1. Immigrants and
Urbanization
Unit 8.3

2. Section 1: Objectives
 By the end of this lesson, I will
be able to:
 1. Identify immigrant’s countries of
origin.
 2. Describe the journey immigrants
endured and their experiences at
United States immigration stations.
 3. Examine the causes and effects of
the nativists’ anti-immigrant
sentiments.

3. Section 1: The New
Immigrants:
 Main Idea:  Why it Matters:
Immigration from Now: This wave of
Europe, Asia, the immigration helped
Caribbean, and
Mexico reached a new
make the United
high in the late 19th States the diverse
and early 20th society it is today.
centuries.
 Key Terms:  Key Terms (2):
 Ellis Island  Nativism
 Angel Island  Chinese Exclusion
 Melting Pot Act

4. Story Time!
 The year is 1880. New York City’s
swelling population has created a
housing crises. Immigrant families
crowd into apartments that lack
light, ventilation, and sanitary
facilities. Children have no where to
play except the streets and are often
kept out of school to work and help
support their families. You are a
reformer who wishes to help
immigrants improve their lives….

5. Discussion: Turn and Talk
 1. What would you
do to improve
conditions?
 2. What skills do
newcomers need to
make it?
 3. How might
immigrants
respond to help
from an outsider?
 4. How do you
think you’d react?

6. Why Did The Immigrants
Come Here?
 Between 1870 & 1920,
about 20 million
Europeans immigrated
to the U.S.
 1. Escape religious
persecution
 2. Improve their
economic situation
(jobs) (Birds of
passage)
 3. Experience greater
freedom in the U.S.
 4. Escape difficult
conditions (famine,
land shortages – from
rising population)

7. Which of the following is a reason why the
immigrants did NOT come to America?
1. To escape
persecution
2. To improve their
economic
25
situation
3. To educate their
children in better
American schools 0% 0% 0% 0%
4. To escape difficult
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8. A Difficult Journey: Turn and
Talk:
 What main issues do you think the
immigrants faced when coming into
the USA?
 Which of these do you think would
be most difficult for you if you were
an immigrant?
 How do you think they were treated?
 What do you think was the overall
American view on immigration at this
time? (similar or different from
today?)

10. Ellis Island:
 Most European
immigrants to the
U.S. arrived in New
York and had to
pass through
immigration station
located on Ellis
Island in New
York Harbor
 Immigrants were
carefully health
screened and could
only bring 100lbs
of belongings
Ellis Island - NY

11. Do you think that Americans were excited or
upset over immigration?
1. Excited
2. Upset 25
3. Not sure
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12. Passing Inspection:
 Officials at Ellis
Island decided
whether the
immigrants could
enter the country.
 1. Check for
serious health
problems
 2. Document
checks
 What do you think
the requirements
for entering the
country should
have been?

13. What Were the Requirements for
Admission?
 1. Proving they
had never been
convicted of a
felony?
 2. Demonstrating
that they were able
to work.
 3. Showing that
they had some
money: at least
$25 (1909
standard)
 Let’s look at an
example:

14. Here Are The Exact
Questions Used:
 1.What is your name?
 2. Have you ever been to the America
before?
 3. Do you have any relatives here? If the
answer was yes, then asked where they
lived.
 4. Is there anyone who came to meet you
at Ellis Island?
 5. Who paid for your passage?
 6. Do you have any money? ( If the
answer was yes then immigrant was told:
Let me see it.)
 7. Do you have a job waiting for you in
America?
 8. Do you have a criminal record?

15. Edward Ferro: An Italian
Immigrant:
 “The language was a problem of
course, but it was overcome by the
use of interpreters…It would happen
sometimes that these interpreters –
some of them – were really
softhearted people and hated to see
people being deported, and they
would, at times, help the aliens by
interpreting in such a manner as to
benefit the alien and not the
government.” (I Was Dreaming to Come to
America)

16. Angel Island:
 Not all immigrants
came through Ellis
Island
 Angel Island -
Immigration
station for the
Asian immigrants
arriving on the
West Coast- San
Francisco.
 Inspection process
more difficult than
on Ellis Island.
(filthy conditions,
harsh questioning)

17. Cooperation For Survival:
 Think about:
Finding a place to
live, a job,
understanding the
language and
culture in a new
country
 Many immigrants
settled in
communities with
other immigrants
from same
country.

18. Immigration Restrictions:
 America started
to be called a
MELTING POT
- Many cultures
& races had
blended
 But, many
immigrants
refused to give
up their culture.
CRN Benchmark- 10.11.6C- Trace the origins and implications of Manifest Destiny

19. The Rise of Nativism:
 Some Americans
didn’t like so many
immigrants living
in the U.S.
 NATIVISM-
preference for
native-born
Americans.
 Nativism
 1. Gave rise to
anti-immigrant
groups
 2. Led to a demand
for immigration
restrictions.

20. Anti-Asian Sentiment:
 Chinese immigrants
worked for low wages
– this took jobs from
native born Americans
 Labor groups
pressured politicians to
restrict Asian
immigration.
 CHINESE
EXCLUSION ACT
1882 - Banned all but
a few Chinese
immigrants
 Not lifted until 1943.

21. Section 2 Objectives:
 By the end of this lesson, I will
be able to:
 1. Describe the movement of
immigrants to cities and the
opportunities they found there.
 2. Explain how cities dealt with
housing, transportation, sanitation,
and safety issues.
 3. Describe some of the
organizations and people who
offered help to urban immigrants.

22. Section 2: The Challenges
of Urbanization:
 Main Idea: The rapid  Why it Matters
growth of cities forced Now: Consequently,
people to contend residents of the US
with problems of cities today enjoy
housing,
vastly improved
transportation, water,
and sanitation.
living conditions.
 Key Terms:  Key
 Urbanization Terms/Names:
 Americanization  Social Gospel
movement Movement
 Mass Transit  Settlement House
CRN Benchmark- 11.11.1R- Explain the significance of the Social Gospel

23. Urban Opportunities:
 Many immigrants
settled in cities in
the early 1900’s –
work
 Cities began to
become
overcrowded
 Urbanization -
the rapid growth of
cities.
 Farmers also
moved into the city
– new technology
= less farming jobs

24. Americanization Movement:
 Our government
wanted to help
immigrants learn
more about the
USA
 Americanization
Movement – Was
designed to
assimilate people
of wide-ranging
cultures into the
dominant culture.
 Schools taught
them English,
American history,
and government.

25. Urban Problems:
 There became
serious shortages
in housing.
 New types of
housing were
created
1)Row house –
apartment type
homes
2)Tenement –
Multifamily urban
houses often
overcrowded &
unsanitary
 Sanitation was a
problem

27. Mass Transit:
 Transportation also
became a huge
issue.
 Cities developed
Mass Transit –
transportation
systems designed
to move large
numbers of people
along fixed routes.
 More were needed
to keep up with
demand

28. Urban Problems: Sanitation
 Cities had hard
time supplying safe
drinking water.
 People threw
garbage out their
windows.
 Horse manure piled
up on the streets
 Sewage flowed in
streets.
 By 1900, many
cities built sewers
& created
sanitation
departments.

29. Crime Problems:
 Pickpockets and
thieves
flourished
(stealing to
survive)
 NYC police was
relatively small
and didn’t make
much impact on
crime.

30. Fire Problems:
 The city had limited
supply of water.
 Most city apartments
were made of wood
 People also used
candles and kerosene
lamps for lighting.
 Paid fire departments
were first created in
1853 (Cincinnati)
 The automatic fire
sprinkler was also
created in 1874.

31. The Great Chicago Fire:
1871
 Fire burned for 24hrs.
 An estimated 300 people died
 100,000 were left homeless
 More than 3 square miles of the
city center was destroyed.
 Property loss was estimated at
$200 million.
 17,500 buildings were
destroyed.

32. Reformers Help the Poor:
 Social Gospel
movement - Early
reform program
 Leaders preached
that people
reached salvation
by helping the poor
 They established
Settlement
Houses -
 Community centers
located in slums that
helped & friendship
for poor &
immigrants.

33. Section 3: Objectives
 By the end of this lesson, I will
be able to:
 1. Explain the role of political
machines and political bosses.
 2. Describe how some politicians’
greed and fraud cost taxpayers
millions of dollars.
 3. Describe the measures taken by
presidents Hayes, Garfield, and
Arthur to reform the spoils system.
 4. Explain the positions taken by
presidents Cleveland, Harrison, and
McKinley on the tariff issue.

34. Section 3: Politics in the
Gilded Age:
 Main Idea: Local  Why it Matters
and national Now: Political
political corruption reforms paved the
way for a more
in the 19th Century honest and efficient
led to calls for government in the
reform. 20th Century and
beyond.
 Key Terms:  Key Names:
 Political Machine  Boss Tweed
 Graft  Rutherford B. Hayes
 Patronage  James A. Garfield
 Civil Service  Chester A. Arthur
 Pendleton Civil Service  Grover Cleveland
Act  Benjamin Harrison

35. My favorite day of the week
is:
1. Monday
2. Tuesday
3. Wednesday :20
4. Thursday
5. Friday
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36. Political Machines:
 Since cities were so
crowded, the local
government couldn’t
control everything
 During late 1800’s,
many cities were run
by a Political
Machine - an
organized group,
headed by a city boss,
that controlled
activities in a city.
 Offered services to
voters & businesses in
exchange for political
or financial support.

37. The Role of the Political Boss:
 What else did the
bosses do:
 1. Controlled
access to jobs
 2. Built parks,
sewer systems,
and waterworks.
 3. Gave money to
hospitals, schools,
and orphanages.
 So that…..people
would vote for
them!!

38. Why do you think that people supported
the political machines?
1. Support
2. Protection
20
3. Services
4. All of the above
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39. Immigrants and Bosses:
 The immigrants liked
the idea of political
machines and bosses.
Why?
 1. Many of the bosses
were immigrants
themselves– they
spoke their language
and battled the same
hardships.
 2. They helped the
immigrants with
Naturalization – full
American citizenship.
 3. Helped them get
jobs and houses
 And in return –
VOTES!!!

40. Why did the bosses often relate
well to the people?
1. They liked to be
in control
2. They were once
immigrants :20
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41. Election Fraud and Graft:
 Many Bosses got rich
through GRAFT-the
illegal use of political
influence for personal
gain.
 Example: By helping a
person find work on a
construction project for
the city, a political
machine could ask the
worker to bill the city
for more than the
actual cost of materials
and labor.
 The worker then
“kicked back” a portion
of the earnings to the
machine.
The NY City Courthouse was built using
Graft money

42. Why do you think that people allowed the
bosses to do illegal activities?
1. Because they
were getting 20
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43. The Tweed Ring:
 Boss Tweed
(William M. Tweed)
became the head
of Tammany Hall-
NYC’s powerful
Democratic
political machine.
 Between 1869-
1871 Boss Tweed
led a group of
people (Tweed
Ring) in defrauding
the city for millions
of dollars.

45. What Did Tweed Do? – Story
Time!
 The NYC
Courthouse was
being built. The
project cost tax
payers $13 million,
while the actual
cost was only $3
million! The
difference went to
the Tweed Ring. It
is estimated that
the Tweed Ring
stole between $30-
$200 million
dollars from NYC.

46. Ultimately, who did the Tweed
Ring’s actions hurt worse?
1. Boss Tweed
2. The city
20
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government
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47. Eventually…They Got Busted!
 In 1871 the ring
was broken.
 Tweed was indicted
on 120 counts of
fraud and extortion
and was sentenced
to 12 years in jail.
 His sentence got
reduced to 1 year
but he got in
trouble again and
was arrested.
 While serving this
sentence, he
escaped to went to
Spain.

48. 1. What is the significance of the word LAW on the torn piece of paper?
2. What affect do you think Nast wanted to have on his audience?

49. Patronage:
 National politics
were also corrupt –
It’s all about who
you know.
 Patronage: giving
of government jobs
to people of the
same party who
had helped a
candidate get
elected.
 Shouldn’t the job
go to the most
qualified?

50. Civil Service:
 Civil Service-
Government
jobs
 Reformers
proposed that
civil service jobs
would go to the
most qualified,
regardless of
political views.

51. Why was the “civil service” system a
better system than the spoils system?
1. It wasn’t
2. It allowed political
bosses to control
20
the job market
3. It allowed the
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get hired
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52. President Hayes:
 President
Rutherford B.
Hayes attempted
to reform civil
service
 Some members of
Republican party
objected
 He decides not to
run for re-election
(no support)

53. Garfield’s Assassination:
 Stalwarts opposed
change in patronage
system.
 Reformers supported
changing the system
 New President James
Garfield attempts to
reform the patronage
system and is
assassinated
 Chester A. Arthur
Garfield’s VP -
Becomes the new
President

54. Why was Garfield assassinated?
1. He wasn’t liked by
the political
machines 20
2. He had ties to the
reform movement
3. He didn’t deserve 0% 0% 0% 0%
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55. Chester A. Arthur in Action:
 Arthur’s first
message to the
Congress was to
pass the
Pendleton Civil
Service Act -
Created a civil
service commission
to give government
jobs based on
merit, not politics
 This caused
politicians to turn
to big businesses
for money