Transcript Urban Problems: Housing - Cabarrus County Schools

IMMIGRANTS AND
URBANIZATION
AMERICA BECOMES A MELTING POT
IN THE LATE 19TH & EARLY 20TH
CENTURY
Immigration & Urbanization
Focus Question: Why did
immigrants come to the United States
and what impact did they have on
society?
New Immigrants
• Millions of immigrants
entered the U.S. in the
late 19th and early 20th
centuries
• Some came to escape
difficult conditions,
others known as “birds of
passage” intended to stay
only temporarily to earn
money, and then return
to their homeland
I vs. E
* Emigrant is someone leaving their home
country
* E = exit
Emigrant
Immigrant is someone entering a new country
* I= Incoming
Immigrant
Old Immigrants vs. New Immigrants
• 20 million between 1870 to
1920
• Old Immigrants from
Northern and Western
Europe
• New Immigrants from
Southern and Eastern
Europe
Europeans
• Why did they come?
- All were looking for
opportunity
- Religious
Persecution
- Overpopulation in
Europe
- In search of jobs
- Escape famine
Chinese
Many Chinese men worked for the
railroads
• Between 1851 and 1882,
about 300,000 Chinese
arrived on the West Coast
• Some were attracted by the
Gold Rush, others went to
work for the railroads,
farmed or worked as
domestic servants
• An anti-Chinese
immigration act by
Congress curtailed
immigration after 1882
JAPANESE
• In 1884, the Japanese
government allowed
Hawaiian planters to recruit
Japanese workers
• The U.S. annexation of
Hawaii in 1898 increased
Japanese immigration to the
west coast
• By 1920, more than 200,000
Japanese lived on the west
coast
THE WEST INDIES AND MEXICO
• Between 1880 and 1920,
about 260,000 immigrants
arrived in the eastern and
southeastern United States
form the West Indies
• They came from Jamaica,
Cuba, Puerto Rico, and other
islands
• Mexicans, too, immigrated to
the U.S. to find work and flee
political turmoil – 700,000
Mexicans arrived in the early
20th century
The Journey
• Most immigrants took a ship to
America
• Journey took about 1 month
from Europe
• Journey took 3 weeks from
Japan
• Slept in very unsanitary
conditions on boat and disease
spread fast
• Many died along the way
Ellis Island
• Was the entry point for
European immigrants
• Had to pass a physical exam
and literacy and obedience
test
• Had to read 40 words of
English or refused entry
into the country
• Government Inspector
Questions
- Were they a criminal
- Had to have money $25
- Process took hours the sick
sent home
ELLIS ISLAND, NEW YORK HARBOR
Angel Island, San Francisco
• Entry point for immigrants
coming from Asia
• Processing much harsher
than Ellis Island
• Immigrants withstood
tougher questions and
physical examinations
• Longer waits and filthy
conditions
ANGEL ISLAND WAS CONSIDERED MORE
HARSH THAN ELLIS ISLAND
Think. About. It.
Directions: The following are problems that have faced immigrants to the United
States. Rank them on a continuum from the one you feel would be easiest to
overcome (1) to the one you would find most difficult (5).
1. Learning a new language
2. Leaving family and friends in the
homeland
3. Being taunted and mocked for being
different
4. Having to leave school for months at a
time to go back to the homeland.
5. Not knowing how to act in school,
how to dress, how to fit in.
6. Perilous journey, storms, sickness,
fears.
7. Worrying about illegal
immigration status
8. Living and waiting in a refugee
camp
9. Children turning away from
traditional customs and values
10.Knowing that you’re smart but
not being able to show it due to
language limitations.
COPY THIS DOWN!!!
Scanning the moving line for signs of illness, Public Health doctors looked to see if anyone
wheezed, coughed, shuffled, or limped as they climbed the steep stairs. Children were
asked their name to make sure they weren't deaf or dumb, and those that looked over
two-years-old were taken from their mothers' arms and made to walk. As the line moved
forward, doctors had only a few seconds to examine each immigrant, checking for sixty
symptoms, from anemia to varicose veins, which might indicate a wide variety of diseases,
disabilities and physical conditions. Of primary concern were cholera, scalp and nail
fungus, insanity, and mental impairments. In 1907, legislation further barred immigrants
suffering from tuberculosis, epilepsy, and the physically disabled. The disease which
resulted in the most exclusions was trachoma, a highly contagious eye infection that could
cause blindness and death. At that time, the disease was common in Southern and Eastern
Europe, but almost unknown in the U.S. Doctors checked for trachoma by turning the
eyelid inside out with their fingers, a hairpin, or a button-hook to look for inflammation on
the inner eyelid - an extremely painful experience. The "button-hook men" were the most
dreaded officials on Ellis Island.
Questions that Opened the Door to America
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
What are the colors of the flag?
How many stars are there in our flag?
What color are the stars on the flag?
What do the stars on the flag mean?
How many stripes are there in the flag?
What color are the stripes?
What do the stripes on the flag mean?
How many states are in the Union?
What is the 4th of July?
What is the date of Independence Day?
Independence from whom?
What country did we fight during the
Revolutionary War?
13.
Who was the first president of the United
States?
14.
Who is the president of the United States
today?
15.
Who is the vice president of the U.S?
16.
Who elects the president of the U.S.?
17.
Who becomes president of the United States
if the president should die?
18.
For how long we elect the president?
19.
What is the Constitution?
20.
Cant he Constitution be changed?
21.
What do we call a change to the constitution?
Friction Develops
• Many Americans thought the
country was a Melting Pot
- Mixture of all types of people
- Is America a melting pot or Salad
Bowl?
• Nativism rises again
- Targeted new immigrants
Culture Shock
• Many immigrants needed a home
and a job in a brand new culture
• Many did not want to abandon
their heritage
• Depended on each other and lived
near each other
• Ethnic Neighborhoods/Ghettos
developed in big cities to help
immigrants out
• Little Italy, Chinatown
• Usually based culture and
practices on native lands
Assimilation
• Committed to their own culture, but
also trying hard to become Americans,
many came to think of themselves as
Italian-Americans, Polish-Americans,
Chinese-Americans, etc.
• Assimilation
– the merging of cultural traits from pr
eviously distinct cultural groups
• “Americanization” attempts
– Schools – teach English
– Employers – insists employees speak
English
– Churches – encourage assimilation
– Stores – force immigrants to adopt
some American food/clothing
Immigrant Restrictions
• As immigration increased, so did
anti-immigrant feelings among
natives
• Nativism (favoritism toward
native-born Americans) led to
anti-immigrant organizations
and governmental restrictions
against immigration
• Feared immigrants would take
their jobs
Immigrant Restrictions
• American Protection Agency
– Committed to ending immigration
– 500,000 members by 1894
• Immigration Restriction League
– Calls for screening of immigrants
– “Desirables” and “Undesirables”
• Government
– Sets some restrictions on poor, criminals, and those
with mental impairments
– Ultimately realize importance of Immigrants in the
workplace
Anti-Asian Sentiment
• Chinese Exclusion Act
(1882)
- Limited Chinese
immigration until 1943
- Banned all Chinese except
students, teachers, tourists
• Gentlemen’s Agreement
(1908) (Roosevelt)
- Japan to limit
immigration to US
and San Francisco will
stop segregating
schools
* Nativism= Extreme fear or hatred of foreigners
The Challenges of Urbanization
• Rapid urbanization
occurred in the late 19th
century in the Northeast
& Midwest
• Most immigrants settled
in cities because of the
available jobs &
affordable housing
• By 1910, immigrants
made up more than half
the population of 18
major American cities
Migration from Rural to Urban
• Rapid improvements in
farm technology
(tractors, reapers, steel
plows) made farming
more efficient in the late
19th century
• It also meant less labor
was needed to do the job
• Many rural people left
for cities to find workincluding almost ¼
million African
Americans
Why Migration to the Cities
• Lure of Opportunity
• Chance to Work
• Technology = more
jobs
• Job cuts in agriculture
• Cheaper to live in
cities
• Beginning of the Great
Migration
- Segregation in work place
and homes for African
Americans
Urban Environment
•
•
•
•
Building out too expensive
Building up is the solution
Louis Sullivan designs skyscrapers using steel
Mass Transit created- cable cars, subways,
elevated rail cars
• Central Park- Frederick Law Olmstead
- Designed the park as a public place to give
residents an healthy escape from the urban
environment
Urban Problem-Housing
• Problem:
– Lack of space for rapidly
growing populationOvercrowding
• Solution:
– Upper classes - “exclusive
neighborhoods”
– Middle class – “railroad
suburbs”
– Lower class – “Dumbbell
Tenements”
Urban Problems: Housing
- Row Houses
- Dumbbell tenements
- Most working class families
lived in multi-family
dwellings
- Were created in order to let
every room have a window
and allow more air flow
- Thought they would stop
spread of disease
Urban Problems: FIRE!
* Problem:
* Most buildings close
together and constructed
from wood
* Use of candles
* Lack of effective fire
departments
* Chicago and Boston Fires
1871
* Solution:
* Cities rebuilt using steel and
improved fire preventing
materials
* Slow development and
growth of fire Dept
Urban Problems- Sanitation
• Garbage was not often
collected, air was polluted
• Few apartments had
indoor plumbing- had to
go in the streets
• No safe drinking water,
cholera and typhoid fever
common
• Dead animals, manure,
trash and sewage in the
streets
Sanitation Solutions
• Gradual introduction of
toilet flush systems and
sewer system
• Colonel George Waring
help to create 1st sewer
system for NYC
• Public Health Services
were created
• Chlorination and filtration
systems added for fresh
water
Urban Problems-Crime
• Between 1800-1900
crime rate increased
400%
• Gangs, pickpockets,
swindlers and thieves
• Led to establishment of a
salary police force(NYC
1844)
• Police often corrupt and
controlled by political
machines
Urban Problems: Political Machines
Problem:
* Political Machines
* Offered jobs, homes, and
services in return for votes
* Often very corrupt
* Tammany Hall - Boss
Tweed
Solution
• Muckrakers/Reformers
– Thomas Nast – Cartoonist
– Tweed Arrested in 1879
Urban Problems: Poverty
• Problem:
– Middle class weary about
provided too much assistance
– “deserving poor” and
“undeserving” poor
– Rising number of orphans and
runaways
Social Gospel Movement
• Christian theme of
helping the less
fortunate
• Salvation Army (1879)preached salvation
through helping the
poor
Settlement House Movement
• Community centers in
slums to help immigrants
• Provide educational,
cultural and social
services
• Hull House- Chicagofounded by Jane Addams
• Young educated middle
class women worked to
help poor
• By 1910 400 Settlement
Houses existed
Jacob Riis
• Jacob Riis was a
reformer who through
his pictures hoped for
change– he influenced
many
• He wrote “How the
Other Half Lives”
• Book about the urban
poor to get them help
PHOTOGRAPHER JACOB RIIS CAPTURED
IMAGES OF THE CITY
Jacob Riis
Jacob Riis
Jacob Riis
Jacob Riis
Jacob Riis
Jacob Riis
“’One half of the world does
not know how the other half
lives.’ That was true then. It
did not know because it did
not care. The half that was on
top cared little for the
struggles, and less for the fate
of those who were
underneath, so long as it was
able to hold them there.
“Suppose we look into a
tenement on Cherry
Street…Listen! That short
hacking cough, that tiny
helpless cry…The child is
dying of measles. With half a
chance it might have lived. But
it had none. That dark
bedroom killed it.”
~Jacob Riis, How the Other
Half Lives
Individual Assignment
• Directions: Imagine yourselves as a “new” immigrant living in New
York City in the early 1900s. You are to write a letter home describing
the disadvantages and advantages of living in the United States. Take on
the role of your character played in class today.
• Create a postcard
– On the back, write your letter. Your letter needs to be written in
complete sentences and must be at least 8 sentences long.
– On the front, draw an illustration of something new and amazing to
you in the United States.
– Neat, colorful, and historically accurate.