a diagram to take notes on the development of leisure activities andmass culture.AMERICAN LEISURE (Pages 292–294)How did Americans spend their freetime?The use of machines allowed workers atthe turn of the century to do their jobsfaster. This led to a shorter workweek. Asa result, Americans had more leisure time.Americans found new ways to use thattime. Many city dwellers enjoyed trips toamusement parks. There, rides such as theroller coaster and the Ferris wheel thrilledpeople.Another recreational activity thatbecame popular at the turn of the centurywas bicycling. This activity entertainedboth men and women. Many Americansalso grew fond of playing tennis.Several kinds of snack foods also becamepopular. Americans turned to brand-namesnacks such as a Hershey chocolate bar anddrinks such as a Coca-Cola.Those Americans who did not wish toexercise watched professional sports. Boxingbecame popular in the late 1800s. Baseballalso became a well-loved spectator sport. TheNational League was formed in 1876 and theAmerican League in 1901. African-Americanbaseball players were not allowed to play ineither league. As a result, they formed theirown clubs—the Negro National League andthe Negro American League.1. Name two activities that were popularin the United States at the turn of thecentury.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.118Guided Reading Workbook7
Chapter 8Name Class DateSection 4, continuedAs you read about the emergence of modern mass culture, give either anexample of each item or mention one of the people who invented orpopularized it. Then note one reason why the item became so populararound the turn of the 20th century.3. Boxing4. Baseball5. Shopping centers 6. Departmentstores7. Chain stores8. Mail-ordercatalogsReasonExampleReasonExample1. Amusement parks 2. BicyclingOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.121Guided Reading Workbook8
Chapter 9Name Class DateThe Progressive EraSection 1The Origins of ProgressivismTerms and Namesprogressive movement Social reform movement in the early 20th centuryFlorence Kelley Social reformerprohibition Making the sale or use of alcohol illegalmuckraker Writer who exposes wrongdoingscientific management Using scientific ideas to make work more efficientRobert M. LaFollette Progressive Wisconsin governor and senatorinitiative A way for people to propose laws directlyreferendum A way for people to approve changes in laws by a voterecall A vote on whether to remove a public official from officeSeventeenth Amendment Amendment providing for senators to be elected directlyNotes:Before You ReadIn the last section, you read about popular culture at the turn of thecentury. In this section, you will learn about the social reforms that madeup the progressive movement.As You ReadUse a web diagram to list the organizations and people who worked forsocial, political, moral, and economic reform.FOUR GOALS OF PROGRESSIVISMfamilies. One reformer, Florence Kelley,helped to win the passage of the IllinoisFactory Act in 1893. The law prohibitedchild labor and limited women’s workinghours. The law became a model for otherstates.Reformers promoted moral reform byworking for prohibition—the banning ofalcoholic drinks. Many of these reformers,called prohibitionists, were members ofthe Woman’s Christian Temperance Union(WCTU). The well-organized unionbecame the largest women’s group thecountry had ever seen.Reformers tried to make economicchanges by pointing out the greatinequality between the rich and the poor.(Pages 306–309)What did reformers want?As the 1900s opened, reformers pushedfor a number of changes. Together theirefforts built the progressive movement.The progressive movement had four majorgoals: (1) to protect social welfare, (2) topromote moral improvement, (3) to createeconomic reform, and (4) to fosterefficiency.Reformers tried to promote socialwelfare by easing the problems of city life.The YMCA built libraries and exerciserooms. The Salvation Army fed poorpeople in the cities and cared for childrenin nurseries. Settlement houses helpedOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.122Guided Reading Workbook9
Chapter 9Name Class DateSection 1, continuedAs you read about the era of reform, take notes about the goals, reformers,and successes of the reform movements.Social ReformsPeople and Groups InvolvedSuccesses (laws, legal decisions, etc.)1. Social welfarereform movement2. Moral reformmovement3. Economic reformmovement4. Movement forindustrial efficiency5. Movement toprotect workersPolitical ReformsPeople and Groups Involved Successes (laws, legal decisions, etc.)6. Movement toreform localgovernment7. State reform of bigbusiness8. Movement forelection reformOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.125Guided Reading Workbook10
Chapter 9Name Class DateThe Progressive EraSection 2Women in Public LifeTerms and NamesNACW National Association of Colored Women; founded in 1896 to improve livingand working conditions for African-American womensuffrage The right to vote; a major goal of women reformersSusan B. Anthony Leader of the woman suffrage movement, who helped to define themovement’s goals and beliefs and to lead its actionsNAWSA National American Woman Suffrage Association; founded in 1890 to helpwomen win the right to voteBefore You ReadNotes:In the last section, you read about the progressive movement. In thissection, you will learn about the new, active roles women were taking inthe workplace and in politics.As You ReadUse a diagram to take notes about working women in the late 1800s.WOMEN IN THE WORK FORCEonly half as much as men. Women alsobegan filling new jobs in offices, stores,and classrooms. Women went to newbusiness schools to learn to becomestenographers and typists. These jobsrequired a high school education. Womenwithout a formal education took jobs asdomestic workers, cleaning, and takingcare of children of other families. Almosttwo million African-American workers—forced by economic necessity—worked onfarms and in cities as domestic workers,laundresses, scrubwomen, and maids.Unmarried immigrant women diddomestic labor, took in piecework, orcared for boarders at home.(Pages 313–314)What jobs did women do?Before the Civil War, most marriedwomen worked at home. They cared fortheir families and did not have paid jobs.By the end of the 19th century, however,many women had to work outside thehome in order to earn money.Farm women continued to work as theyalways had. They did the cooking,cleaning, sewing, and child rearing. Theyhelped with the crops and animals.As better-paying opportunities in townsand cities became available, more womenbegan working outside the home. By1900, one in five American women heldjobs; 25 percent of them worked inmanufacturing. About half of the womenworking in manufacturing were employedin the garment trades. They typically heldthe least skilled positions and were paid1. What are three jobs that womenwithout a formal education often held?Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.126Guided Reading Workbook11
Chapter 9Name Class DateSection 2, continuedAs you read this section, take notes to answer the questions.1. What types of jobs were women in each group likely to hold?Lower ClassMiddle andUpper ClassAfrican AmericanImmigrant2. How did educational opportunities for middle- and upper-class women change?3. How did these new opportunities affect the lives of middle- and upper-class women?4. What three strategies were adopted by the suffragists to win the vote?a.b.c.5. What results did each strategy produce?a.b.c.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.128Guided Reading Workbook12
Chapter 9Name Class DateThe Progressive EraSection 3Teddy Roosevelt’s Square DealTerms and NamesTheodore Roosevelt President from 1901 to 1909Square Deal President
American League in 1901. African-American baseball players were not allowed to play in either league. As a result, they formed their own clubs—the Negro National League and the Negro American League. 1. Name two activities that were popular in the United States at the turn of the century. _
Chapter 1 MAC Address Configuration Commands 1.1 MAC Address Configuration Commands 1.1.1 mac address-table static Syntax [no] mac address-table static mac-addr vlan vlan-id interface interface-id To add a static MAC address, run mac address-table static mac-addr vlan vlan-id interface interface-id. To cancel the static MAC address, run no mac
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Step 4. In the Remote Wireless Bridge’s MAC Address section, enter the MAC address of an access point to use as a bridge in the MAC 1 field. You can also configure additional access points to use as bridges in the MAC 2, MAC 3, and MAC 4 fields.
