Unit 3ImmigrationSS8 Mrs. Francis
Immigration
Social Studies 8
Mrs. Francis
Name: ______Period______
Essential Question: How did immigration and urbanization impact the development of the United States?
Aim: Why did immigrants come to the United States?
Do Now: Explain the relationship between industrialization and immigration.
______
HW:
Old Immigrants
n ______
n ______
n Reasons for immigration: ______
n Areas of Settlement: ______
n Difficulties they faced: ______
n Contributions: ______
New Immigrants
n 1850-1924
n ______
n Reasons for immigration: ______
n Areas of settlement: ______
n Difficulties faced: Adjusting to life in the US caused a strain on many immigrant families. Children were learning English and American customs which concerned Immigrant parents. Faced discrimination in jobs and housing since backgrounds were so different from earlier immigrants.
n Contributions: ______
The New Immigrants
In the 1880s, the number of immigrants entering the United States from Europe was larger than ever before. Throughout the decade, wave after wave of hopeful foreigners entered the land of America. Prior to the 18802, most immigrants had come from northern Europe, especially from England, Ireland, and Germany. Now they came from eastern and southern Europe as well (Poland, Greece, Italy, and other nations).
The majority of these new arrivals settled in the urban centers of the East, causing the population of cities such as New York to increase dramatically. Before the end of the decade, over 5 million Europeans had come to America, and by 1900, another 3.75 million had joined them.
Why did this wave of “new immigrants “travel to America? Many had been suffering as underpaid farm workers in a system of serfdom. Others were attempting to avoid military service, for in nations such as Russia and Germany, young men could be drafted, which meant they were forced to do military service. Many Jews came to America because of religious and ethnic persecution. Anti-Semitism, or hatred of Jewish people, was a real problem for Jews in many countries in Europe. Some nations, particularly Russia, even carried out official government persecution of the Jews.
Having left old problems behind, the new immigrants soon were faced with problems of a different sort. A major stumbling block was the fact that the majority did not speak English. Most of the jobs they could find paid low, “immigrant wages,” and they were often forced by circumstances to live in urban slums or decaying neighborhoods. There was also a lack of acceptance by “native Americans” (Europeans who had been settled in their adopted country for several generations). Moves were made by a variety of groups, including some members of the Congress, to oppose this great influx of foreigners.
Although many immigrants came to America with the hope of finding a free, easy life with golden opportunities for all, most soon discovered the existence of harsher realities. In order to succeed in America, hard work and determination were required. Still, the quality of life in America did prove superior to that which had been left behind. For most, America was truly a “promised land.”
Complete the chart
List the problems that motivated Europeans to come to America in the 1880s. Then list the problems that they encountered when they arrived.
Problems Left Behind Problems Encountered
______
______
______
Directions: Use the information from the flowchart to answer the following questions:
1. What were three ways in which immigrants were grouped or classified on board ship and during the inspection process?
2. Make a chart listing some of the challenges, tragedies, and triumphs of the Ells Island Experience.
Comparing Ellis Island and Angel Island
Aim:
Do Now:
HW:
http://teacher.scholastic.com/activities/immigration/tour/
Welcome to Ellis Island! Over 12 million immigrants entered the United States through this small island in New York Harbor and more than 40% of Americans can trace their ancestors back to Ellis Island. The importance of this island on society during the Gilded Age and on American society as a whole cannot be overstated.
Activity: Follow the immigrants’ footsteps and learn more about their journey through Ellis Island.
Part I: The Passage
1. Read the information on this page and answer the following questions:
a. Where did most of the immigrants entering the US through Ellis Island come from?
b. Why did immigrants come to the United States?
c. Define the word “steerage”. Who usually traveled in the steerage?
2. Click on the “Learn More” link in Did you Know? Box on the right hand of the screen. What is the difference between an immigrant and an emigrant?
3. Click on the “Photos” tab at the top of the screen. Click through each of the pictures. What do these images show about the journey to Ellis Island and how the immigrants felt on the journey?
4. Click the Next button at the top, until you get to the 4th stop: The Stairs at the Registry Room.
Part II: The Stairs to the Registry Room
1. Read the information on this page and answer the following questions:
a. What were doctors looking for as they watched the immigrants climb the stairs?
b. What feared medical inspection did immigrants receive once they reached the top of the stairs shown in the photo on the right?
2. Click on the “learn more” link in the Did you Know? Box. How many immigrants were officials expecting to pass through Ellis Island in a year? Were their predictions correct? How many immigrants passed through in 1907?
3. Click on the Next button to get to the 5th stop: The Registry Room.
Part III: The Registry Room
1. The Registry Room is nicknamed the Great Hall because it is so big. What was the main use of the Great Hall at Ellis Island?
2. Click on the Photos tab and examine the images of the Great Hall. Based off these images, what do you think the process was like of passing through Ellis Island?
3. Click on the Next button at the top, to get to the 6th stop: The Medical Exam.
Part IV: The Medical Exam
1. Read the information on this page. What happened during the “6-second physical”?
2. Click on the Photos tab at the top of the page. The last image shows the chalk markings that were drawn on immigrants’ clothing to explain what kind of medical condition they had. What did an “X” stand for? What did a Pg stand for?
3. After the medical inspection, immigrants then had to complete a legal inspection before completing the process at Ellis Island. Unfortunately, some had to be detained for further examination or questioning, however, most made it through without incident.
Follow the link below to take the next journey:
http://teacher.scholastic.com/activities/asian-american/angel_island/index.htm
Welcome to Angel Island. This was the gateway for immigrants coming from Asia who arrived on the West Coast. Click the Start! Button to begin following the voyage of a young Chinese girl name Li Keng Wong from a small Chinese village to the United States of America.
Click the preparing to leave link on the left of the page
1. What did Li Keng and her family have to do in order to prepare for the immigration laws?
2. What was the purpose of the questions?
3. What would happen if someone in Li Keng’s family answered a question “incorrectly?”
Click on Arriving at Angel Island
1. What countries did immigrants come from that went through Angel Island?
2. Look at the photo and its caption on this page. What event led to the immigrants shown in the photo to come to the US?
Click on the Detained on Angel Island link
1. Define the word detain:
2. What was the major fear of those who were being detained on Angel Island?
3. What was life like on Angel Island for someone waiting to move to the US?
Complete the diagram below – comparing Ellis Island and Angel Island
Which Immigrants Shall We Take?
Directions: In this worksheet, you will determine which immigrants the United States should take and the order in which they should be taken. Choose 3 people (or families) that you would allow to immigrate to the United States. You must five reasons why you chose these people. Be prepared to justify why you would not choose others.
1. Joseph Gonzales, age 37, has been unemployed for most of the last four years. Last year he moved with his wife and five children to Mexico City to look for work, but since he is illiterate and has few skills he could find none. He wants to come to the United States to be a migrant farm worker, picking grapes, lettuce, tomatoes, and other crops.
2. Irma Munoz, age 36, wants to move from Colombia to New York City with her three children. Her husband died last year of a heart attack. She speaks English and has secretarial skills. She plans to put her youngest two children in day care centers while she works. She has many relatives in New York City.
3. Fidel Ruiz, age 43, has escaped from communist- Cuba with his wife and four children and wants to move to Miami. He is a well-educated teacher who speaks English fluently. He says he is hard-working and ambitious.
4. Woojin Chin, age 26, is a college physics professor at the University of Beijing. He wants to move to the United States to improve his career, he says.
5. Lua Nguyen, age 40, and her three children are boat people who escaped from Vietnam. While at sea, she and her family were robbed of all their possessions by pirates. They are now in a refugee camp in Thailand. Lua and her children are all very smart in mathematics. They speak no English but do speak French in addition to Vietnamese. They are currently suffering from malnutrition in the refugee camp.
6. Ramon Duvalier, age 28, wants to come with his wife and one child as a legal immigrant to the United States. He has been caught and deported four times for entering the United States illegally from Haiti to work as a migrant farm worker.
7. Maria Persuad, age 31, and her six children want to move to the United States from Guyana. Since her husband left her three years ago, Maria and her family have lived in terrible poverty and on the edge of starvation. She has had two children die of malnutrition in those three years. She has no skills and does not speak English
Aim: Can America be considered a “Melting Pot” or a “Salad Bowl”?
Do Now: Explain the difference between “old” and “new” immigrants.
______
HW:
• “Give me your tired , your poor, your huddled masses, yearning to breath free, the wretched refuse of your teeming shore, send these, the homeless, tempest tossed to me…”
Nativism
• ______
• ______
Problems
• ______
• ______
• ______
• ______
• ______
Ethnic Ghettos
• Most settled in neighborhoods with immigrants of the same background. WHY??
• ______
• ______
Conflicts
• ______
• ______
Immigration Restrictions
Aim: Was the US government justified in restricting immigration?
Do Now: Define cultural pluralism
HW:
Reaction Against Immigration
· Nativism- ______
· Immigrants faced prejudice and discrimination.
· Nativists called for legislation.
· Know-Nothing Party – worked to limit voting strength of immigrants. Died out by 1850s.
· Chinese Exclusion Act – ______
· Gentlemen's Agreement ______
· Literacy Tests – ______
· Immigration Act 1917 – Halted Immigration from the Far East
Quota Acts of the 1920s
· Emergency Quota Act (1921) – ______
· National Origins Quota Act (1924) – further reduced immigration - favored those from northern and western Europe.
· National Origins Act (1929) – further limited immigration to 150,000 people a year.
Recent Restrictions
· Immigration Act 1965 – Replaced immigration policy based on
1. ______
2. Immigrants skills
3. ______
4. ______
· Immigration Act 1990 – Raised total number of immigrants admitted per year to 714,000
Stations: Each group will receive 4 documents. After analyzing each document, answer the following questions.
Document 1
1. The man in the cartoon labeled “white” is supposed to be Irish. What is the message of this cartoon?
2. Thomas Nast, the cartoonist, drew for Harper’s Weekly. Based on this cartoon, what sort of people do you think read Harper’s Weekly?
Document 2
3. Why did the ‘Know –Nothings’ hate the Catholics so much? List at least 4 reasons.
4. According to the ‘Know-Nothings’ could the Irish ever be true Americans? Why or why not?
Document 3
5. What type of employers is not interested in Irish help?
6. In the editorial, how is the author trying to advocate for the Irish?
Document 4
7. The angry woman in the cartoon is supposed to be Irish. Describe what she looks like and how she’s acting.
8. Based on this cartoon, what job do you think many Irish women had in the 1880s?
AIM: How has the United States dealt with recent immigrants?
Do Now: What should be our policy with regard to immigration?
Recent ImmigrationWhere they came from / Why they came
Vietnam and Cambodia
Soviet Union
Cuba, Haiti, and Central America
Mexico, Korea, and the Philippines
Immigration Policies Since 1965
Immigration Act of 1965
Refugee Act 1980
Immigration and Control Act of 1986
Review for Quiz
1. Reasons for immigration
2. Problems they faced
3. Why did the government restrict immigration?
4. Examples of how immigration was restricted.
5. Impact on industrialization and urbanization