1. Immigration (1870s-1920s) SOL: VUS.8a Objective: The student will demonstrate knowledge of how the nation grew and changed form the end of Reconstruction through the early twentieth century by explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union.

2. Immigrant: Person who enters a new country to SETTLE.

3. Where did immigrants come from? Immigration Prior to 1871 Northern and Western Europe GERMANY GERMANY GREAT BRITAIN GREAT BRITAIN IRELAND IRELAND NORWAY NORWAY SWEDEN SWEDEN

4. Where did immigrants come from? Immigration from 1871-1921 Southern and Eastern Europe ITALY ITALY GREECE GREECE POLAND POLAND RUSSIA RUSSIA Present-day HUNGARY and YUGOSLAVIA Present-day HUNGARY and YUGOSLAVIA

5. Where did immigrants come from? Immigration from 1871-1921 Asia CHINA CHINA JAPAN JAPAN

7. Map showing location of foreign born population

8. Why did they immigrate?

9. Like earlier immigrants, these immigrants came to America seeking freedom and better lives for their families

10. How did they enter the United States?

12. Immigrants from Asia entered the United States from Angel Island

13. European immigrants entered the United States through Ellis Island in New York Harbor.

14. Their first view of America was often the Statue of Liberty, standing by, as their ships arrived following the voyage across the Atlantic.

16. The Statue of Liberty and Ellis Island

17. Physical examinations at Ellis Island

22. How did immigrants adapt to life in America? Immigrants began the process of ASSIMILATION into what was termed the American “MELTING POT” Immigrants began the process of ASSIMILATION into what was termed the American “MELTING POT” Assimilation- the process by which a MINORITY GROUP gradually adopts the CUSTOMS and ATTITUDES of a dominant culture Assimilation- the process by which a MINORITY GROUP gradually adopts the CUSTOMS and ATTITUDES of a dominant culture

26. Little Italy

27. Street vendors in Little Italy

28. Chinatown in San Francisco

29. First Chinese telephone operator in San Francisco

30. Chinatown in New York City

31. They and their children would work hard to learn English, adopt American customs, and become American citizens. They and their children would work hard to learn English, adopt American customs, and become American citizens. Public schools played an essential role in the process of assimilating immigrants into American society. Public schools played an essential role in the process of assimilating immigrants into American society.

32. Immigrants made valuable contributions to the dramatic industrial growth during this period.

33. Chinese immigrants help to build the Transcontinental Railroad "...if we found that we were in a hurry for a job of work, it was better to put Chinese on at once." -- railroad executive Charles Crocker "...if we found that we were in a hurry for a job of work, it was better to put Chinese on at once." -- railroad executive Charles Crocker Desperate for workers, Charles Crocker suggested to his construction foreman, James Harvey Strobridge, that he hire Chinese immigrants. Strobridge declared, "I will not boss Chinese!" When Crocker countered that the Chinese had built the Great Wall, Strobridge agreed to try fifty Chinese men as an experiment. Desperate for workers, Charles Crocker suggested to his construction foreman, James Harvey Strobridge, that he hire Chinese immigrants. Strobridge declared, "I will not boss Chinese!" When Crocker countered that the Chinese had built the Great Wall, Strobridge agreed to try fifty Chinese men as an experiment. He was soon impressed. The Chinese work crews were industrious. Their diet was better than that of their Irish counterparts and they drank boiled tea, opposed to ditch water, thereby avoiding dysentery. He was soon impressed. The Chinese work crews were industrious. Their diet was better than that of their Irish counterparts and they drank boiled tea, opposed to ditch water, thereby avoiding dysentery.

35. Immigrants worked for textile mills in the Northeast and the clothing industry in New York City

36. The Sweatshop

37. Slavs, Italians, and Poles worked in the coal mines of the East.

38. Pennsylvania Anthracite mill workers, 1910

39. Immigrants often worked for very low pay and in dangerous working conditions to help build the nations industrial strength.

42. Despite valuable contributions to building America, immigrants often faced hardship and hostility. Despite valuable contributions to building America, immigrants often faced hardship and hostility. There was fear and resentment that immigrants would take jobs for lower pay than American workers. There was fear and resentment that immigrants would take jobs for lower pay than American workers. There was prejudice based on religious and cultural differences. There was prejudice based on religious and cultural differences.

43. Police guarding Chinatown in New York City

46. Chinese Exclusion Act of 1882 This law prevented Chinese laborers from entering the U.S. This law prevented Chinese laborers from entering the U.S. It did not prevent the entry of those who had previously established residence. It did not prevent the entry of those who had previously established residence. This act was renewed in 1892, 1902 and then made permanent. This act was renewed in 1892, 1902 and then made permanent. It was not repealed until 1943 It was not repealed until 1943

47. Immigration Restriction Act of 1921 This act limited the immigration from Europe and Asia This act limited the immigration from Europe and Asia

48. Provisions of the Immigration Restriction Act of 1924 Limited the number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890. Limited the number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890. The law was specifically aimed at RESTRICTING the Southern and Eastern Europeans, who had begun to enter the country in large numbers beginning in the 1890s, as well as East Asians and Asian Indians, who were prohibited from immigrating entirely. The law was specifically aimed at RESTRICTING the Southern and Eastern Europeans, who had begun to enter the country in large numbers beginning in the 1890s, as well as East Asians and Asian Indians, who were prohibited from immigrating entirely.

49. For a slightly more modern take on the issue…

51. Video on Immigration Debate

54. Do students voices really matter? YES! YES! –2006 nationwide student school walkout protesting proposed changes to federal immigration law

55. What other ways can students have their voices heard? Letters to Officials Letters to the Editor Letter-Writing Campaigns Petitioning E-Mail and Telephone Campaigns Lobbying Meeting with a Lawmaker Testifying