Transcript Reconstruction of the U.S. after the Civil War

Notes #6-B
Chapter 14
Immigration & Urbanization
(1870—1914)
SSUSH12—The student will analyze important consequences
of American industrial growth.
b. Describe Ellis Island, the change in
immigrants’ origins to Southern and
Eastern Europe, and the impact of this
change on urban United States.
SSUSH12—The student will describe the growth of big
business and technological innovations after Reconstruction.
Chapter 14 – Overview
New immigrants came to the United States in
the late 19th century leading to increased
urbanization and industrialization in the
North. Eventually, the rise in population
led to the development of mass culture in
the United States.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
“New Immigrants” –

Immigrants who arrived from Eastern and Southern Europe
(1870—1914).

New nationalities included Poles, Russians, Ukrainians, Greeks,
Italians, etc.
“Old Immigrants” –

Immigrants who arrived from Northern and Western Europe
(1630—1860).

Old nationalities included English, German, Irish, Scots, etc.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Push factors –

Poor economic conditions, wars, religious discrimination and
other factors that force people to emigrate from a nation.
Pull factors –

Good economic conditions, peace, religious freedom, and
other factors that motivate people to immigrate into a
nation.
“Immigration & Urbanization” (p. 3)
1. Why did immigrants come to the United States, and what
impact did they have on society?
Immigrants came to the United States . . .
 Opportunity to own land.
 To find better-paying jobs.
 For religious and political freedom.
 They were pushed from their homelands by political
upheaval, religious persecution, wars, or land reform.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
The Journey to America –

Passage on ships was the
only means of travel in
the late 19th century into
the 20th century.

Many immigrants
traveled as steerage (third
class accommodations
aboard steamships).
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Angel Island –

Immigration station located in San Francisco Bay where Asian
immigrants (mainly third-class passengers) would arrive to be
processed.

Many Angel Island immigrants had to wait weeks to be processed
and lived in poor conditions until released.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Ellis Island –

Opening in 1892 , immigration station located in New York
Harbor where European immigrants (mainly third-class
passengers) would arrive to be processed.

First-class and second-class passengers were usually inspected on
the ship and released.

About 2% were denied entry and sent back to the nation of origin.

Many new immigrants remained in New York City or traveled to
other eastern cities for economic or social reasons.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Ellis Island
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Ellis Island
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Assimilation for Immigrants –

The majority of immigrants lived in ethnic neighborhoods with
people who shared their native language, religion, and culture.

Settlement houses offered Americanization programs to help
immigrants develop some skills, learn English, and adopt to
American styles of dress and diet.
“Immigration & Urbanization” (p. 3)
2. How did the views of settlement house workers differ
from Nativists over the issue of immigration?
Settlement house workers welcomed immigrants and helped
them adjust to the life in the United States.
Nativists resented the arrival of immigrants and sometimes
acted with hostility toward them.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Assimilation for Immigrants
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
E Pluribus Unum –

Phrase which means, “from
many, one” which indicates the
unique blend of the culture of
the United States.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
“Melting Pot” –

Many immigrants held on to their traditions and culture, while
adding to the culture of the United States.

This blend of cultures created one distinct American culture (E
Pluribus Unum).
Nativism –

The belief that native-born citizens of the United States were
superior to newcomers.

Rose due to the competition for jobs, fear of religion, and change.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Chinese Exclusion Act of 1882 –

Act passed by Congress and signed by President Chester Arthur.

Prohibited immigration from China, limited the rights of Chinese
immigrants already in the United States, and forbade them from
becoming naturalized citizens.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Urbanization –

The rapid growth of cities which occurred in the late 19th and early
20th centuries due to the number of immigrants from other nations
and rural immigrants seeking jobs in the city.
Cities Offer Advantages –

Cities became manufacturing and transportation centers clustered in
the Northeast, Midwest, and West Coast regions.

Many new professional service jobs opened to the middle-class were
being created in downtown areas.

Many colleges, museums, public schools, libraries, residences,
offices, entertainment, and residences were located in large cities.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Technology Changes the Urban Landscape –

Cities benefited from innovations such as transportation
improvements (electric trolleys and subways).

Building codes allowed for a systematic creation of building
construction and planning.

Steel improvements allowed for taller buildings creating defining
city skylines.

Central heating systems were placed in buildings beginning in the
1880s along with improvements to elevators.

Mass transit connected many areas with the central business
district.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Technology Changes the Urban Landscape
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Rise of Suburbs –

Areas formed around urban centers which utilized mass transit to
travel to the central business district, entertainment, and other
urban areas.
Frederick Law Olmsted –

Civil engineer who developed “green spaces” in urban areas.

His work included the design of parks in Detroit and Washington
D.C.

Central Park in New York City was his most famous work.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Frederick Law Olmsted
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Urban Living Creates Problems –

Housing conditions deteriorated as the poor began to settle in
residences close to factories.

Most immigrants and city poor lived in tenements (low-cost, multifamily housing).

Sewer problems arose with overcrowded tenements and new
construction with indoor plumbing.

Sanitation became an issue as trash, rats, filth, and even dead horses
caused problems.

Fire, crime, and ethnic conflict all arose in large urban populations.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Urban Living Creates Problems
“Immigration & Urbanization” (p. 3)
3. What challenges did city-dwellers face and how did they
meet them?
Challenges included . . .
 Crowded, substandard tenement living.
 Filthy city streets.
 Dangers from fires in crowded tenements.
 Street crime and violence.
“Immigration & Urbanization” (p. 3)
3. (Continued . . .) What challenges did city-dwellers face
and how did they meet them?
Solutions included . . .
 City-regulated housing.
 Creation of city sanitation departments.
 Installation of new sewer systems.
 Professional fire departments.
 City police departments.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Mark Twain –

19th century writer who used satire to
describe life in the United States (real
name was Samuel Clemmons).

Famous works included The Adventures
of Tom Sawyer and other stories of life
on the Mississippi River.

Coined the phrase, “Gilded Age” with
his novel sharing the same name.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
“Gilded Age” –

The term used to
describe last decades of
the 19th century
(1880s—1890s) in
which the United States
was considered to have
had a rotten core
covered with “golden
paint.”
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
New Lifestyles Change Culture –

Despite authors like Mark Twain, many in the 19th century believed
the United States was entering a golden age.

The increase in shopping, sports, newspaper readership, magazines,
and the development of a defining “American Culture” distinct from
other nations.
Conspicuous Consumption –

The buying of the new products developed during the late 19th
century by the wealthy, middle-class, and poor.

Only the very poorest could not afford many of the new luxuries.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Mass Culture –

The effects if transportation, communication, and
advertising of new products increased the standard of living
of most Americans.

The style of clothing, product consumption, and other
cultural traits by the population at-large brought about the
phenomenon of “mass culture.”
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Newspapers –

The newspaper of the Gilded
Age reflected and help create
the mass culture of the age.

Competition for readership
led to more improved
methods for selling
newspapers (use of multisections and advertisement).
“Newspaper Row"
New York City, 1890
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Joseph Pulitzer –

Hungarian immigrant and veteran of the Civil War.

Moved to NYC after engaging in Missouri politics.

Editor of the NewYorkWorld newspaper who
believed in informing people and stirring
controversy to sell newspapers.

He used sensational writing and filled his paper
with politics, comics, sports, and illustrations.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
William Randolph Hearst –

Editor of the NewYork Journal
who also used a sensationalized
writing style to sell
newspapers.

Competition in NYC led to an
all out battle for readership and
methods of selling papers.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Education –

Public education in the Northeast spread to other areas around the
nation (including the South).

The increase in education led to an increase in literacy.

The introduction of kindergarten and the creation of high schools
increased the age of school-aged students.

Schools were used to Americanize immigrants and vocational classes
(woodworking and science) prepared many for work.

New classes taught in schools included civics, history, English, and
business to prepare graduates for the workforce.
“Immigration & Urbanization” (p. 4)
7. What types of subjects did government high schools in
the early 1900s emphasize and why?
Subjects included . . .
 Science and woodworking to teach skills for the
workforce.
 History, English, and civics to Americanize immigrants
and shape them to become good citizens.
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
New Forms of Entertainment –

Amusement parks located near urban centers (e.g. Coney Island).

Outdoor events and traveling shows (e.g. Buffalo Bill’s Wild West
Show).

Vaudeville shows were musical dramas and comedy.

Spectator Sports became popular:
- Professional baseball leagues
- University football clubs.
- Boxing
b. Describe Ellis Island, the change in immigrants’ origins to
Southern and Eastern Europe, and the impact of this
change on urban United States.
Vaudeville –
“Immigration & Urbanization” (p. 3)
4. What led many rural Americans to migrate to the cities in
the 1890s?
Rural Americans were attracted to cities due to the following . . .
 A wider range of available jobs and other opportunities were
available.
 They had more hope of improving their standard of living and
moving into the middle class.
 They wanted access to better educational opportunities.
 They had access to cultural and social activities that city-life
offered.
“Immigration & Urbanization” (p. 3)
5. What luxuries did the cities offer for the rapidly
expanding “middle class” of the 1890s?
Cities offered the middle class . . .
 A wider range of goods.
 Factory-made clothing.
 Prepackaged-food.
 Indoor plumbing.
 Access to new forms of entertainment such as parks and
silent pictures.
“Immigration & Urbanization” (p. 4)
6. Could the United States be considered a “land of
opportunity” between 1870—1900? Explain your
answer.
Answer this one on your own!