1. LESSON OBJECTIVES/ GOALS/ SWBAT
STANDARD(S): Students analyze the significant events in the founding of the nation.
CH 7-SEC 1
LESSON OBJECTIVES/ GOALS/ SWBAT
Identify immigrants’ countries of origin.
Describe the journey immigrants endured and their experiences at United States immigration stations.
Examine the causes and effects of the nativists’ anti-immigrant sentiments.

2. A BULLDOG ALWAYS
Commitment
Attitude
CARES
Respect
Encouragement
Safety

3. QUIZ! 1 2 1 2 1
First & Last Name
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CH-7-1

4. The New Immigrants Section 1
Immigration from Europe, Asia, the Caribbean, and Mexico reach a new high in the late 19th and early 20th centuries.
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5. The New Immigrants Through the “Golden Door” Millions of Immigrants 1
SECTION
The New Immigrants
Through the “Golden Door”
Millions of Immigrants
Some immigrants seek better lives; others temporary jobs
Continued . . .
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6. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!"

7. SECTION 1: THE 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

8. The New Immigrants Through the “Golden Door” Europeans 1
SECTION
The New Immigrants
Through the “Golden Door”
Europeans
1870–1920, about 20 million Europeans arrive in U.S.
Many flee religious persecution: Jews driven from Russia by pogroms
Population growth results in lack of farmland, industrial jobs
Reform movements, revolts influence young who seek independent lives
Continued . . .
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9. EUROPEANS
Between 1870 and 1920, about 20 million Europeans arrived in the United States
Before 1890, most were from western and northern Europe
After 1890, most came from southern and eastern Europe
All were looking for opportunity

10. Italian

11. Austrian

12. Russian

13. Austria-Hungary, Russia
Guide Reading 
Immigrants
from . . .
What were some of the countries they came from?
1. Southern and Eastern Europe
Italy,
Austria-Hungary, Russia

14. Escaping Russian Pogroms
The REAL PURGE

15. Guide Reading Immigrants from . . .
What reasons did they often have for coming to the U.S.?
1. Southern and Eastern Europe
to escape religious persecution;
to escape problems caused by overpopulation;
to find good farmland and jobs;
to lead freer, more independent lives

16. Escaping persecution

17. Chapter 7; Section 1
A – What reasons did people from other parts of the world have for immigrating to the United States?
Immigrants desired to escape conditions such as land shortages, famine and political or religious persecution; the prospect of land, jobs, or higher wages.

18. Life in the New Land A Difficult Journey Ellis Island 1
SECTION
Life in the New Land
A Difficult Journey
Almost all immigrants travel by steamship, most in steerage
Ellis Island
• Ellis Island—chief U.S. immigration station, in New York Harbor
• Immigrants given physical exam by doctor; seriously ill not admitted
• Inspector checks documents to see if meets legal requirements
• 1892–1924, about 17 million immigrants processed at Ellis Island
Continued . . .
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19. ELLIS ISLAND, NEW YORK
Ellis Island was the arrival point for European immigrants
They had to pass inspection at the immigration stations
Processing took hours, and the sick were sent home

20. ELLIS ISLAND, NEW YORK
Immigrants also had to show that they were not criminals, had some money ($25), and were able to work
From , 17 million immigrants passed through Ellis Island’s facilities

21. Guide Reading Ellis Island Immigrants from . . .
Where did they often enter the U.S.?
1. Southern and Eastern Europe
Ellis Island

22. WEST COAST IMMIGRATION

23. 1
SECTION
continued Through the “Golden Door”
Chinese and Japanese
About 300,000 Chinese arrive; earliest one attracted by gold rush
- work in railroads, farms, mines, domestic service, business
Japanese work on Hawaiian plantations, then go to West Coast
- by 1920, more than 200,000 on West Coast
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24. 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

25. 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
Many Chinese men worked for the railroads

26. China Japan Guide Reading Immigrants from . . .
What were some of the countries they came from?
2. Asia
China
Japan

28. Guide Reading to make money; to seek their fortunes; to mine gold;
Immigrants
from . . .
What reasons did they often have for coming to the U.S.?
2. Asia
to make money;
to seek their fortunes;
to mine gold;
to obtain better paying jobs

29. FRICTION DEVELOPS
Some native born Americans disliked the immigrants unfamiliar customs and languages – friction soon developed

30. 1
SECTION
continued Life in the New Land
Angel Island
• Angel Island—immigrant processing station in San Francisco Bay
• Immigrants endure harsh questioning, long detention for admission
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31. ANGEL ISLAND, SAN FRANCISCO
Asians, primarily Chinese, arriving on the West Coast gained admission at Angel Island in the San Francisco Bay
Processing was much harsher than Ellis Island as immigrants withstood tough questioning and long detentions in filthy conditions

32. ANGEL ISLAND WAS CONSIDERED MORE HARSH THAN ELLIS ISLAND

33. Chapter 7; Section 1
B – What difficulties did immigrants face in gaining admission to the United States?
Medical and administrative inspections and, on Angel Island, harsh questioning and detention.

34. Angel Island Guide Reading Immigrants from . . .
Where did they often enter the U.S.?
2. Asia
Angel Island

35. Cooperation for Survival1
SECTION
continued Life in the New Land
Cooperation for Survival
Immigrants must create new life: find work, home, learn new ways
Many seek people who share cultural values, religion, language
- ethnic communities form
Friction develops between “hyphenated” Americans, native-born
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36. Chinatowns are found in many major cities
FRICTION DEVELOPS
While some immigrants tried to assimilate into American culture, others kept to themselves and created ethnic communities
Chinatowns are found in many major cities

37. Ghetto
In the 1920s the Jewish population saw Boyle Heights as the heart of the Jewish community.
By 1930 almost 10,000 Jewish families lived in Boyle Heights.

38. Chapter 7; Section 1
C – How did immigrants deal with challenges they faced?
They helped one another, forming ethnic enclaves, social clubs, and aid societies.

39. FRICTION DEVELOPS
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

41. The West Indies and Mexico1
SECTION
continued Through the “Golden Door”
The West Indies and Mexico
About 260,000 immigrants from West Indies; most seek industrial jobs
Mexicans flee political turmoil; after 1910, 700,000 arrive
National Reclamation Act creates farmland, draws Mexican farmers
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42. THE WEST INDIES
Between 1880 and 1920, about 260,000 immigrants arrived in the eastern and southeastern United States form the West Indies
Jamaica,
Cuba,
Puerto Rico, and
other islands

43. MEXICO 700,000 Mexicans arrived in the early 20th century
Mexicans, too, immigrated to the U.S.
They came to
find work and
flee political turmoil
700,000 Mexicans arrived in the early 20th century

46. Guide Reading Mexico, Jamaica, Cuba, Puerto Rico,
Immigrants
from . . .
What were some of the countries they came from?
3. Caribbean Islands and Central America
Mexico,
Jamaica,
Cuba,
Puerto Rico,
other islands in the West Indies

47. Guide Reading to find work;
Immigrants
from . . .
What reasons did they often have for coming to the U.S.?
3. Caribbean Islands and Central America
to find work;
lived in territories taken over by the U,S.;
to flee political turmoil

48. Immigration Restrictions1
SECTION
Immigration Restrictions
• Melting pot—in U.S. people blend by abandoning native culture
- immigrants don’t want to give up cultural identity
Continued . . .
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49. The American melting pot.
Immigrants become Americanize

50. Immigration Restrictions1
SECTION
Immigration Restrictions
The Rise of Nativism
• Nativism—overt favoritism toward native-born Americans
• Nativists believe Anglo-Saxons superior to other ethnic groups
• Some object to immigrants’ religion: many are Catholics, Jews
• 1897, Congress passes literacy bill for immigrants; Cleveland vetoes
- 1917, similar bill passes over Wilson’s veto
Continued . . .
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51. 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
Nelson Burroughs was kidnapped by members of the Ku Klux Klan and branded with hot irons in 1924 because he refused to renounce his Catholic vows

52. 1
SECTION
continued Immigration Restrictions
Anti-Asian Sentiment
• Nativism finds foothold in labor movement, especially in West
- fear Chinese immigrants who work for less
• Labor groups exert political pressure to restrict Asian immigration
• 1882, Chinese Exclusion Act bans entry to most Chinese
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53. IMMIGRANT RESTRICTIONS
In 1882, Congress passed the Chinese Exclusion Act which limited Chinese immigration until 1943
Anti-Asian feelings included restaurant boycotts

54. Guide Reading Immigrants from . . .
Where did they often enter the U.S.?
3. Caribbean Islands and Central America
Ellis Island;
southeastern U.S.;
southwestern U.S.

55. The Gentlemen’s Agreement1
SECTION
continued Immigration Restrictions
The Gentlemen’s Agreement
• Nativist fears extend to Japanese, most Asians in early 1900s
- San Francisco segregates Japanese schoolchildren
• Gentlemen’s Agreement—Japan limits emigration
- in return, U.S. repeals segregation
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56. Japanese
Japanese students are not segregated like Chinese studnets.

57. Guide Reading NATIVE-BORN Spoke English Ancestors from Western Europe
Tended to be Caucasian
Tended to be Protestant
NEW IMMIGRANTS
Did not speak English
Came from all over the world
Many immigrants were Asian
Tended to be Catholic or Jewish

58. QUIZ! 1 2 1 2 1
First & Last Name
Fill in your
ID NUMBER!
CH-7-1