State Standards

1. Objectives1. The learner will analyze the economic, social, and political effects of immigration and to understand the immigrant experience.2. The learner will identify immigrants’ countries of origin.3. The learner will describe the journey immigrants endured and their experiences at United States immigration stations.4. The learner will examine the causes and effects of the nativists’ anti-immigrant sentiments. State Standards 6.4 Identify patterns of immigration and the causal factors that led to immigration to the United States of America (i.e., crop famines, European social and political unrest, religious freedom) . 6.5 Distinguish the differences in assimilation of "old" vs. "new" immigration. (i.e., languages, settlement patterns, education, employment, housing, Nativist reaction, religion, geographic origin). 6.6 Read and interpret a primary source document reflecting the dynamics of the Gilded Age American society (e.g., Booker T. Washington's "Atlanta Compromise," Carnegie's "Gospel of Wealth," Sojourner Truth "Ain't I A Woman," Jane Addams' Hull House accounts, Jacob Riis photographs and/or writings, a sweatshop worker's personal story).

2. IMMIGRANTS AND URBANIZATION AMERICA BECOMES A MELTING POT IN THE LATE 19TH & EARLY 20TH CENTURY

3. SECTION 1:THE NEW IMMIGRANTS • Millions of immigrants entered the U.S. in the late 19th and early 20th centuries • Some came to escape difficult conditions, others known as “birds of passage” intended to stay only temporarily to earn money, and then return to their homeland

4. EUROPEANS • Between 1870 and 1920, about 20 million Europeans arrived in the United States • Before 1890, most were from western and northern Europe • After 1890, most came from southern and eastern Europe • All were looking for opportunity

5. LIFE IN THE NEW LAND • In the late 19th century most immigrants arrived via boats • The trip from Europe took about a month, while it took about 3 weeks from Asia • The trip was arduous and many died along the way • Destination was Ellis Island for Europeans, and Angel Island for Asians

6. ELLIS ISLAND, NEW YORK • Ellis Island was the arrival point for European immigrants • They had to pass inspection at the immigration stations • Processing took hours, and the sick were sent home • Through Ellis Island, immigrants arriving on the East Coast pass before gaining entry into the United States. • New immigrants arriving on the East Coast gained admission at Ellis Island. • Immigrants also had to show that they were not criminals, had some money ($25), and were able to work • From 1892-1924, 17 million immigrants passed through Ellis Island’s facilities

7. ELLIS ISLAND, NEW YORK HARBOR

8. ANGEL ISLAND, SAN FRANCISCO • Asians, primarily Chinese, arriving on the West Coast gained admission at Angel Island in the San Francisco Bay • Through Angel Island, immigrants arriving on the West Coast pass before gaining entry into the United States. • The main immigration processing station in San Francisco was called Angel Island. • Processing was much harsher than Ellis Island as immigrants withstood tough questioning and long detentions in filthy conditions

9. ANGEL ISLAND WAS CONSIDERED MORE HARSH THAN ELLIS ISLAND

10. FRICTION DEVELOPS • While some immigrants tried to assimilate into American culture, others kept to themselves and created ethnic communities • A Melting pot refers to the mixture of diverse cultures whose people blended together by abandoning their native language and customs. • Committed to their own culture, but also trying hard to become Americans, many came to think of themselves as Italian-Americans, Polish-Americans, Chinese-Americans, etc • Some native born Americans disliked the immigrants unfamiliar customs and languages – friction soon developed Chinatowns are found in many major cities

11. Section 1 – The New Immigrants – Vocabulary Melting Pot – a mixture of people from different cultures and races who blend together by abandoning their native languages and cultures.

12. IMMIGRANT RESTRICTIONS • As immigration increased, so did anti-immigrant feelings among natives • Nativism (favoritism toward native-born Americans) led to anti-immigrant organizations and governmental restrictions against immigration • Nativism led to a rise in anti-immigrant groups and a demand for immigration restrictions. • Nativism is an overt favoritism toward Native-born Americans • In 1882, Congress passed the Chinese Exclusion Act which limited Chinese immigration until 1943 Anti-Asian feelings included restaurant boycotts

13. Section 1 – The New Immigrants – Vocabulary Melting Pot – a mixture of people from different cultures and races who blend together by abandoning their native languages and cultures. Nativism – favoring the interests of native-born people over foreign-born people.

14. CHINESE • Between 1851 and 1882, about 300,000 Chinese arrived on the West Coast • Some were attracted by the Gold Rush, others went to work for the railroads, farmed or worked as domestic servants • Some American workers felt threatened by Chinese immigration because Chinese workers would work for Lower wages. • In 1882, Congress passed the Chinese Exclusion Actwhich limited Chinese immigration until 1943 • The main goal of the Chinese Exclusion Act was to decrease Chinese immigration • The Chinese Exclusion Act is the name of a restriction on immigration passed by Congress. Many Chinese men worked for the railroads

15. Section 1 – The New Immigrants – Vocabulary Melting Pot – a mixture of people from different cultures and races who blend together by abandoning their native languages and cultures. Nativism – favoring the interests of native-born people over foreign-born people. Chinese Exclusion Act – a law, enacted in 1882, that prohibited all Chinese except students, teachers, merchants, tourists, and government officials from entering the United States.

16. JAPANESE • In 1884, the Japanese government allowed Hawaiian planters to recruit Japanese workers • The U.S. annexation of Hawaii in 1898 increased Japanese immigration to the west coast • By 1920, more than 200,000 Japanese lived on the west coast • The Gentlemen’s Agreement is the name of a restriction on emigration worked out between the United States and another government. • Gentlemen’s Agreement refers to an agreement that limited the immigration of unskilled workers to the United States in exchange for the repeal of the San Francisco segregation order. • The Gentleman’s Agreement limited the immigration of unskilled workers from Japan. • The Gentleman’s Agreement decreased Japanese immigration

17. Section 1 – The New Immigrants – Vocabulary Melting Pot – a mixture of people from different cultures and races who blend together by abandoning their native languages and cultures. Nativism – favoring the interests of native-born people over foreign-born people. Chinese Exclusion Act – a law, enacted in 1882, that prohibited all Chinese except students, teachers, merchants, tourists, and government officials from entering the United States. Gentlemen’s Agreement – a 1907-1908 agreement by the government of Japan to limit Japanese emigration to the United States.

18. THE WEST INDIES AND MEXICO • Between 1880 and 1920, about 260,000 immigrants arrived in the eastern and southeastern United States form the West Indies • They came from Jamaica, Cuba, Puerto Rico, and other islands • Mexicans, too, immigrated to the U.S. to find work and flee political turmoil – 700,000 Mexicans arrived in the early 20th century

19. Section 1 – The New Immigrants – Vocabulary Melting Pot – a mixture of people from different cultures and races who blend together by abandoning their native languages and cultures. Nativism – favoring the interests of native-born people over foreign-born people. Chinese Exclusion Act – a law, enacted in 1882, that prohibited all Chinese except students, teachers, merchants, tourists, and government officials from entering the United States. Gentlemen’s Agreement – a 1907-1908 agreement by the government of Japan to limit Japanese emigration to the United States.

20. Objectives1. The learner will analyze the economic, social, and political effects of immigration and to understand the immigrant experience.2. The learner will describe the movement of immigrants to cities and the opportunities they found there.3. The learner will explain how cities dealt with housing, transportation, sanitation, and safety issues.4. The learner will describe some of the organizations and people who offered help to urban immigrants. State Standards 6.3 Identify major urban areas of the United States on a map (i.e., Northeast, upper Midwest, Atlantic Coast, California). 6.4 Identify patterns of immigration and the causal factors that led to immigration to the United States of America (i.e., crop famines, European social and political unrest, religious freedom) . 6.5 Distinguish the differences in assimilation of "old" vs. "new" immigration. (i.e., languages, settlement patterns, education, employment, housing, Nativist reaction, religion, geographic origin). 6.6 Read and interpret a primary source document reflecting the dynamics of the Gilded Age American society (e.g., Booker T. Washington's "Atlanta Compromise," Carnegie's "Gospel of Wealth," Sojourner Truth "Ain't I A Woman," Jane Addams' Hull House accounts, Jacob Riis photographs and/or writings, a sweatshop worker's personal story).

21. SECTION 2: THE CHALLENGES OF URBANIZATION • Rapid urbanization occurred in the late 19th century in the Northeast & Midwest • Most immigrants settled incities because of the available jobs & affordable housing • By 1910, immigrants made up more than half the population of 18 major American cities

22. Industrialization leads to urbanization, or growth of cities Most immigrants settle in cities; get cheap housing, factory jobs Americanization movement—assimilate people into main culture The main goal of the Americanization movement was to assimilate people of various cultures into the dominant culture. Schools, voluntary groups teach citizenship skills English, American history, cooking, etiquette Ethnic communities provide social support Immigrants Settle in Cities

23. Section 2 – The Challenges of Urbanization – Vocabulary • Urbanization – the growth of cities. • Americanization movement – education program designed to help immigrants assimilate to American culture.

25. MIGRATION FROM COUNTRY TO CITY • Farm technology decreases need for laborers; people move to cities • Many African Americans in South lose their livelihood • 1890–1910, move to cities in North, West to escape racial violence • Find segregation, discrimination in North too • Competition for jobs between blacks, white immigrants causes tension Discrimination and segregation were often the reality for African Americans who migrated North

28. URBAN PROBLEMS • Problems in American cities in the late 19th and early 20th century included: • Housing: • Working-class families live in houses on outskirts or boardinghouses • Later, row houses built for single families • The row house was a new type of housing that conserved space by sharing side walls with other buildings. • The original purpose of the row house was to provide single-family homes for working class families. • Immigrants take over row houses, 2–3 families per house • Tenements—multifamily urban dwellings, are overcrowded, unsanitary • Transportation: • Mass transit—move large numbers of people along fixed routes • By 20th century, transit systems link city to suburbs Famous photographer Jacob Riis captured the struggle of living in crowded tenements

29. Section 2 – The Challenges of Urbanization – Vocabulary • Urbanization – the growth of cities. • Americanization movement – education program designed to help immigrants assimilate to American culture. • Tenement – a multifamily urban dwelling, usually overcrowded and unsanitary. • Mass Transit – transportation systems designed to move large numbers of people along fixed routes.

30. URBAN PROBLEMS CONTINUED • Water: • 1860s cities have inadequate or no piped water, indoor plumbing rare • Filtration introduced 1870s, chlorination in 1908 • Sanitation: • Streets: manure, open gutters, factory smoke, poor trash collection • Contractors hired to sweep streets, collect garbage, clean outhouses • often do not do job properly • By 1900, cities develop sewer lines, create sanitation departments Sanitation problems in big cities were overwhelming. It was not unusual to see a dead horse in the street.

31. Crime: As population grows, thieves flourish Early police forces too small to be effective Fire: Fire hazards: limited water, wood houses, candles, kerosene heaters Most firefighters volunteers, not always available 1900, most cities have full-time, professional fire departments Fire sprinklers, non-flammable building materials make cities safer URBAN PROBLEMS CONTINUED Harper’s Weekly image of Chicagoans fleeing the fire over the Randolph Street bridge in 1871

32. PHOTOGRAPHER JACOB RIIS CAPTURED IMAGES OF THE CITY

33. Jacob Riis

34. Jacob Riis

35. Jacob Riis

36. Jacob Riis

37. Jacob Riis

38. Jacob Riis

39. REFORMERS MOBILIZE Social welfare reformers work to relieve urban poverty Social Gospel movement—preaches salvation through service to poor The main interest of the Social Gospel movement was social reform. The Social Gospel movement contributed to the development of Settlement houses. Settlement houses—community centers in slums, help immigrants Run by college-educated women, they: provide educational, cultural, social services send visiting nurses to the sick help with personal, job, financial problems Jane Addams and Hull House

40. Section 2 – The Challenges of Urbanization – Vocabulary • Urbanization – the growth of cities. • Americanization movement – education program designed to help immigrants assimilate to American culture. • Tenement – a multifamily urban dwelling, usually overcrowded and unsanitary. • Mass Transit – transportation systems designed to move large numbers of people along fixed routes. • Social Gospel movement – a 19th – century reform movement based on the belief that Christians have a responsibility to help improve working conditions and alleviate poverty. • Settlement Houses – a community center providing assistance to residents – particularly immigrants – in slum neighborhoods.

41. Settlement houses were founded in the late 1800’s by Social reformers Settlement Houses were community centers that provided assistance to the urban poor. Settlement Houses had some of the same goals as the Americanization movement. Jane Adams was one of the most influential members of the Social Gospel movement, founded Chicago’s Hull House with Ellen Gates Starr. SETTLEMENT HOUSES

42. Section 2 – The Challenges of Urbanization – Vocabulary • Urbanization – the growth of cities. • Americanization movement – education program designed to help immigrants assimilate to American culture. • Tenement – a multifamily urban dwelling, usually overcrowded and unsanitary. • Mass Transit – transportation systems designed to move large numbers of people along fixed routes. • Social Gospel movement – a 19th – century reform movement based on the belief that Christians have a responsibility to help improve working conditions and alleviate poverty. • Settlement Houses – a community center providing assistance to residents – particularly immigrants – in slum neighborhoods.

43. Objectives1. The learner will analyze the economic, social, and political effects of immigration and to understand the immigrant experience.2. The learner will explain the role of political machines and political bosses.3. The learner will describe how some politicians’ greed and fraud cost taxpayers millions of dollars.4. The learner will describe the measures taken by presidents Hayes, Garfield, and Arthur to reform the spoils system.5. The learner will explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue. State Standards 6.6 Read and interpret a primary source document reflecting the dynamics of the Gilded Age American society (e.g., Booker T. Washington's "Atlanta Compromise," Carnegie's "Gospel of Wealth," Sojourner Truth "Ain't I A Woman," Jane Addams' Hull House accounts, Jacob Riis photographs and/or writings, a sweatshop worker's personal story). 6.10 Interpret a political cartoon which portrays the controversial aspects of the Gilded Age (e.g. Populist reaction to politician and/or tycoons, railroad development, westward expansion, Dawes Act, urban developments). 6.11Analyze the impact of different forms of corruption and its consequences in American politics during the later half of the Age.(i.e., Grant's Black Friday, Credit Mobilier, Whiskey Ring, Tammany Hall, Boss System, Garfield's assassination, Civil Service Reform, Granger laws, Interstate Commerce Act).

44. SECTION 3: POLITICS IN THE GILDED AGE • As cities grew in the late 19th century, so did political machines • Political Machines were organized groups that controlled the activities of a political party in a city • Ward bosses, precinct captains, and the city boss worked to ensure their candidate was elected

45. Section 3 – Politics in the Gilded Age – Vocabulary political machine –an organized group that controls a political party in a city and offers services to voters and businesses in exchange for political and financial support.

46. ROLE OF THE POLITICAL BOSS • The “Boss” (typically the mayor) controlled jobs, business licenses, and influenced the court system • Precinct captains and ward bosses were often 1st or 2nd generation immigrants so they helped immigrants with naturalization, jobs, and housing in exchange for votes • Political machines gained some of their power from immigrants, for whom they performed favors. • A typical supporter of a political machine would NOT oppose immigration Boss Tweed ran NYC

47. MUNICIPAL GRAFT AND SCANDAL • Some political bosses were corrupt • Some political machines used fake names and voted multiple times to ensure victory (“Vote early and often”) – called Election fraud • Graft (bribes) was common among political bosses • A Graft was any type of unethical or illegal use of political influence for personal gain. • The illegal use of political influence for personal gain is called a Graft • An example of a graft would be saying a project cost more than it did and keeping the difference for yourself. • The fact that police forces were hired by the boss prevented close scrutiny

48. Section 3 – Politics in the Gilded Age – Vocabulary political machine –an organized group that controls a political party in a city and offers services to voters and businesses in exchange for political and financial support. graft –the illegal use of political influence for personal gain.

49. THE TWEED RING SCANDAL William M. Tweed, known as Boss Tweed, became head of Tammany Hall, NYC’s powerful Democratic political machines Between 1869-1871, Tweed led the Tweed Ring, a group of corrupt politicians, in defrauding the city Tweed was indicted on 120 counts of fraud and extortion Tweed was sentenced to 12 years in jail – released after one, arrested again, and escaped to Spain Boss Tweed

50. CIVIL SERVICE REPLACES PATRONAGE • Nationally, some politicians pushed for reform in the hiring system • The system had been based on Patronage; giving jobs and favors to those who helped a candidate get elected • An example of patronage is appointing a friend to a political position. • Reformers pushed for an adoption of a merit system of hiring the most qualified for jobs Applicants for federal jobs are required to take a Civil Service Exam