Ch.7-9 Options• Option 1

• Research and create a Powerpoint style presentation or video documentary on your families history– Both parent’s family history– Where they came from– When/Why/how they came to the US– Where they settled in the US and how your family

ended up here

• Option 2

• You and a small group will be responsible for teaching some aspect of Ch. 9 on the Progressive Era

• Need to know by Wednesday if you can find info on your family history

Ch. 7.1 Key Questions

Why did immigrants come to the US?

Where did immigrants come from?

What problems/issues did immigrants face on the trip over and once they got here(Ellis/Angel Island)?

Why did some people want to put restriction on immigration? What were those restrictions?

October 6

Immigration Today•What is immigration?

•What is illegal immigration?

•Why do people want to come to the US either legally or illegally?-Look at next slide

•Why do US citizens get upset about illegal immigration?

•Why is it easy for politicians to ignore the problem of illegal immigration?

•What is birthright citizenship?

•What are “anchor babies”?-Not a positive term but the one that is used a lot

Why did/do immigrants come to the US?

• Push-Pull Factors

• Famine

• Land shortages

• Religious or political persecution

• War

• In debt or in trouble

• More opportunities-$$-The American Dream– Farming(Homestead Act), mining, working on the

railroad, cattle ranching, factory work

• Reunite with family

Legal Immigration Statistics• 2013 - 990,553 people are granted lawful

permanent residence in the United States

• “Green cards"

• The top countries of origin are:

• -- Mexico (14%)

• -- China (7.2%)

• -- India (6.9%)

• -- Philippines (5.5%)

• -- Dominican Republic (4.2%)

• 2013 - A total of 779,929 people become naturalized U.S. citizens

• The top countries of birth are:• -- Mexico (12.7%)• -- India (6.4%)• -- Philippines (5.6%)• -- Dominican Republic (5.1%)• -- China (3.9%)• Residents becoming naturalized citizens in

2013 had spent a median of seven years in “green card” status.

• US Naturalization Practice Test

Illegal Immigration Statistics• 2012 - The Department of Homeland Security

estimates that there are 11.4 million unauthorized immigrants living in the United States

• The top countries of origin are:

• -- Mexico (59%)

• -- El Salvador (6%)

• -- Guatemala (5%)

• -- Honduras (3%)

• -- Philippines (3%)

• 2012 - The top U.S. states where unauthorized immigrants settle are:

• -- California (25%)

• -- Texas (16%)

• -- Florida (6%)

• -- New York (5%)

• -- Illinois (5%)

• Unauthorized immigrants to the United States tend to be young (61% between ages 25-44) and male (53%)

• 2013 - 662,483 unauthorized immigrants are apprehended

• More than 64% are from Mexico

• 2013 - 438,421 unauthorized immigrants are removed from the United States

• -- Repatriated to Mexico (72%)

• -- Repatriated to Guatemala (11%)

• -- Repatriated to Honduras (8%)

• -- Repatriated to El Salvador (5%)

• Between 1870 and 1920, 20 million Europeans came to US

• Discuss “old immigrants” vs “new immigrants”

• Define nativism

Steps to America

• Step One-Leaving Home• Step Two-On Board the Ship• Step Three-Inspection• Step Four-Beyond Ellis or Angel

Island

• Source

Step One-Leaving Home

• It was common for one person from a family to come to America first

• They would save to eventually bring others

• From 1900 to 1910, almost 95% of the immigrants arriving at Ellis Island were joining either family or friends

• In 1901, between 40 and 65% came either on prepaid tickets or with money sent to them from the United States

Step Two-On Board the Ship

• A ticket to America cost $30

• Three types of accommodations-first class, second class and steerage

• Only steerage passengers were processed at Ellis Island

• First and second class passengers were quickly “inspected” on board the ship

• Larger ships could hold from 1,500 to 2,000 immigrants, netting a profit of $45,000 to $60,000 for a single, one-way trip

Steerage

• For many immigrants, the experience of steerage was a nightmare

• At one time, the average passenger mortality rate was 10 percent per voyage

• Conditions were extremely overcrowded, dark, unsanitary and foul-smelling

• In spite of the miserable conditions, the immigrants had faith in the future

• Crossing the Atlantic could take anywhere from a week to more than a month, depending on the ship and weather

• They would play cards, sing, dance and talk

• In1911, the United States Immigration Commission said:

• “The open deck space reserved for steerage passengers is usually very limited, and situated in the worst part of the ship, subject to the most violent motion, to the dirt from the stacks and the odors from the hold and galleys... the only provisions for eating are frequently shelves or benches along the sides or in the passages of sleeping compartments. Dining rooms are rare and, if found, are often shared with berths installed along the walls. Toilets and washrooms are completely inadequate; saltwater only is available.

• “The ventilation is almost always inadequate, and the air soon becomes foul. The unattended vomit of the seasick, the odors of not too clean bodies, the reek of food and the awful stench of the nearby toilet rooms make the atmosphere of the steerage such that it is a marvel that human flesh can endure it... Most immigrants lie in their berths for most of the voyage, in a stupor caused by the foul air. The food often repels them... It is almost impossible to keep personally clean. All of these conditions are naturally aggravated by the crowding.”

Step Three-Inspection• Passengers were inspected for contagious

diseases such as cholera, plague, smallpox, typhoid fever, yellow fever, scarlet fever, measles and diphtheria

• If immigrants had any of the diseases they would be deported

• Sick children age 12 or older were sent back to Europe alone

• In total, about 20 percent of those arriving at Ellis Island were detained for medical treatment or a legal hearing

• 80% were free to go after only a few hours

• Only 2% of the immigrants seeking refuge in America would fail to be admitted

Ellis Island

• What happened at Ellis Island?

• What do you think the ocean voyage was like?

• Intro Video

• Video 1 --Arrival

• Video 2 --Hurdles to Citizenship on Ellis Island

• Video 3 --Detained at Ellis Island

• Video 4 --Medical Inspections

• What state is it located in?

Angel Island--Video

Step Four-Beyond Ellis Island

• As they left Ellis Island, the next stop was the Money Exchange

• Cashiers exchanged paper money, from countries all over Europe, for American dollars

• Then it was off to New York City or the railroad ticket office to go anywhere in the country that they wanted

Why were immigrants disliked in the US in the late 1800’s/early

1900’s?

Chinese Exclusion Act-1882

–Banned all Chinese immigration to the US from 1882-1902

–Why ban Chinese immigrants?

Gentleman’s Agreement-1907

• Informal agreement between the United States and Japan

• The US would not restrict Japanese immigration and Japan would not allow further immigration to the U.S

• The goal was to reduce tensions between the US and Japan

• What was the tension?

Ch. 7.1 Key Questions

Why did immigrants come to the US?

Where did immigrants come from?

What problems/issues did immigrants face on the trip over and once they got here(Ellis/Angel Island)?

Why did some people want to put restriction on immigration? What were those restrictions?

Chapter 7.2 Key Questions

Why did cities grow so quickly in the late 1800's and early 1900's?

What problems did cities face due to the rapid increase in population?

What did people/organizations do to try to help the bad situation in the cities?

Why Did Cities Grow So Fast?

• Immigrants• Farmers moved to the city• African-Americans moved to the

cities• Cities offered more jobs and

opportunities• Cities offered more entertainment

Problems in the City• Cramped, old, dirty housing-tenements• Lack of good transportation

• Lack of safe drinking water

• Disease was common

• Streets were filthy

• Crime

• Fires

• Poverty due to low pay at work

Jacob Riis“How the Other Half Lives”

• Define tenements

• Video

Dumping Garbage in New York Harbor-Late 1800’s

Problem:Cramped, Old, Dirty Housing-TenementsSolutions:

-Cities put restrictions on building wood-frame structures in the center of the city-Why?

-Cities encouraged the construction of lower-income dwellings on the city’s outskirts-Why?

-The Tenement House Act of 1867 defined a tenement for the first time and set construction regulations

-Among these were the requirement of one toilet per 20 people-Why?

• Tenement House Law-1901

– Outlawed the construction of new tenements on 25-foot lots and mandated improved sanitary conditions, fire escapes and access to light

– Current tenements were updated and more than 200,000 new apartments were built over the next 15 years

• Most tenements were destroyed in the 1920’s and especially the 1930’s with FDR’s New Deal

• The first fully government-built public housing project opened in New York City in 1936

Problem: Lack of good transportation

• Solutions

–Electric Streetcars-late 1800’s, early 1900’s

–Automobiles• There were 300 cars in the United States in 1895, 78,000

in 1905, 459,00 in 1910 and 1.7 million in 1914.

–Subways-New York City-1904

–Airplanes-1903-Wright Brothers

1900 Bradley Gasoline Runabout

1903 Ford Model A

Bus in 1925

US Airplane in WWI-1918

Problem:Lack of safe drinking water• Solutions:

• In late 1800’s, scientists had proven that diseases were spread through unsafe drinking water

• In early 1900’s, chlorine was added to the water to help eliminate disease

• Federal regulation of drinking water quality began in 1914 which continued to strengthen over the decades

Problems: Disease was commonand Streets were filthy

• Solutions:

• Already mentioned horses being replaced, eliminating the manure problem

• Already mentioned adding chlorine to water

• Introduction of indoor plumbing

• George A. Waring Jr.-New York City-1895– Organized modern recycling, street sweeping and

garbage collection – Video

George Waring

Dumping Garbage in New York Harbor-Late 1800’s

Early 1900’s Garbage Collection

Problem: Crime• Solutions:

• Organized Police Force– Police became full time employees of the city-not

volunteers– In 1838-Boston established the first American

police force– New York City-1845– Chicago-1851– By the 1880s all major U.S. cities had municipal

police forces in place

• 1911 - Fingerprints are first accepted by U.S. courts as a reliable means of identification

NYPD-1895-TR

Problem: Fires

• Solutions:

• Already mentioned better building codes

• Full time, paid firefighters

• In 1853, Cincinnati became the first full-time, paid fire fighters in the US

Problem: Poverty due to low pay at work

• Solution:

• Labor Unions– Minimum wage laws– Shorter hours– Child labor laws

Chapter 7.2 Key Questions

Why did cities grow so quickly in the late 1800's and early 1900's?

What problems did cities face due to the rapid increase in population?

What did people/organizations do to try to help the bad situation in the cities?

Ch. 7.3 Key Questions• What was the political machine and what did

they do for a city?

• Explain Boss Tweed and the Tweed Ring.

• What caused all the corruption in government?

• What laws came about to reform government?• Ulysses S. Grant, Rutherford B. Hayes, James

Garfield, Chester Arthur, Grover Cleveland, Benjamin Harrison, Grover Cleveland, William McKinley, Teddy Roosevelt, William Taft, and Woodrow Wilson were all presidents during the late 1800's/early 1900’s. Were they a reform president or a status quo president?

The Gilded Age

• 1870’s-1900

• Gilded—To be covered with gold

Political Machine• A political organization, usually controlled by a

single “boss”, that controlled votes and had administrative control of a city, county, or state

• These organizations provided social services and jobs to people(recent immigrants) in exchange for votes

• Very corrupt

• Came about due to the rapid increase of population in cities and poor government in the 1800’s

• Died out in the early 1900’s

• There was a lot of corruption in gov’t

–Kickback system

–Granting favors to big business

–Spoils system/patronage

–Political boss hired/fired police

Boss William Marcy Tweed

• Was the Boss of the Democratic political machine in New York City

• The building Tweed worked in was Tammany Hall

Boss William Marcy Tweed

Reforming Government• The Spoils System/Patronage caused a lot

of the problems

Reforming Government

• Pendleton Civil Service Act-1883–Required most government jobs to

be given through a merit system based on test scores

–1883: 14,000/117,000 gov’t jobs required tests

–1900: 100,000/200,000 gov’t jobs required tests

Good Presidents Also Brought Change

• President Grant-President Wilson• 1869-1921• Reform president or status quo

president?

Reform Presidents

• Rutherford B. Hayes-1877-1881

• James Garfield-1881

• Chester Arthur-1881-1885

• Grover Cleveland-1885-1889, 1893-1897

• Benjamin Harrison-1889-1893

• Teddy Roosevelt-1901-1909

• Woodrow Wilson-1913-1921

Status Quo Presidents

• Ulysses S. Grant-1869-1877

• William McKinley-1897-1901

• William Howard Taft-1909-1913

Ulysses S. Grant-1869-1877Status Quo-Republican

Rutherford B. Hayes-1877-81Reform-Republican

James Garfield-1881Reform-Republican

Garfield’s AssassinationJames Garfield

Chester Arthur-1881-1885Reform-Republican

Grover Cleveland-1885-1889, 1893-97Reform-Democrat

Benjamin Harrison-1889-1893Reform-Republican

William McKinley-1897-1901Status Quo-Republican

Teddy Roosevelt-1901-1909Reform-Republican

William Howard Taft-1909-1913Status Quo-Republican

Woodrow Wilson-1913-1921Reform-Democrat

Ch. 7.3 Key Questions• What was the political machine and what did

they do for a city?

• Explain Boss Tweed and the Tweed Ring.

• What caused all the corruption in government?

• What laws came about to reform government?• Ulysses S. Grant, Rutherford B. Hayes, James

Garfield, Chester Arthur, Grover Cleveland, Benjamin Harrison, Grover Cleveland, William McKinley, Teddy Roosevelt, William Taft, and Woodrow Wilson were all presidents during the late 1800's/early 1900’s. Were they a reform president or a status quo president?

Ch. 8 Key Questions• Ch. 8.1:

-What advances in science and technology help solve urban problems?

Ch. 8.2:

-How did education change in the late 1800's and early 1900's?

• Ch. 8.3:

-What laws and restrictions were put on African-Americans and other minorities after Reconstruction ended?

-Explain the significance of Plessy v. Ferguson.

Ch. 8.4:

-Explain what people did for entertainment in the late 1800's and early 1900's.

Advances and Technologies

• Skyscrapers

– Flatiron Building-1902

• Electric streetcars

• Subways-1904

• Cash register-1879

• Automatic dishwasher-1889

• Vacuum cleaner-1899

Advances and Technology

• Airplane-1903

• Kodak Camera-1888

• Automobile-late 1800’s

• Light Bulb-1879

• Telephone-1876

• Typewriter-1867

• Radio-1895

• Toilet paper-1857

Expanding Public Education• Class Reading• Before the mid 1800’s, education was for the wealthy• Most states had public schools by 1865• But many school-aged children still received no formal

education-worked in factories instead• Between 1865-1895, states passed laws requiring 12-

16 weeks annually of school• Classes focused on the “3 R’s”-reading, “riting”, &

“rithmetic”• Memorization and recitation was very common

• Why did “the lecture” become a common strategy for teachers?

• How is our school system set up like a factory during the Industrial Revolution?– The bells– Assembly line

• Students are tested and if they pass, move to the next part of the assembly line

– Schools were/are “one size fits all” and prepared students to work in factories upon finishing school

African American & Immigrant EDU

• African Americans were mostly excluded from public schools or had to attend segregated schools

• In 1910, 3% of African Americans between the ages 15-19 attended H.S.

• Immigrants were encouraged to go to school• Most European immigrant families sent their

children to the free public schools• Children learned English and became

“Americanized”

Religion in School

• Public schools had mandatory readings from the Protestant Bible

• Many Catholic families were concerned

• Catholic communities set up parochial schools to give their children a Catholic Education

– Parochial School: a school supported by a church parish

Higher Education

• What is Higher Education?• From 1880-1920, college enrollments

quadrupled• High School diploma and entrance exams

were used in admittance purposes• Morrill Act-1862

– Iowa State-1858

• Drake-1881• Iowa-1847• UNI-1876

Segregation

• Literacy test

• Poll tax

• Grandfather Clause(1-1-1867)

• Jim Crow laws

• Plessy v Ferguson-1896– “Separate but Equal”

– Separate and unequal in reality

• Lynching and violence

Tuskegee Airmen-WWII

Coney Island(1903)-Amusement Parks

Vaudeville Shows

Minstrel Shows

Parks-Central Park in NYC-1857

Basketball

• Dr. James Naismith

• First public game was in 1892

• Original rules

Baseball

• Invented by Abner Doubleday in 1839

• Major League baseball became big in the late 1800’s

• Honus Wagner

Football

• Late 1800’s college football became popular

• NFL would not start until the 1920’s

Other Popular Sports

• Tennis

• Golf

• Boxing

• Biking-1885

John McDermott

• Picture of John in 1911• First US golfer to win

US Open• Still is the youngest to

have won-19 in 1911

Paddy Ryan

• Bare-knuckle Champion of America 1880-82

•

“Gentleman Jim” Corbett1892-1897-Heavyweight Champ

Jack JohnsonHeavyweight Champion-1908-1915

Music and Dancing

• Ragtime

• Cakewalk

• Tap Dancing-Bill “bojangles” Robinson

Movies-The Great Train Robbery-1903

World Fair’s• Focused on showcasing the latest and greatest

in inventions and technology

• 1853-New York, 1876-Philadelphia, 1893-Chicago(Ferris Wheel), 1901-Buffalo, 1904-St. Louis, 1915- San Francisco

Ch. 8 Key Questions• Ch. 8.1:

-What advances in science and technology help solve urban problems?

Ch. 8.2:

-How did education change in the late 1800's and early 1900's?

• Ch. 8.3:

-What laws and restrictions were put on African-Americans and other minorities after Reconstruction ended?

-Explain the significance of Plessy v. Ferguson.

Ch. 8.4:

-Explain what people did for entertainment in the late 1800's and early 1900's.