Chapter 7: Immigration and Urbanization

1. Chapter 7: Immigration and Urbanization

2. Journal – page 255 • 1. Why did immigrants come to the U.S. in the late 19th century and early 20th century? • 2. What part of Europe did they come from? • 3. Where else? • 4. Where did immigrants have to pass through to be admitted to the U.S.? • 5. Why did Nativists clash with new immigrants? • 6. How were Asian immigrants treated by the U.S. government?

3. http://www.youtube.com/watch?v=3s2d3kkP1rg • http://www.youtube.com/watch?v=ns-qtoxnAS8 • http://www.youtube.com/watch?v=RVggUxEgv5k • http://www.youtube.com/watch?v=ADmX9eMEV9U • http://www.youtube.com/watch?v=ubT-Bm36L2U

4. Assignment • Write a letter • Imagine what it would be like to be an immigrant in America in the late 1800s • Pick a country and create an appropriate name • Answer all of the questions in your letter • 3-4 sentences for each paragraph • Paragraph 1 • 1. Why did you come to America? • 2. How did you enter the U.S.? • Paragraph 2 • 3. What challenges are you facing? • 4. Are there other immigrant groups facing greater challenges? Who? • Paragraph 3 • 5. Where do you live? What is it like? • 6. Describe your encounter with nativists and others with anti-immigrant feelings? • * Reference the movie clips, notes, and textbook

5. Section 1: The New Immigrants • Why do immigrants leave their homeland?

6. Through the “Golden Door” • Famine + land shortages • religious persecution -> pogroms in Russia • Pop. in Europe doubled • Revolts in Europe • “birds of passage” • Are there more jobs in America? • Europeans • 1870-1920 -> 20 million • Before 1890 -> western + northern • 1907 -> 1 million from Italy, Austria-Hungary, Russia

7. Through the “Golden Door” • Chinese • 1851 – 1883 -> 300,000 • Gold in California • Transcontinental railroad • Japanese • Hawaii planters (sugar cane + pineapples) • U.S. annexes Hawaii in 1898 • 1920 -> 200,000 lived in West Coast

10. Through the “Golden Door” • 1880 – 1920 • 260,000 immigrants arrived in eastern and southeastern U.S • West Indies: Jamaica, Cuba, P. Rico, • Mexicans -> work, political turmoil • 1902 National Reclamation Act -> new farmland in U.S.

11. Life in the New Land • Steamship -> 1 week from Europe, 3 from Asia • Steerage -> in the ship’s cargo -> crowded -> diseases • Ellis Island • Immigration station in NYC Harbor • 2 % denied entrance • Physical examination (tuberculosis) -> govt. inspector -> no felony convictions, able to work, some money + language skills, draw a diamond • 17 million • Angel Island • San Francisco • 50,000 Chinese • Harsh questioning, long detention,

15. What now? • Where to live? • Job? • New language + culture • Immigrants stuck together • Build churches, synagogues, newspapers • “Hyphenated” Americans • Generation Gap -> Children were eager to fit in

16. Assignment • Write a letter • Imagine what it would be like to be an immigrant in America in the late 1800s • Describe your feelings, observations, challenges • Pick a country, make up an appropriate name • 1 paragraph – feelings • 1 paragraph – observations • 1 paragraphs – challenges • Extra Credit: Image on the back • Be creative

17. Immigration Restrictions

18. Immigration Restrictions • Nativism – favoritism towards native-born Americans • Anglo-Saxons were superior • Right immigrants = British, German, Scandinavian • Wrong = Slav, Latin, Asiatic, Catholics, Jews • 1897 – Congress passes literacy test for immigrants • Anti-Asian sentiment • Depression of 1873 • Labor groups pressured govt. • Chinese Exclusion Act (1882) – no Chinese immigrants for ten years • San Francisco – segregated Japanese in school • Gentlemen’s Agreement (1907-1908) -> T. Roosevelt + Japan -> limit unskilled emigrants -> desegregate schools

21. Section 2: The Challenges of Urbanization • urbanization = growth of cities • Cities = cheap + available industrial jobs • Natural and economic disasters in Europe • Farming technology improves-> fewer farm jobs -> 200,000 African Americans (from the South) migrate to cities

22. Americanization Movement • Assimilate immigrants into the dominant culture

24. New York City

28. The main goal of the ____________ Movement was to help immigrants _____________ into the dominant culture by teaching them _______________.

29. Housing • Row houses – single-family living spaces that shared side walls with other similar houses • 1879 NYC laws -> minimum standards for plumbing/ventilation

30. Urban Problems • 1879 NYC laws -> minimum standards for plumbing/ventilation • Mass transit – transportation systems designed to move large numbers of people along fixed routes

34. Urban Problems • Water • No access to safe water • chlorination (1908) • Sanitation • Horse manure, sewage, factory smoke, 1900 – sewer lines + sanitation departments created • Crime • 1844 – NYC first full-time police force -> little impact

35. 1871 – 100,000 people left homeless, 17,500 buildings destroyed

36. __________ houses were living spaces that shared __________ with other houses.

37. Journal 11/5 • Chose one of the urban problems and write a one paragraph solution to the problem

38. Reformers • Social Gospel movement -> salvation through service to the poor • Settlement houses -> community centers in slum neighborhoods that provided assistance (usually to immigrants) Jane Adams – Hull House

39. Social reformers founded ___________ houses to help the ____________ poor.

40. Section 3: Politics in the Gilded Age • The Political Machine • An organized group that controlled the activities of a political party in a city • Offered services to voters and businesses in exchange for political or financial support • Local precinct workers/captains tried to gain voters’ support -> reported to ward boss -> ward boss secured the vote in the electoral district -> ward bosses gained votes by helping the poor

41. The Political Machine • Political boss • Boss could be a mayor • Controlled access to municipal (community) jobs, business licenses, influenced the courts • Solved urban problems (built schools, sewer systems) -> gained voters loyalty -> extend their influence • Immigrants and the Machine • Captains and bosses = first or second-generation immigrants • Helped with naturalization, housing, jobs • Gained votes • “Big Jim” Pedergast -> Irish-American -> Democratic city boss in Kansas City

42. Municipal Graft and Scandal • Fraud – fake names used to vote • Graft – illegal use of political influence for personal gain • Help a person find work on construction project -> political machine asks the worker to charge the city more than the actual cost -> worker “kicks back” money to the political machine • Political machines grant favors (gambling) to businesses for money • Police force hired by political bosses • William M. Tweed (Boss Tweed) -> head of Tammany Hall 1871-> NYC Democratic political machine • NYC Court House -> $13 million for taxpayers -> actual cost was $3 million

43. Thomas Nast’s Political Cartoons “THE TAMMANY TIGER LOOSE” • 1. Under Tammany tiger’s victim is a torn paper that reads “LAW.” What is its significance? • 2. Boss Tweed and his cronies (a close friend/powerful), portrayed as noblemen, watch from the stands on the left. The cartoon’s caption reads “What are you going to do about it?” What effect do you think Nast wanted to have on his audience?

46. Assignment – Political Cartoon • An editorial cartoon that includes an illustration and commentary that relates to current events or personalities • 1. Topic (immigrants, restrictions on immigrants, nativism, urbanization, ethnic communities, migration of farmers + African Americans, conditions in cities, reformers, political machines, corruption) • 2. illustration • Hyperbole = exaggerate to prove a point or produce a certain feeling • Satire = use humor or exaggeration to criticize • Question authority, draw attention to social problem, or corruption • 3. Add commentary or title

47. Civil Service Replaces Patronage • Patronage = giving govt. jobs to people who had helped a candidate get elected (since early 1800s) • Andrew Jackson – spoils system • Unqualified govt. employees + used positions for personal gain • Reformers wanted a merit system in civil service (govt. admin.) jobs

48. Civil Service Reform Under Late 1800s Presidents • Rutherford B. Hayes (1876 - Republican) • Congress did not support reform • Named independents to his cabinet (Sec. of State/War/Treasury) • Investigates NYC customhouse -> fires top officials -> jobs were controlled by Republican political boss and his supporters (Stalwarts) • James A. Garfield (1880 - Independent) • Angered Stalwarts by giving govt. jobs to reformers • Assassinated in 1881 by a Stalwart • Chester A. Arthur (Republican) • VP -> now President -> urges Congress to pass Pendleton Civil Service Act -> appointments to federal jobs based on test scores

49. Business Buys Influence • Govt. employees no longer a source for campaign contributions -> politicians looked to wealthy business owners • Grover Cleveland (Dem. Pres. 1884) • Tried to lower tariffs • Tariffs led to higher prices for domestic products • Benjamin Harrison (Rep. Pres. 1888) • Companies that wanted higher tariffs supported his campaign • McKinley Tariff Act 1890 -> highest tariffs yet • Cleveland Pres. 1892 • tried to lower tariffs