Thankful Thursday
10/20/2016
Bell ringer: Please do the following quickly and quietly
 Make sure your mailbox folder is empty
 Take a handout from the counter
 Have a seat and take out a piece of paper
 Answer the handout questions on your own paper!
 When you are done, wait patiently and quietly for
further instructions 
ESSENTIAL QUESTION: Why did immigrants come to the
United States, and what impact did they have upon society?
Objectives
•
Compare the “new immigration” of the late
1800s to earlier immigration.
•
Explain the push and pull factors leading
immigrants to America.
•
Describe the challenges that immigrants faced
once they arrived in America.
•
Understand how and why Congress begins to
restrict immigration.
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?)
The New Immigrants

New Immigrants Come to America
• Old Immigrants (Pre-1870s):
1.Mainly Protestants from
Northwestern and Western
Europe
2.Came as families to settle on
farms with family members or
friends
3. Had: money, a skill or trade, or
were educated
• New Immigrants (Post-1870s):
1. Mainly Catholics or Jews from
Southern and Eastern Europe
2.Sometimes came alone, usually
settled in cities
3. Were usually: poor and unskilled
Fear grew that “new” immigrants would destroy American culture.
The New Immigrants


Push factors: land reform,
low prices, new
start=appealing, revolution
and war destroying
economies and leaving
political refugees, religious
persecution and violence
Pull factors: land,
employment, “Chain
immigrants” (joining family
already in the US),
Homestead Act, RR, mines,
etc., religious and political
freedom
The New Immigrants

The Immigrant
Experience
• Long/difficult journey,
few personal items
• Processed at Ellis or
Angel
1. Screenings checked
for medical problems,
legal issues
2.How were their waiting
conditions?
The New Immigrants

Challenges Faced by Immigrants
• Passing immigration inspections
• Find a place to live
• Find a job
• Understand language and culture

Coping with new life:
• Settlement houses ran Americanization programs
• Immigrants formed ethnic fraternal organizations
The New Immigrants

Opportunities and Challenges
in America
• Passing immigration
inspections
• Where to settle
• New language: assimilation
“Americanization”
• Living styles: ghettos
• U.S. becomes a “melting
pot”
• Nativism = we’re superior
because we’re born here
The New Immigrants

Restricting Immigration
• Nativism = we’re superior because we’re born here
• Chinese Exclusion Act (1882)
1.What did it limit specifically?
• Congress passed other laws barring criminals, paupers, those
who were immoral, and anyone likely to need public assistance
The New Immigrants

Immigrants Change
America
• Fueled industrial
growth
• New ranching
techniques
• Helped U.S.
become an
economic world
power
• Traditions became
a part of American
culture
• Encouraged unions
and reforms
What’s the big idea?
List specifics, what were the main topics discussed in
this section. Explain why those are the main topics.
 Important vocabs/terms you should remember?

Fantastic Friday
10/21/2016
Bell Ringer: Please do the following quickly and quietly

Take one of each handout from the counter (3 Total)
PLEASE DO NOT WRITE ON THE BELL RINGER HANDOUT

Have a seat, take out a piece of paper

Label the paper: Bell Ringer-”New” Immigrants,
• Make sure to write your name, today’s date, and your class
period in the top right-hand corner of your paper
• Answer all the questions

When you are done, wait patiently and quietly for further
instructions
Table of Contents
Chapter
7
Title
Immigration and Urbanization
Assignment
Ex. Map, Notes,
Handout…
Notes
“New” Immigrants
Vocabulary
Date
Begun/Completed
10/20
10/21
10/21
What challenges did city dwellers face, and
how did they meet them?
Learning Goals
• Analyze the causes of urban growth in the late 1800s.
• Explain how technology improved city life.
• Evaluate how city dwellers solved the problems caused
by rapid urban growth.
Section 2: Cities Expand and Change

America Becomes a Nation
of Cities
• Northeast and Midwest
became the centers of
attraction
• Cities offer variety of work
1.List specifics
• Migrations from rural-urban
centers become more
frequent
Urban Opportunities
 People moved to cities to
seize opportunities.
 Workers' children could
attend city schools.
 Churches, theaters, social
clubs, and museums offered
companionship and
entertainment.
 Most city workers were able
to enjoy a higher standard of
living, and some moved into
the growing middle class.
Growth of Cities: Turn and Talk:
•
•
•
•
Where were most major cities located in the late
1800s and early 1900s?
What determined the location of these cities?
Why were more immigrants drawn to these urban
areas than to more rural areas?
Why were farmers migrating to cities during this
time?
Section 2: Cities Expand and Change

Technology Improves City
Life
• Trolleys, Subways,
building codes,
skyscrapers, elevators,
• Mass transit: reshapes
society and leads to city
planners
Technology
Traffic congestion often
kept streetcars from
running on schedule.
In 1897, Boston solved this problem
by building the nation’s first
subway system, and New York City
followed suit in 1904.
Mass transit made it possible for middle- and upper-class
people to move to the suburbs.
Section 2: Cities Expand and Change

Urban Living Creates
Problems
• Tenement housing
• Pollution
• Crime increases
• Discrimination worsens
“Dumbbell” Tenement
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.
Section 2
Learning Goals
• Analyze the causes of urban growth in the late 1800s.
• Explain how technology improved city life.
• Evaluate how city dwellers solved the problems caused
by rapid urban growth.
Marvelous Monday
10/24/2016
Bell Ringer: Please do the following quickly and quietly
1. Make sure your mailbox folders are empty
2. Have a seat, take out a piece of paper
3. Label the paper: Bell Ringer- Political Cartoon
• Make sure to write your name, today’s date, and
your class period in the top right-hand corner
• Answer all the questions on the next screen
4. When you are done, wait patiently and quietly for
further instructions
DAILY FOCUS: Analyze this
political cartoon and
answer the following:
1.When was this cartoon
published?
2.By whom?
3.Who is depicted?
4.How is he depicted?
5.What symbolism can you find
and describe?
6.What is the message of this
cartoon?
"King of the World," C.J. Taylor, Puck Magazine, 1901.
Table of Contents
Chapter
7
Title
Immigration and Urbanization
Assignment
Ex. Map, Notes,
Handout…
Notes
Chinese Exclusion Act
Vocabulary
Bell Ringer—Political
Cartoon
Date
Begun/Completed
10/20
10/21
10/21
10/24
ESSENTIAL QUESTION: What luxuries did cities
offer to the middle class?
Learning Goals
• Explain how new types of stores and marketing
changed American life.
• Analyze the ways in which Americans developed a
mass culture.
• Describe the new forms of popular entertainment in
the late 1800s.
 In his 1873 novel, The Gilded
Age, novelist Mark Twain
satirically depicted American
society as gilded, or having a
rotten core covered with gold
paint.
 Twain’s label stuck, and
historians call the late 19th
century the Gilded Age.
Section 3: Social and Cultural Trends

Americans Become Consumers
• Conspicuous Consumerism
• Rowland H. Macy-department stores
• John Wanamaker: money back guarantee
• Name brands become important
• Standard of living increases
Macy’s
Section 3: Social and Cultural Trends
2.
Mass Culture
• “American Dream”
• Joseph Pulitzer and William
Hearst: transform
newspapers
• Horatio Alger: succeed
through hard labor, The Red
Badge of Courage
• Schools focus on classes
necessary for popular
industries (civics, business
training, etc.)
• John Dewey: new teaching
methods
Mass Culture: Turn and Talk:
•
How were Joseph Pulitzer and William
Randolph Hearst responsible for spreading
American mass culture?
Life in the 1860s
•
•
•
•
•
•
•
•
No indoor electric lights
No refrigeration
No indoor plumbing
Kerosene or wood to heat
Wood stoves to cook with
Horse and buggy
In 1860, most mail from the East
Coast took ten days to reach the
Midwest and three weeks to get
to the West Coast.
A letter from Europe to a person
on the frontier could take several
months to reach its destination.
Life in the 1900s
•
•
•
•
•
•
•
•
US Govt issued 500,000 patents—
electricity
Refrigerated railroad cars
Sewer systems and sanitation
Increased productivity made life
easier and comfortable.
Power stations, electricity for
lamps, fans, printing presses,
appliances, typewriters, etc.
New York to San Francisco to 10
days using railroad.
1.5 million telephones in use all
over the country
Western Union Telegraph was
sending thousands of messages
daily throughout the country.
Section 3: Social and
Cultural Trends
3.
New Forms of Popular
entertainment
• Amusement Parks- roller
coasters, Coney Island, etc.
• Buffalo Bill’s Wild West Show
• Chautauqua Circuit
• Nickelodeons: nickel a show
1.The Great Train Robbery
• Sports:
1.Baseball
a. “Take Me Out to the Ball
Game”
2.YMCA
3. Boxing makes a big hit!
Learning Goals
• Explain how new types of stores and marketing
changed American life.
• Analyze the ways in which Americans developed a
mass culture.
• Describe the new forms of popular entertainment in
the late 1800s.
Timeline Activity
Chinese Immigration Timeline
1. Must include the following events
2. Must include at least 2 good visuals
3. Must be creative and colorful
4. Must be completed by the end of class on
Tuesday (TOMORROW)
Terrific Tuesday
10/24/2016
Bell Ringer: Please do the following quickly and quietly
1. Make sure your mailbox folders are empty
2. Have a seat, take out a piece of paper
3. Label the paper: Bell Ringer- DBQ Analyze visual
• Make sure to write your name, today’s date, and
your class period in the top right-hand corner
• Answer all the questions on the next screen
4. When you are done, wait patiently and quietly for
further instructions
DAILY FOCUS:
Use this picture to answer the following
questions:
1. Who drew this cartoon?
2. Where was it published?
3. When was this cartoon drawn?
4. Describe the man Columbia is
touching?
5. Who are the men in the background?
6. What is the writing on the wall behind
Columbia and the man?
7. What is Columbia doing?
8. What is the message of the cartoon?
Answer the central question: If this document were your ONLY piece of evidence, how
would you answer the question: ‘Why did Americans pass the 1882 Chinese Exclusion
Act?’
Timeline Activity
Chinese Immigration Timeline
*MUST BE COMPLETED BY THE END OF CLASS TODAY*
Find an important event for each of the following years:
1. 1830
2. 1848
3. 1868
4. 1870
5. 1875
6. 1876
7. 1882
8. 1890
9. 1907
10.1910
Include pictures (2)
Creativity and use of class time
Total Points
Points
earned
___/10
___/10
___/10
___/30
Table of Contents
Chapter
7
Title
Immigration and Urbanization
Assignment
Ex. Map, Notes,
Handout…
Notes
Chinese Exclusion Act
Vocabulary
Bell Ringer—Political
Cartoon
DBQ Visual Analysis
Date
Begun/Completed
10/20
10/21
10/21
10/24
10/25