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Ch. 7/8 Powerpoint
- 1. Ch.7-9 Options • Option1 • Research and create a Powerpoint style presentation or video documentary on your families history – Both parent’s family history – Where they came from – When/Why/how they came to the US – Where they settled in the US and how your family ended up here
- 2. • Option 2 •You and a small group will be responsible for teaching some aspect of Ch. 9 on the Progressive Era • Need to know by Wednesday if you can find info on your family history
- 3. Ch. 7.1 KeyQuestions Why did immigrants come to the US? Where did immigrants come from? What problems/issues did immigrants face on the trip over and once they got here(Ellis/Angel Island)? Why did some people want to put restriction on immigration? What were those restrictions?
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- 5. Immigration Today •What isimmigration? •What is illegal immigration? •Why do people want to come to the US either legally or illegally?-Look at next slide •Why do US citizens get upset about illegal immigration? •Why is it easy for politicians to ignore the problem of illegal immigration? •What is birthright citizenship? •What are “anchor babies”?-Not a positive term but the one that is used a lot
- 6. Why did/do immigrantscome to the US? • Push-Pull Factors • Famine • Land shortages • Religious or political persecution • War • In debt or in trouble • More opportunities-$$-The American Dream – Farming(Homestead Act), mining, working on the railroad, cattle ranching, factory work • Reunite with family
- 7. Legal Immigration Statistics •2013 - 990,553 people are granted lawful permanent residence in the United States • “Green cards" • The top countries of origin are: • -- Mexico (14%) • -- China (7.2%) • -- India (6.9%) • -- Philippines (5.5%) • -- Dominican Republic (4.2%)
- 8. • 2013 -A total of 779,929 people become naturalized U.S. citizens • The top countries of birth are: • -- Mexico (12.7%) • -- India (6.4%) • -- Philippines (5.6%) • -- Dominican Republic (5.1%) • -- China (3.9%) • Residents becoming naturalized citizens in 2013 had spent a median of seven years in “green card” status. • US Naturalization Practice Test
- 9. Illegal Immigration Statistics •2012 - The Department of Homeland Security estimates that there are 11.4 million unauthorized immigrants living in the United States • The top countries of origin are: • -- Mexico (59%) • -- El Salvador (6%) • -- Guatemala (5%) • -- Honduras (3%) • -- Philippines (3%)
- 10. • 2012 -The top U.S. states where unauthorized immigrants settle are: • -- California (25%) • -- Texas (16%) • -- Florida (6%) • -- New York (5%) • -- Illinois (5%) • Unauthorized immigrants to the United States tend to be young (61% between ages 25-44) and male (53%)
- 11. • 2013 -662,483 unauthorized immigrants are apprehended • More than 64% are from Mexico • 2013 - 438,421 unauthorized immigrants are removed from the United States • -- Repatriated to Mexico (72%) • -- Repatriated to Guatemala (11%) • -- Repatriated to Honduras (8%) • -- Repatriated to El Salvador (5%)
- 12. • Between 1870and 1920, 20 million Europeans came to US • Discuss “old immigrants” vs “new immigrants”
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- 18. Steps to America •Step One-Leaving Home • Step Two-On Board the Ship • Step Three-Inspection • Step Four-Beyond Ellis or Angel Island • Source
- 20. Step One-Leaving Home •It was common for one person from a family to come to America first • They would save to eventually bring others • From 1900 to 1910, almost 95% of the immigrants arriving at Ellis Island were joining either family or friends • In 1901, between 40 and 65% came either on prepaid tickets or with money sent to them from the United States
- 24. Step Two-On Boardthe Ship • A ticket to America cost $30 • Three types of accommodations-first class, second class and steerage • Only steerage passengers were processed at Ellis Island • First and second class passengers were quickly “inspected” on board the ship • Larger ships could hold from 1,500 to 2,000 immigrants, netting a profit of $45,000 to $60,000 for a single, one-way trip
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- 26. • For manyimmigrants, the experience of steerage was a nightmare • At one time, the average passenger mortality rate was 10 percent per voyage • Conditions were extremely overcrowded, dark, unsanitary and foul-smelling
- 27. • In spiteof the miserable conditions, the immigrants had faith in the future • Crossing the Atlantic could take anywhere from a week to more than a month, depending on the ship and weather • They would play cards, sing, dance and talk
- 29. • In1911, theUnited States Immigration Commission said: • “The open deck space reserved for steerage passengers is usually very limited, and situated in the worst part of the ship, subject to the most violent motion, to the dirt from the stacks and the odors from the hold and galleys... the only provisions for eating are frequently shelves or benches along the sides or in the passages of sleeping compartments. Dining rooms are rare and, if found, are often shared with berths installed along the walls. Toilets and washrooms are completely inadequate; saltwater only is available.
- 30. • “The ventilationis almost always inadequate, and the air soon becomes foul. The unattended vomit of the seasick, the odors of not too clean bodies, the reek of food and the awful stench of the nearby toilet rooms make the atmosphere of the steerage such that it is a marvel that human flesh can endure it... Most immigrants lie in their berths for most of the voyage, in a stupor caused by the foul air. The food often repels them... It is almost impossible to keep personally clean. All of these conditions are naturally aggravated by the crowding.”
- 31. Step Three-Inspection • Passengerswere inspected for contagious diseases such as cholera, plague, smallpox, typhoid fever, yellow fever, scarlet fever, measles and diphtheria • If immigrants had any of the diseases they would be deported • Sick children age 12 or older were sent back to Europe alone
- 32. • In total,about 20 percent of those arriving at Ellis Island were detained for medical treatment or a legal hearing • 80% were free to go after only a few hours • Only 2% of the immigrants seeking refuge in America would fail to be admitted
- 33. Ellis Island • Whathappened at Ellis Island? • What do you think the ocean voyage was like? • Intro Video • Video 1 --Arrival • Video 2 --Hurdles to Citizenship on Ellis Island • Video 3 --Detained at Ellis Island • Video 4 --Medical Inspections • What state is it located in?
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- 39. Step Four-Beyond EllisIsland • As they left Ellis Island, the next stop was the Money Exchange • Cashiers exchanged paper money, from countries all over Europe, for American dollars • Then it was off to New York City or the railroad ticket office to go anywhere in the country that they wanted
- 41. Why were immigrantsdisliked in the US in the late 1800’s/early 1900’s?
- 42. Chinese Exclusion Act-1882 –Bannedall Chinese immigration to the US from 1882-1902 –Why ban Chinese immigrants?
- 45. Gentleman’s Agreement-1907 • Informalagreement between the United States and Japan • The US would not restrict Japanese immigration and Japan would not allow further immigration to the U.S • The goal was to reduce tensions between the US and Japan • What was the tension?
- 49. Ch. 7.1 KeyQuestions Why did immigrants come to the US? Where did immigrants come from? What problems/issues did immigrants face on the trip over and once they got here(Ellis/Angel Island)? Why did some people want to put restriction on immigration? What were those restrictions?
- 50. Chapter 7.2 KeyQuestions Why did cities grow so quickly in the late 1800's and early 1900's? What problems did cities face due to the rapid increase in population? What did people/organizations do to try to help the bad situation in the cities?
- 51. Why Did CitiesGrow So Fast? • Immigrants • Farmers moved to the city • African-Americans moved to the cities • Cities offered more jobs and opportunities • Cities offered more entertainment
- 53. Problems in theCity • Cramped, old, dirty housing-tenements • Lack of good transportation • Lack of safe drinking water • Disease was common • Streets were filthy • Crime • Fires • Poverty due to low pay at work
- 54. Jacob Riis “How theOther Half Lives” • Define tenements • Video
- 63. Dumping Garbage inNew York Harbor-Late 1800’s
- 67. Problem:Cramped, Old, DirtyHousing-Tenements Solutions: -Cities put restrictions on building wood-frame structures in the center of the city-Why? -Cities encouraged the construction of lower-income dwellings on the city’s outskirts- Why? -The Tenement House Act of 1867 defined a tenement for the first time and set construction regulations -Among these were the requirement of one toilet per 20 people-Why?
- 68. • Tenement HouseLaw-1901 –Outlawed the construction of new tenements on 25-foot lots and mandated improved sanitary conditions, fire escapes and access to light –Current tenements were updated and more than 200,000 new apartments were built over the next 15 years • Most tenements were destroyed in the 1920’s and especially the 1930’s with FDR’s New Deal • The first fully government-built public housing project opened in New York City in 1936
- 69. Problem: Lack ofgood transportation • Solutions –Electric Streetcars-late 1800’s, early 1900’s –Automobiles • There were 300 cars in the United States in 1895, 78,000 in 1905, 459,00 in 1910 and 1.7 million in 1914. –Subways-New York City-1904 –Airplanes-1903-Wright Brothers
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- 77. US Airplane inWWI-1918
- 78. Problem:Lack of safedrinking water • Solutions: • In late 1800’s, scientists had proven that diseases were spread through unsafe drinking water • In early 1900’s, chlorine was added to the water to help eliminate disease • Federal regulation of drinking water quality began in 1914 which continued to strengthen over the decades
- 79. Problems: Disease wascommon and Streets were filthy • Solutions: • Already mentioned horses being replaced, eliminating the manure problem • Already mentioned adding chlorine to water • Introduction of indoor plumbing • George A. Waring Jr.-New York City-1895 – Organized modern recycling, street sweeping and garbage collection – Video
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- 82. Dumping Garbage inNew York Harbor-Late 1800’s
- 83. Early 1900’s GarbageCollection
- 84. Problem: Crime • Solutions: •Organized Police Force – Police became full time employees of the city-not volunteers – In 1838-Boston established the first American police force – New York City-1845 – Chicago-1851 – By the 1880s all major U.S. cities had municipal police forces in place • 1911 - Fingerprints are first accepted by U.S. courts as a reliable means of identification
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- 86. Problem: Fires • Solutions: •Already mentioned better building codes • Full time, paid firefighters • In 1853, Cincinnati became the first full-time, paid fire fighters in the US
- 87. Problem: Poverty dueto low pay at work • Solution: • Labor Unions – Minimum wage laws – Shorter hours – Child labor laws
- 88. Chapter 7.2 KeyQuestions Why did cities grow so quickly in the late 1800's and early 1900's? What problems did cities face due to the rapid increase in population? What did people/organizations do to try to help the bad situation in the cities?
- 89. Ch. 7.3 KeyQuestions • What was the political machine and what did they do for a city? • Explain Boss Tweed and the Tweed Ring. • What caused all the corruption in government? • What laws came about to reform government? • Ulysses S. Grant, Rutherford B. Hayes, James Garfield, Chester Arthur, Grover Cleveland, Benjamin Harrison, Grover Cleveland, William McKinley, Teddy Roosevelt, William Taft, and Woodrow Wilson were all presidents during the late 1800's/early 1900’s. Were they a reform president or a status quo president?
- 90. The Gilded Age •1870’s-1900 • Gilded—To be covered with gold
- 91. Political Machine • Apolitical organization, usually controlled by a single “boss”, that controlled votes and had administrative control of a city, county, or state • These organizations provided social services and jobs to people(recent immigrants) in exchange for votes • Very corrupt • Came about due to the rapid increase of population in cities and poor government in the 1800’s • Died out in the early 1900’s
- 95. • There wasa lot of corruption in gov’t –Kickback system –Granting favors to big business –Spoils system/patronage –Political boss hired/fired police
- 96. Boss William MarcyTweed • Was the Boss of the Democratic political machine in New York City • The building Tweed worked in was Tammany Hall
- 97. Boss William MarcyTweed
- 101. Reforming Government • TheSpoils System/Patronage caused a lot of the problems
- 102. Reforming Government • PendletonCivil Service Act-1883 –Required most government jobs to be given through a merit system based on test scores –1883: 14,000/117,000 gov’t jobs required tests –1900: 100,000/200,000 gov’t jobs required tests
- 104. Good Presidents AlsoBrought Change • President Grant-President Wilson • 1869-1921 • Reform president or status quo president?
- 105. Reform Presidents • RutherfordB. Hayes-1877-1881 • James Garfield-1881 • Chester Arthur-1881-1885 • Grover Cleveland-1885-1889, 1893-1897 • Benjamin Harrison-1889-1893 • Teddy Roosevelt-1901-1909 • Woodrow Wilson-1913-1921
- 106. Status Quo Presidents •Ulysses S. Grant-1869-1877 • William McKinley-1897-1901 • William Howard Taft-1909-1913
- 107. Ulysses S. Grant-1869-1877 StatusQuo-Republican
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- 117. William Howard Taft-1909-1913 StatusQuo-Republican
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- 119. Ch. 7.3 KeyQuestions • What was the political machine and what did they do for a city? • Explain Boss Tweed and the Tweed Ring. • What caused all the corruption in government? • What laws came about to reform government? • Ulysses S. Grant, Rutherford B. Hayes, James Garfield, Chester Arthur, Grover Cleveland, Benjamin Harrison, Grover Cleveland, William McKinley, Teddy Roosevelt, William Taft, and Woodrow Wilson were all presidents during the late 1800's/early 1900’s. Were they a reform president or a status quo president?
- 120. Ch. 8 KeyQuestions • Ch. 8.1: -What advances in science and technology help solve urban problems? Ch. 8.2: -How did education change in the late 1800's and early 1900's? • Ch. 8.3: -What laws and restrictions were put on African-Americans and other minorities after Reconstruction ended? -Explain the significance of Plessy v. Ferguson. Ch. 8.4: -Explain what people did for entertainment in the late 1800's and early 1900's.
- 121. Advances and Technologies •Skyscrapers –Flatiron Building- 1902 • Electric streetcars • Subways-1904 • Cash register-1879 • Automatic dishwasher-1889 • Vacuum cleaner-
- 122. Advances and Technology •Airplane-1903 • Kodak Camera-1888 • Automobile-late 1800’s • Light Bulb-1879 • Telephone-1876 • Typewriter-1867 • Radio-1895 • Toilet paper-1857
- 123. Expanding Public Education •Class Reading • Before the mid 1800’s, education was for the wealthy • Most states had public schools by 1865 • But many school-aged children still received no formal education-worked in factories instead • Between 1865-1895, states passed laws requiring 12- 16 weeks annually of school • Classes focused on the “3 R’s”-reading, “riting”, & “rithmetic” • Memorization and recitation was very common
- 126. • Why did“the lecture” become a common strategy for teachers? • How is our school system set up like a factory during the Industrial Revolution? – The bells – Assembly line • Students are tested and if they pass, move to the next part of the assembly line – Schools were/are “one size fits all” and prepared students to work in factories upon finishing school
- 129. African American &Immigrant EDU • African Americans were mostly excluded from public schools or had to attend segregated schools • In 1910, 3% of African Americans between the ages 15-19 attended H.S. • Immigrants were encouraged to go to school • Most European immigrant families sent their children to the free public schools • Children learned English and became “Americanized”
- 130. Religion in School •Public schools had mandatory readings from the Protestant Bible • Many Catholic families were concerned • Catholic communities set up parochial schools to give their children a Catholic Education – Parochial School: a school supported by a church parish
- 131. Higher Education • Whatis Higher Education? • From 1880-1920, college enrollments quadrupled • High School diploma and entrance exams were used in admittance purposes • Morrill Act-1862 – Iowa State-1858 • Drake-1881 • Iowa-1847 • UNI-1876
- 134. Segregation • Literacy test •Poll tax • Grandfather Clause(1-1-1867) • Jim Crow laws • Plessy v Ferguson-1896 – “Separate but Equal” –Separate and unequal in reality • Lynching and violence
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- 156. Parks-Central Park inNYC- 1857
- 158. Basketball • Dr. James Naismith •First public game was in 1892 • Original rules
- 159. Baseball • Invented byAbner Doubleday in 1839 • Major League baseball became big in the late 1800’s • Honus Wagner
- 160. Football • Late 1800’scollege football became popular • NFL would not start until the 1920’s
- 161. Other Popular Sports •Tennis • Golf • Boxing • Biking-1885
- 162. John McDermott • Pictureof John in 1911 • First US golfer to win US Open • Still is the youngest to have won-19 in 1911
- 163. Paddy Ryan • Bare-knuckle Championof America 1880-82 •
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- 166. Music and Dancing •Ragtime • Cakewalk • Tap Dancing-Bill “bojangles” Robinson
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- 168. World Fair’s • Focusedon showcasing the latest and greatest in inventions and technology • 1853-New York, 1876-Philadelphia, 1893- Chicago(Ferris Wheel), 1901-Buffalo, 1904-St. Louis, 1915- San Francisco
- 169. Ch. 8 KeyQuestions • Ch. 8.1: -What advances in science and technology help solve urban problems? Ch. 8.2: -How did education change in the late 1800's and early 1900's? • Ch. 8.3: -What laws and restrictions were put on African-Americans and other minorities after Reconstruction ended? -Explain the significance of Plessy v. Ferguson. Ch. 8.4: -Explain what people did for entertainment in the late 1800's and early 1900's.