This document summarizes key points about immigration to the United States in the late 19th and early 20th centuries. Large numbers of immigrants arrived from Europe, Asia, the Caribbean, and Mexico seeking economic opportunities and escaping difficult conditions. They faced challenges integrating into American society due to language barriers, anti-immigrant sentiment, and restrictions imposed by new laws. The document provides details on immigrant experiences, including processing at Ellis Island and Angel Island, living in ethnic communities, and restrictions such as the Chinese Exclusion Act. Students are assigned a creative writing activity imagining their journey as an immigrant leaving their homeland.

1. Chapter 7
Immigration
Review of Sections 1-3

2. Section 2
• Main Idea: The rapid growth of cities forced people
to contend with problems of
housing, transportation, water, and sanitation.

3. Urban opportunities
• The technological boom generated in the Second
Industrial Revolution helped strengthen the United
States.
• This caused rapid growth of cities mostly in the
northeast and Midwest regions of the United
States, known as What?
• Urbanization

4. Immigrants in the cities
• Most immigrants lived in cities because it
was ?
• Cheaper and more convenient
• and offered unskilled laborers jobs in mills or
factories
• What is the Americanization
movement?
o A movement designed to assimilate people of
wide-ranging cultures into the dominant culture.

5. So over the city
• Urban Problems, there were many list them.
o Housing- buy a house outside of town and have
to figure out a way to work; or rent
cramped, cheap, and often dirty tenements.
o Transportation- mass transit; designed to move
large numbers of people along fixed
routes, allowed workers to get to work more
easily. Street cars in San Francisco in 1873.
electric subway 1897.
o Water, Sanitation, crime, and fire

6. Please help us!
• With mounting problems Americans came
together to find solutions.
• What early reform program preached
salvation through the service to the poor?
o Social Gospel Movement
• What did these movements help
establish to for the poor?
o Settlement Houses

7. Who’s that girl?
• These two ladies founded Chicago's Hull
House in 1889, who were they?
o Jane Addams and Ellen Gates Starr
• This woman founded Locust Street
house in 1890, the 1st settlement house
to welcome African Americans, who
was she?
o Janie Porter Barrett

8. Section 3
• Main Idea: Local and national political corruption in
the 19th century led to calls for reform.

9. The Political Machine
• Cities had a new social structure that of the political
machine.
• Political machines ?
• were organized groups that controlled the activities
of the political party in a city, they also offered
services to voters and businesses in exchange for
political or financial support.

10. Who’s the Boss?
• Whether or not the “boss” officially served as mayor
or in another part of government,
• What did have the ability to control?
• He controlled access to city jobs, business licenses
and influenced the courts and other city agencies.

11. Immigrants and the
Machine
• Many precinct captains or political bosses were 1st
or second generation immigrants.
• They helped immigrants find jobs, could often speak
their language and even would help them find
housing, why?
o In return for helping them, immigrants were
expected to vote for the political bosses
candidates or in favor of issues they approved of.

12. Scams and bad bosses
• What is a graft?
• It is when a political machine got its
candidates in office, they would use the
political influence for personal gain.
o Example: “kick Backs” a portion of money paid to a
machine worker would come back to the political
machine. Over charging on jobs, gambling , business
favors.

13. Patronage, and Civil
Service
• Patronage what is it?
• The giving of government jobs to people
who had helped a candidate get elected.
• What is the Civil Service exam?
• A merit system of hiring jobs based on skills
for government administrations, people who
are the most qualifed.

14. Skilled folks only please
• The Pendleton Civil Service Act passed after
James A. Garfield was shot by a disgruntled
patronage supporter. His Vice President who
took office after his death was Chester A.
Arthur. What did the act do
• The Act made federal jobs use a
performance based exam to hire only
qualified people.

15. Business buys influence
• Since patronage was dying out and political
machines couldn’t force people to vote their way.
They took funds from businesses to get their
politicians in office.
• Once in office the politicians were pressured to
enact laws that favored businesses.

16. Map and Citizenship test
• On the map worksheet you are going
to write the distribution levels of
immigrants and where they entered
the country. Use Page 255 to help.
Colored pencils are in the closet.
• When you finish, complete the
citizenship test. 100 questions that
have been asked on a U.S. citizenship
test.

17. Section 1
• Main Idea:
• Immigration from Europe, Asia, the
Caribbean, and Mexico reached a
new high in the late 19th and early 20th
centuries.

18. Why Come?
• Why did people leave their home lands?
o Lured by the promise of a better life
o Some were known as “birds of passage”  this refers to
people who only came to the U.S. temporarily to make
money and then return back to their homelands.
o Escape difficult conditions such as:
• Famine
• Land shortages
• Religious persecution
• Political persecution

19. Europeans
• 1870-1920: 20 million Europeans arrived into the U.S.
• Beginning in the 1890s increasing numbers of
immigrants came from southern and eastern Europe
• WHY?
o Many of the new immigrants left to escape the
religious persecution:
o Whole villages of Jewish people were driven out
by pogroms.
o Pogroms- are organized attacks often
encouraged by local government or police.

20. Europeans Part II
• Another problem in Europe was there were way too
many people.
• Land was scarce since there were so many people
• Jobs were hard to find too
• There was also waves of political movements which
encouraged people to venture to the U.S. for a
taste of independence.

21. Chinese and Japanese
• Europeans arrived on the east coast; which coast
did the Chinese and Japanese arrive on?
• WEST COAST
• 1851-1883: about 300,000 Chinese
arrived. Many arrived in search of
gold, other worked on the railroad.

22. Quick Review
• What was the name of the railroad that these
newly arriving immigrants from China
worked on? Hint: it was the 1st to connect the
Eastern and Western portions of the U.S.
o The Transcontinental Railroad

23. Chinese and Japanese
• The Chinese immigrants also worked on
farms, mining, domestic services, and even opened
their own businesses.
• Japanese immigrants started arriving when
Hawaiian planters were allowed to recruit
Japanese people to work their fields.
• The U.S. annexed Hawaii in 1898 and led to the
Japanese increasingly immigrating into the West
coast.
• By 1920 more than 200,000 Japanese people lived
on the West coast.

24. West Indies and Mexico
• 1880-1920 200,000 immigrants arrived
in the eastern and southeastern
portion of the U.S. From the West
Indies.
• They came from:
o Jamaica, Cuba, Puerto Rico, and other
Islands

25. Mexicans
• 1902 National Reclamation Act-
o Encouraged the irrigation of arid land, created
new farm land in Western states and drew
Mexican farm workers northward.
• 1910 political and social problems in
Mexico caused immigration to
increase. 7% of Mexico’s population at
the time had come to the U.S.

26. REVIEW
• What are “birds of passage”?
o Temporary immigrants that come to make
money and return to their homelands.
• What are pogroms and in What
country were they being used?
o They are government sponsored violence
against religious groups. These took place in
Russia against the Jewish people.

27. Review
• What caused Chinese and Japanese
people to immigrant to the United
States?

28. Enjoy the ride
• How did immigrants arrive to the
United States?
o 1870s most arrived by steamship
• Most traveled in steerage, rarely
allowed on deck, over
crowed, smelly, bug infested
bedding, very few potties,

29. 2 Islands
• ELLIS ISLAND: East coast entry point for
immigrants in New York harbor.
• ANGEL ISLAND: West coast entry point
for immigrants in San Francisco Bay.

30. Ellis vs. Angel Island
processing
• Ellis Island: processing could last
for several hours if not days.
o 1st physical exam to check for serious
health issues or contagious diseases, if sick
you are going back.
o 2nd after medical clearance government
inspector checked documents, to make
sure they weren't criminals, that they
could work, and had a little money at
least 25 dollars.

31. Ellis vs. Angel Island
processing
• Angel Island- Immigrants endured
harsh questioning and long detention
in filthy buildings awaiting entrance or
rejection.

32. I’m here now what?
• Once immigrants finally were able to enter
the U.S. what are some challenges they
might have faced?
o Finding a place to live
o Getting a job
o Language
o New culture

33. My Crew
• How did immigrants cope in this new
country?
o Many immigrants sought out people who
shared their cultural values, practiced
their religion, and spoke their native
languages. These ethnic communities
helped immigrants cope.

34. Immigration Restrictions
• Native born Americans thought of the country as a
melting pot:
o mixture of different cultures and races who
blended together by abandoning their native
languages and customs.

35. Boo Immigrants
• This was a time of numerous anti-immigrant feelings
in our country.
• True or false: This was the only time period in our
country where immigrants are treated badly and
people feel they are ruining our country and
stealing our job.
oFALSE

36. Restrictions
• Nativism- overt favoritism toward
native born Americans.
• Chinese Exclusion Act-
1882, banned entry to all Chinese
except
students, teachers, merchants, and
government officials.

37. Restrictions
• The Gentlemen’s Agreement:1907-
1908
o President Theodore Roosevelt worked out
a deal under this agreement
o Japan’s government limit emigration of
unskilled workers to U.S. in exchange for
the repeal of the San Francisco order.

38. What is the San Francisco
segregation order?
• In 1906, the local board of education
in San Francisco segregated Japanese
children by putting them in separate
schools.

39. Assignment
• Each of you are leaving you homeland. You will
make a list of items you would bring with you to your
new country.
• Write why you would bring those items, and why
you are leaving your homeland. The catch is you
can only bring one bag, no larger than a bag pack.
• Write things you would miss about your homeland.
Write about some items you might have to leave
behind. Examples: dog, cat, friends, family
• You will share their answers at the start of class the
next day.