The document summarizes changes in immigration patterns to the United States between 1880 and 1921. It notes that immigration shifted from being majority Northwestern European to majority Southern and Eastern European over this period. It describes the "new immigrants" as coming from Southern and Eastern Europe, being mostly young males, Catholic or Jewish, unskilled laborers with little money or education. It also outlines push factors driving emigration from Europe and pull factors attracting immigrants to the US.
The document summarizes immigration trends and characteristics between 1880-1921. It shows that immigration to the US shifted from being majority Northwestern European to majority Southern and Eastern European over this period. The new immigrants were less skilled, poorer, and faced discrimination from nativist Americans who favored restrictions, leading to policies like quotas that reduced immigration from certain regions.
The document summarizes changes in immigration to the United States between 1880 and 1920. During this period, the majority of immigrants shifted from being from Northwestern Europe (49% in 1880) to being from Southern and Eastern Europe (73% in 1910). These new immigrants tended to be young males from Italy, Russia, Poland and were often Catholic or Jewish. They tended to work as unskilled laborers and had little money or education. Push factors driving emigration included poverty, persecution and wars in Europe, while pull factors attracting immigrants to America included economic opportunities and religious freedom. Most immigrants assimilated into American society by living in ethnic neighborhoods in cities.
The document summarizes changes in immigration to the United States between 1880 and 1920. During this period, the majority of immigrants shifted from being from Northwestern Europe (49% in 1880) to being from Southern and Eastern Europe (73% in 1910). These new immigrants were characterized as being from Southern and Eastern Europe, young males, Catholic or Jewish, unskilled laborers with little money or education. Push factors driving emigration included poverty, persecution, and wars in Europe, while pull factors attracting immigrants to America included economic opportunities, land, freedom of religion, and democracy. Most immigrants passed through Ellis Island and settled in ethnic neighborhoods in large cities like New York.
The document discusses different terms related to human migration, including migration referring broadly to movement between countries, immigration as movement into a country, and emigration as leaving one's home country. It provides examples and explanations of these terms, as well as discussing immigration and emigration specifically and factors like politics, the economy, and family that influence why people choose to immigrate.
After the Civil War, most settlers moving west settled in the Great Plains region between the Mississippi River and the Pacific Ocean. The Homestead Act of 1862 encouraged western migration by offering settlers free land. Southerners and African Americans moved west in large numbers. The transcontinental railroad and inventions like the mechanical reaper made farming more viable and increased western expansion. Western migration resulted in Native Americans losing their lands and being forced onto reservations. By the early 20th century, all states in the continental US had been admitted to the Union as the population pushed steadily westward over the 19th century.
This document discusses immigration and the immigrant experience. It begins by asking students to think about requirements for citizenship in the U.S. and provides information about tracing family ancestry. It then describes the journey immigrants faced to come to America, including push factors that drove them from their home countries and pull factors that attracted them to the U.S. The document discusses the process immigrants went through at Ellis Island and the challenges they faced in America, including learning a new language and culture. Poems are included that reflect on the immigrant experience of being an outsider in a new land.
The document provides information on the different groups of people that make up the American population throughout history. It discusses the Native Americans as the original inhabitants, followed by groups like the British, African Americans, and immigrants from various parts of Europe and Asia at different time periods. It also explores concepts like the "melting pot" view of a shared American culture versus the "mosaic" view of maintaining separate cultural identities within the nation.
The document provides a history of immigration to the United States from the 15th century to present day. It describes the various reasons different ethnic groups immigrated, including Germans escaping poverty and religious persecution, Italians fleeing natural disasters and overpopulation, and Chinese migrating during the California Gold Rush of 1848. Ellis Island served as the primary immigration station from 1892 to 1954, where all arrivals were interviewed and given medical exams, with around 2% being denied entry. The Statue of Liberty has long symbolized freedom and opportunity for immigrants arriving in New York Harbor.
The document summarizes immigration trends and characteristics between 1880-1921. It shows that immigration to the US shifted from being majority Northwestern European to majority Southern and Eastern European over this period. The new immigrants were less skilled, poorer, and faced discrimination from nativist Americans who favored restrictions, leading to policies like quotas that reduced immigration from certain regions.
The document summarizes changes in immigration to the United States between 1880 and 1920. During this period, the majority of immigrants shifted from being from Northwestern Europe (49% in 1880) to being from Southern and Eastern Europe (73% in 1910). These new immigrants tended to be young males from Italy, Russia, Poland and were often Catholic or Jewish. They tended to work as unskilled laborers and had little money or education. Push factors driving emigration included poverty, persecution and wars in Europe, while pull factors attracting immigrants to America included economic opportunities and religious freedom. Most immigrants assimilated into American society by living in ethnic neighborhoods in cities.
The document summarizes changes in immigration to the United States between 1880 and 1920. During this period, the majority of immigrants shifted from being from Northwestern Europe (49% in 1880) to being from Southern and Eastern Europe (73% in 1910). These new immigrants were characterized as being from Southern and Eastern Europe, young males, Catholic or Jewish, unskilled laborers with little money or education. Push factors driving emigration included poverty, persecution, and wars in Europe, while pull factors attracting immigrants to America included economic opportunities, land, freedom of religion, and democracy. Most immigrants passed through Ellis Island and settled in ethnic neighborhoods in large cities like New York.
The document discusses different terms related to human migration, including migration referring broadly to movement between countries, immigration as movement into a country, and emigration as leaving one's home country. It provides examples and explanations of these terms, as well as discussing immigration and emigration specifically and factors like politics, the economy, and family that influence why people choose to immigrate.
After the Civil War, most settlers moving west settled in the Great Plains region between the Mississippi River and the Pacific Ocean. The Homestead Act of 1862 encouraged western migration by offering settlers free land. Southerners and African Americans moved west in large numbers. The transcontinental railroad and inventions like the mechanical reaper made farming more viable and increased western expansion. Western migration resulted in Native Americans losing their lands and being forced onto reservations. By the early 20th century, all states in the continental US had been admitted to the Union as the population pushed steadily westward over the 19th century.
This document discusses immigration and the immigrant experience. It begins by asking students to think about requirements for citizenship in the U.S. and provides information about tracing family ancestry. It then describes the journey immigrants faced to come to America, including push factors that drove them from their home countries and pull factors that attracted them to the U.S. The document discusses the process immigrants went through at Ellis Island and the challenges they faced in America, including learning a new language and culture. Poems are included that reflect on the immigrant experience of being an outsider in a new land.
The document provides information on the different groups of people that make up the American population throughout history. It discusses the Native Americans as the original inhabitants, followed by groups like the British, African Americans, and immigrants from various parts of Europe and Asia at different time periods. It also explores concepts like the "melting pot" view of a shared American culture versus the "mosaic" view of maintaining separate cultural identities within the nation.
The document provides a history of immigration to the United States from the 15th century to present day. It describes the various reasons different ethnic groups immigrated, including Germans escaping poverty and religious persecution, Italians fleeing natural disasters and overpopulation, and Chinese migrating during the California Gold Rush of 1848. Ellis Island served as the primary immigration station from 1892 to 1954, where all arrivals were interviewed and given medical exams, with around 2% being denied entry. The Statue of Liberty has long symbolized freedom and opportunity for immigrants arriving in New York Harbor.
Political machines like Tammany Hall provided social services and jobs to immigrants in cities in exchange for votes, leading to corruption. Boss Tweed and the "Tweed Ring" controlled Tammany Hall and embezzled millions, leading to reforms like the Pendleton Civil Service Act to establish merit-based government hiring. Most late 1800s/early 1900s presidents pushed reforms, with the exceptions of Grant and Taft who maintained the status quo.
Jim crow great migration presentation g-jMrsBrownMEH
The Jim Crow Era spanned from 1876 to 1965 in the United States. After the end of Reconstruction in 1877 and the withdrawal of federal troops from the South, Southern states imposed Jim Crow laws to legislate racial segregation and disenfranchise African Americans. During this time, African Americans faced widespread discrimination in areas like jobs, housing, education, and legal rights. In response, some African Americans migrated north in the Great Migration from 1910 to 1930 to escape harsh racial conditions and seek better employment opportunities in northern and midwestern cities, though they still faced discrimination there as well.
The document discusses the Great Migration of African Americans from 1910-1970. Over 6 million African Americans left the southern United States for northern cities like Chicago to escape racial discrimination and seek better jobs and quality of life. Chicago's population of African Americans grew from 2% to 33% during this period as it attracted around 500,000 migrants. The Great Migration led to the development of new black cultural and political institutions in northern cities and changed the demographics and culture of the United States.
The Great Migration was the relocation of over 6 million African Americans from the rural Southern United States to cities in the North, Midwest and West between 1910-1970. They migrated to escape racial violence and segregation under Jim Crow laws in the South as well as seek better economic opportunities and living conditions in Northern cities. The migration occurred in two major waves, from 1910-1930 and 1940-1970, but was slowed by the Great Depression in the 1930s. The mass movement of African Americans dramatically increased the black populations in Northern cities and transformed urban landscapes and race relations.
The document discusses the large scale migration of African Americans out of the rural South between 1900-1970, known as the Great Migration. It describes the push factors like poor economic opportunities, Jim Crow laws and lynchings in the South that encouraged migration, as well as the pull of jobs in Northern cities. Over 6 million African Americans left the South during this period, radically transforming the demographics of both the South and Northern cities.
Many history books don't mention the Great Migration. Between 1920 and 1980, six million African Americans migrated from the south. They were escaping Jim Crow Laws, Lynchings, poor job opportunities, poor education for their children. Some planned for years and saved to leave. Some saw a body hanging from a tree and took off. Many of our famous African American artists managed to accomplish what they did because their parents or grandparents left the south. This needs to be in every American history book in the country. I teach it in my American History course from 1877 to the present.
The document discusses Australia's post-WW2 immigration policies and experiences from 1945-1971. It covers:
1. The demography and Anglo-Saxon population of Australia in 1945, and the government's increased immigration intake due to fears of a vulnerable population.
2. Arthur Calwell, the immigration minister from 1945-1949, who embarked on a campaign to attract immigrants from Europe to "populate or perish", believing increasing population would combat communist threats.
3. The dismantling of the White Australia policy from 1949-1973 and shift from assimilation to policies of integration and eventually multiculturalism, recognizing cultural diversity, as immigration sources broadened beyond Britain and Europe.
Manticore 04082018 South American Anvasion and China Horror ConnectionCyrellys Geibhendach
Backstory discussion on the illegal immigrant invasion from South America and its connection to China. Includes thoughts and reaction to President Trump sending unarmed national guard to the volatile and deadly southern border.
This is the last of a series of lectures on African American history from the Civil War to the 1st WW. It covers the era of the Great Migration, focusing on their living conditions in the South and reasons that lead them to head of the North in such great numbers. The quiz with results is included.
This document provides a timeline of key events in the Israeli-Palestinian conflict from the origins of Zionism in the late 19th century to present day. It traces the establishment of Israel in 1948, subsequent wars and tensions, the rise of Palestinian nationalism and groups like the PLO, ongoing disputes over settlements, and challenges faced by the Obama administration in brokering peace. Key figures and events discussed include Theodor Herzl, the Balfour Declaration, the British Mandate of Palestine, the founding of Israel, the Six Day War, Yasser Arafat and the PLO, tensions with Syria and Iraq under Hafez al-Assad and Saddam Hussein, and difficulties negotiating with Benjamin Netanyahu as
The document discusses the Great Migration of African Americans from 1910-1930. Over 1.75 million black people migrated from the southern states to the Midwest, Northwest, and western parts of the country to escape racism and find work in industrial cities. Racial tensions increased as the black population grew at 40% while competing for jobs and housing with white immigrants. Though discrimination continued, the migration opened more opportunities for work, education, and voting that helped black communities develop while reducing differences between racial groups over time.
The document discusses the rise of populism in the late 19th century United States. Farmers faced numerous economic hardships like fluctuating crop prices, high interest rates, and railroad monopolies. The Granger Movement and Farmers' Alliances organized farmers politically but had limited success. In the 1890s, the Populist Party united agrarian interests and called for silver coinage, income taxes, and other reforms. However, populism ultimately failed because southern farmers stayed loyal to the Democratic Party, which adopted the Populist issue of free silver coinage, and the movement was hampered by regional divisions and prejudices among some of its supporters.
The document discusses the settlement of the American West between 1850-1890. It addresses several key factors that influenced western expansion, including the discovery of gold and silver, the growth of the cattle industry, and the construction of transcontinental railroads. While often mythologized as a period of rugged individualism, the settlement of the West relied heavily on governmental programs and infrastructure development to encourage westward migration and connect the region with eastern markets.
Native American civilizations had developed across the Americas for thousands of years prior to European contact. Some of the most advanced civilizations included the Inca Empire in Peru, the Maya civilization in Central America, and the Aztec Empire in central Mexico, which dominated a large region through military power and enforced tribute. When Europeans arrived in the late 15th century, they brought diseases that devastated Native populations and profoundly impacted existing societies, making conquest by the Spanish and Portuguese easier. However, Native American influences still remained strong.
Consequences of american industrial growthphillipgrogers
This document provides an overview of some key consequences of American industrial growth in the late 19th century, including increased immigration that changed the ethnic makeup of cities, the growth of labor unions like the AFL led by Samuel Gompers to fight for workers' rights, conflicts between western expansion and Native Americans culminating at Wounded Knee, and labor unrest like the 1894 Pullman Strike.
The document is a collection of news excerpts using passive voice constructions. Examples include children being taken away, lethal injections being used, a tent being inundated with water, resources being devoted to increasing life expectancy, and a solar cooking project being funded by private donations. Other excerpts discuss houses and trees being destroyed, an ambassador being freed after abduction, a photographer being hospitalized after police beating, and a woman's body being carried out after 35 years.
The document summarizes major events and geographic expansion in the United States from the late 18th century through the early 19th century. It discusses factors like the Louisiana Purchase, War of 1812, Monroe Doctrine, and Manifest Destiny that led Americans to expand westward across North America and the impact on native peoples. As settlers pushed west, conflicts with American Indians increased and many were forcibly removed from their ancestral lands.
The Great Migration was the movement of around 6 million African Americans out of the rural Southern United States to the urban Northeast, Midwest, and West between 1910-1970. They migrated to escape poor economic opportunities, harsh racial segregation, and violence in the South. Many moved to industrial cities like New York, Chicago, Detroit, and others for better wages, working conditions, living standards, and more job opportunities overall.
The document summarizes key changes that occurred in American cities between 1875 and 1925, including rapid urbanization and population growth driven by immigration and internal migration. Millions of immigrants, especially from southern and eastern Europe, settled in urban ethnic enclaves, increasing cultural diversity. At the same time, many African Americans moved north as part of the Great Migration. Cities struggled with overcrowded housing, unsanitary conditions, crime, and lack of infrastructure. Reforms attempted to impose order through city planning movements and social welfare programs. Leisure and consumption also grew as urban residents gained more free time.
The Great Migration saw many black families flee the South between 1910-1920 in search of better treatment and opportunities in Northern cities like Chicago. However, they often found discrimination and harsh conditions upon arriving, with many confined to poor neighborhoods and only able to find the lowest-paying, hardest jobs. Racial tensions rose as white workers felt threatened by the influx of cheap black labor. While civil rights leaders like W.E.B. Du Bois and Booker T. Washington advocated for education and equal rights, discrimination persisted in the form of segregation and violence like KKK parades.
The Williams Elementary Campus Technology Improvement Plan outlines goals to improve technology integration and classification in their Texas Campus STaR Chart. The plan identifies members of the Technology Committee and their roles. It aims to advance at least two key areas, like Infrastructure for Technology, from Developing Tech to Target Tech through activities that increase teacher preparation and provide professional development opportunities throughout the district.
Saksoft is an IT services company that offers solutions on the Salesforce.com platform including custom application development, integration services, and support. Saksoft highlighted a commercial SaaS product for insurance sales tracking and commission management that is integrated with Salesforce.com CRM features. Saksoft's solution offerings provide benefits like no upfront infrastructure costs, multi-channel support, and leveraging their domain expertise in CRM processes.
Political machines like Tammany Hall provided social services and jobs to immigrants in cities in exchange for votes, leading to corruption. Boss Tweed and the "Tweed Ring" controlled Tammany Hall and embezzled millions, leading to reforms like the Pendleton Civil Service Act to establish merit-based government hiring. Most late 1800s/early 1900s presidents pushed reforms, with the exceptions of Grant and Taft who maintained the status quo.
Jim crow great migration presentation g-jMrsBrownMEH
The Jim Crow Era spanned from 1876 to 1965 in the United States. After the end of Reconstruction in 1877 and the withdrawal of federal troops from the South, Southern states imposed Jim Crow laws to legislate racial segregation and disenfranchise African Americans. During this time, African Americans faced widespread discrimination in areas like jobs, housing, education, and legal rights. In response, some African Americans migrated north in the Great Migration from 1910 to 1930 to escape harsh racial conditions and seek better employment opportunities in northern and midwestern cities, though they still faced discrimination there as well.
The document discusses the Great Migration of African Americans from 1910-1970. Over 6 million African Americans left the southern United States for northern cities like Chicago to escape racial discrimination and seek better jobs and quality of life. Chicago's population of African Americans grew from 2% to 33% during this period as it attracted around 500,000 migrants. The Great Migration led to the development of new black cultural and political institutions in northern cities and changed the demographics and culture of the United States.
The Great Migration was the relocation of over 6 million African Americans from the rural Southern United States to cities in the North, Midwest and West between 1910-1970. They migrated to escape racial violence and segregation under Jim Crow laws in the South as well as seek better economic opportunities and living conditions in Northern cities. The migration occurred in two major waves, from 1910-1930 and 1940-1970, but was slowed by the Great Depression in the 1930s. The mass movement of African Americans dramatically increased the black populations in Northern cities and transformed urban landscapes and race relations.
The document discusses the large scale migration of African Americans out of the rural South between 1900-1970, known as the Great Migration. It describes the push factors like poor economic opportunities, Jim Crow laws and lynchings in the South that encouraged migration, as well as the pull of jobs in Northern cities. Over 6 million African Americans left the South during this period, radically transforming the demographics of both the South and Northern cities.
Many history books don't mention the Great Migration. Between 1920 and 1980, six million African Americans migrated from the south. They were escaping Jim Crow Laws, Lynchings, poor job opportunities, poor education for their children. Some planned for years and saved to leave. Some saw a body hanging from a tree and took off. Many of our famous African American artists managed to accomplish what they did because their parents or grandparents left the south. This needs to be in every American history book in the country. I teach it in my American History course from 1877 to the present.
The document discusses Australia's post-WW2 immigration policies and experiences from 1945-1971. It covers:
1. The demography and Anglo-Saxon population of Australia in 1945, and the government's increased immigration intake due to fears of a vulnerable population.
2. Arthur Calwell, the immigration minister from 1945-1949, who embarked on a campaign to attract immigrants from Europe to "populate or perish", believing increasing population would combat communist threats.
3. The dismantling of the White Australia policy from 1949-1973 and shift from assimilation to policies of integration and eventually multiculturalism, recognizing cultural diversity, as immigration sources broadened beyond Britain and Europe.
Manticore 04082018 South American Anvasion and China Horror ConnectionCyrellys Geibhendach
Backstory discussion on the illegal immigrant invasion from South America and its connection to China. Includes thoughts and reaction to President Trump sending unarmed national guard to the volatile and deadly southern border.
This is the last of a series of lectures on African American history from the Civil War to the 1st WW. It covers the era of the Great Migration, focusing on their living conditions in the South and reasons that lead them to head of the North in such great numbers. The quiz with results is included.
This document provides a timeline of key events in the Israeli-Palestinian conflict from the origins of Zionism in the late 19th century to present day. It traces the establishment of Israel in 1948, subsequent wars and tensions, the rise of Palestinian nationalism and groups like the PLO, ongoing disputes over settlements, and challenges faced by the Obama administration in brokering peace. Key figures and events discussed include Theodor Herzl, the Balfour Declaration, the British Mandate of Palestine, the founding of Israel, the Six Day War, Yasser Arafat and the PLO, tensions with Syria and Iraq under Hafez al-Assad and Saddam Hussein, and difficulties negotiating with Benjamin Netanyahu as
The document discusses the Great Migration of African Americans from 1910-1930. Over 1.75 million black people migrated from the southern states to the Midwest, Northwest, and western parts of the country to escape racism and find work in industrial cities. Racial tensions increased as the black population grew at 40% while competing for jobs and housing with white immigrants. Though discrimination continued, the migration opened more opportunities for work, education, and voting that helped black communities develop while reducing differences between racial groups over time.
The document discusses the rise of populism in the late 19th century United States. Farmers faced numerous economic hardships like fluctuating crop prices, high interest rates, and railroad monopolies. The Granger Movement and Farmers' Alliances organized farmers politically but had limited success. In the 1890s, the Populist Party united agrarian interests and called for silver coinage, income taxes, and other reforms. However, populism ultimately failed because southern farmers stayed loyal to the Democratic Party, which adopted the Populist issue of free silver coinage, and the movement was hampered by regional divisions and prejudices among some of its supporters.
The document discusses the settlement of the American West between 1850-1890. It addresses several key factors that influenced western expansion, including the discovery of gold and silver, the growth of the cattle industry, and the construction of transcontinental railroads. While often mythologized as a period of rugged individualism, the settlement of the West relied heavily on governmental programs and infrastructure development to encourage westward migration and connect the region with eastern markets.
Native American civilizations had developed across the Americas for thousands of years prior to European contact. Some of the most advanced civilizations included the Inca Empire in Peru, the Maya civilization in Central America, and the Aztec Empire in central Mexico, which dominated a large region through military power and enforced tribute. When Europeans arrived in the late 15th century, they brought diseases that devastated Native populations and profoundly impacted existing societies, making conquest by the Spanish and Portuguese easier. However, Native American influences still remained strong.
Consequences of american industrial growthphillipgrogers
This document provides an overview of some key consequences of American industrial growth in the late 19th century, including increased immigration that changed the ethnic makeup of cities, the growth of labor unions like the AFL led by Samuel Gompers to fight for workers' rights, conflicts between western expansion and Native Americans culminating at Wounded Knee, and labor unrest like the 1894 Pullman Strike.
The document is a collection of news excerpts using passive voice constructions. Examples include children being taken away, lethal injections being used, a tent being inundated with water, resources being devoted to increasing life expectancy, and a solar cooking project being funded by private donations. Other excerpts discuss houses and trees being destroyed, an ambassador being freed after abduction, a photographer being hospitalized after police beating, and a woman's body being carried out after 35 years.
The document summarizes major events and geographic expansion in the United States from the late 18th century through the early 19th century. It discusses factors like the Louisiana Purchase, War of 1812, Monroe Doctrine, and Manifest Destiny that led Americans to expand westward across North America and the impact on native peoples. As settlers pushed west, conflicts with American Indians increased and many were forcibly removed from their ancestral lands.
The Great Migration was the movement of around 6 million African Americans out of the rural Southern United States to the urban Northeast, Midwest, and West between 1910-1970. They migrated to escape poor economic opportunities, harsh racial segregation, and violence in the South. Many moved to industrial cities like New York, Chicago, Detroit, and others for better wages, working conditions, living standards, and more job opportunities overall.
The document summarizes key changes that occurred in American cities between 1875 and 1925, including rapid urbanization and population growth driven by immigration and internal migration. Millions of immigrants, especially from southern and eastern Europe, settled in urban ethnic enclaves, increasing cultural diversity. At the same time, many African Americans moved north as part of the Great Migration. Cities struggled with overcrowded housing, unsanitary conditions, crime, and lack of infrastructure. Reforms attempted to impose order through city planning movements and social welfare programs. Leisure and consumption also grew as urban residents gained more free time.
The Great Migration saw many black families flee the South between 1910-1920 in search of better treatment and opportunities in Northern cities like Chicago. However, they often found discrimination and harsh conditions upon arriving, with many confined to poor neighborhoods and only able to find the lowest-paying, hardest jobs. Racial tensions rose as white workers felt threatened by the influx of cheap black labor. While civil rights leaders like W.E.B. Du Bois and Booker T. Washington advocated for education and equal rights, discrimination persisted in the form of segregation and violence like KKK parades.
The Williams Elementary Campus Technology Improvement Plan outlines goals to improve technology integration and classification in their Texas Campus STaR Chart. The plan identifies members of the Technology Committee and their roles. It aims to advance at least two key areas, like Infrastructure for Technology, from Developing Tech to Target Tech through activities that increase teacher preparation and provide professional development opportunities throughout the district.
Saksoft is an IT services company that offers solutions on the Salesforce.com platform including custom application development, integration services, and support. Saksoft highlighted a commercial SaaS product for insurance sales tracking and commission management that is integrated with Salesforce.com CRM features. Saksoft's solution offerings provide benefits like no upfront infrastructure costs, multi-channel support, and leveraging their domain expertise in CRM processes.
The document summarizes immigration trends and characteristics between 1880-1921. It shows that immigration to the US shifted from being majority northwestern European to majority southern and eastern European over this period. The new immigrants tended to be young, unskilled males from Catholic and Jewish backgrounds with little money or education. Push factors in Europe and pull factors in the US influenced immigration levels and destinations. Immigrants faced hardships but also gradually assimilated into American society, though nativism and restrictions on immigration increased over time.
Vince Luca is dating Kendra but is worried about keeping his family's criminal activities secret from her, as her parents work for the FBI. Vince was involved with his father's mafia business in the past but now wants nothing to do with it. However, he has been pressuring his friend Jimmy to pay back a debt that is due on Friday.
The Williams Elementary Campus Technology Improvement Plan outlines goals to improve technology integration and classification in their Texas Campus STaR Chart. The plan identifies members of the Technology Committee and their roles. It aims to advance at least two key areas, like Infrastructure for Technology, from Developing Tech to Target Tech through activities that increase teacher preparation and provide professional development opportunities throughout the district.
1) Three different welding electrodes were tested for overlay welding on austenitic manganese steel rail heads.
2) Mechanical tests found that the electrode containing molybdenum produced a weld overlay with better work-hardening characteristics and resistance to plastic deformation than the other two commercial electrodes tested.
3) Thermal analysis during welding showed that a steady temperature was maintained for approximately 7 cm into the rail head, indicating the depth unaffected by the welding heat treatment.
The document summarizes the services provided by the Catholic Family Center to help refugees resettle in the United States. The Center provides core resettlement services like housing, furnishings, cash assistance, airport pickup, and help applying for social services. It also assists with cultural orientation, employment preparation, language services, and addressing long-term issues like acculturation challenges and employment barriers. The Center works with various community partners to help refugees build new lives with hope and self-sufficiency.
Semiotics is a methodology that analyzes communication codes, their implicit meanings and effectiveness in spreading value systems. It helps discover hidden meanings in words, images, symbols in a specific cultural/social context. Semiotics can be applied to any text to understand the communicated meaning through different codes. It represents an essential analysis tool during research phases to understand not just what is said, but also what is not said explicitly. Semiotics is useful for in-depth consumer insights and brand identity/positioning in competitive scenarios.
The document summarizes immigration trends and characteristics between 1880-1921. It shows that immigration to the US shifted from primarily being from Northwestern Europe in 1880 to predominantly Southern and Eastern Europe by 1910. The new immigrants were often young, unskilled males from Catholic and Jewish backgrounds. They faced push factors like poverty and persecution abroad, and pull factors like job opportunities and freedom in America. However, they also faced hardships and discrimination upon arrival. This led to increasing nativist and restrictive policies against immigrants in the late 19th and early 20th centuries.
Between 1877-1914, around 10 million immigrants came to the United States from Europe, many from southeastern Europe like Italy and Eastern Europe. They were drawn by economic opportunities and pushed by factors like overpopulation and crop failures in Europe. Most settled in large cities where cultural communities had already formed and jobs were available. However, native-born Americans began to view the new immigrants more negatively due to fears they were taking jobs and social/political tensions. This led to calls for immigration restrictions and the establishment of groups like the Immigration Restriction League that advocated for literacy tests and quotas to limit immigration.
Migration can involve both internal movement within a country and international movement between countries. Key factors that influence migration decisions include economic, political, environmental, and cultural conditions in both origin and destination locations. The distance between locations, intervening opportunities, and social networks affect the direction and extent of migratory flows. Forced migration of refugees occurs when people flee their home country due to persecution, conflict, or disaster.
Migration can occur across borders or within a country. People migrate for both voluntary and forced reasons. Voluntary migration is often due to pull factors like economic opportunities, while forced migration stems from push factors such as poverty, disasters, or oppression. Examples of global migration flows from 1500-1950 include those driven by European exploration, colonization, and the slave trade. Regional and internal migration are also common.
The document discusses various aspects of immigration to the United States, including requirements for citizenship, the journey immigrants took to arrive in America, and challenges they faced. It provides information on the citizenship test, describes the process at immigration stations like Ellis Island where immigrants were inspected, and examines push/pull factors that influenced why immigrants left their home countries.
The document summarizes key events and developments in the English colonies in North America from the late 1600s to the mid-1700s. It discusses the decline of Puritanism in New England, the growth of slavery and plantation economies in the South, and increasing tensions between the colonies and British authorities. It also covers the Great Awakening, the Enlightenment, and influential events like the Zenger trial that helped shape colonial ideas about freedom and rights.
There are three main types of movement: cyclic, periodic, and migration. Cyclic movement involves returning home, while periodic movement involves longer periods away from home. Migration is permanent movement between two places. People migrate for several reasons, including economic opportunities, political circumstances, and environmental conditions. There are also push factors that encourage migration such as poverty, conflict, and natural disasters.
This document provides information on immigration to the United States from various parts of Europe and Latin America. It discusses the major waves of immigration from Germany, Ireland, Italy and Mexico. For each group, it summarizes the time periods of immigration, reasons for emigrating (push and pull factors), areas of settlement in the US, and their cultural contributions and influences on American society.
This document provides an overview of westward expansion and immigration in the United States between 1790-1860. It discusses the movement of settlers beyond the Appalachians to the Ohio River Valley and beyond, noting the hardships of frontier life. It also examines the impacts on the environment through trapping and the near-extinction of beavers and buffalo. Large numbers of Irish and German immigrants arrived during this period, with over 1 million each from Ireland and Germany between 1830-1860. The Irish faced discrimination and settled in large cities, gaining political control. Germans were more rural and influenced American culture and opposed slavery. Their influx led to nativist and anti-Catholic movements like the Know-Nothing Party
The document discusses the history of immigration to the United States from different parts of the world. It provides details on when major waves of immigrants arrived from regions like Northern Europe, Eastern Europe, Asia, Latin America and why they came. The challenges immigrants faced in their journey and initial settlement in America are also summarized.
This document summarizes key points about immigration to the United States in the late 19th and early 20th centuries. Large numbers of immigrants arrived from Europe, Asia, the Caribbean, and Mexico seeking economic opportunities and escaping difficult conditions. They faced challenges integrating into American society due to language barriers, anti-immigrant sentiment, and restrictions imposed by new laws. The document provides details on immigrant experiences, including processing at Ellis Island and Angel Island, living in ethnic communities, and restrictions such as the Chinese Exclusion Act. Students are assigned a creative writing activity imagining their journey as an immigrant leaving their homeland.
The document discusses how agricultural geography and population movements influenced the outbreak of the American Civil War. It explains that the potato originated in South America but was adopted in Northern Europe due to its ability to thrive in harsh climates. This population growth in Europe led to a famine in Ireland and mass migration to the United States in the mid-1800s. Most Irish immigrants settled in the industrializing Northern states, shifting the population balance between the North and South. This impacted the political power dynamics between free and slave states, contributing to the South's decision to secede from the Union and fight to preserve the institution of slavery.
Media bias in the portrayal of asylum seekers and refugees Jon Beech
This document summarizes research on media bias in the portrayal of asylum seekers and refugees in the UK. It finds that refugees and asylum seekers are rarely quoted in news articles and receive far more negative quotes from politicians than positive ones. The language used in media framing portrays asylum seekers and refugees as threats, cheats, or burdens. This biased coverage leads the general public to be confused and believe asylum seekers are bogus, flooding the country for benefits. As a result, politicians feel pressure to be seen as tough on immigration rather than addressing real issues, while asylum seekers and refugees suffer from a lack of trust and belief in their stories.
Immigrants faced difficult conditions when they first arrived in America. Many lived in crowded tenement housing in ethnic neighborhoods of large cities. They worked long hours in dangerous factories and mines for low wages due to limited English skills and education. Life was especially hard for children, who often had to work to support their families. While immigrants sought opportunity, many native-born Americans viewed them with fear and resentment due to differences in language, religion, and customs.
The rapid growth of cities in the late 19th century was caused by several factors: improved farm equipment increased agricultural productivity and reduced the need for farm labor, pushing people to migrate to cities for work; large numbers of immigrants provided a steady supply of urban industrial labor; and after the Civil War, many former slaves migrated north seeking work in cities to escape discrimination in the South. These factors led to overcrowding and other urban problems as cities struggled to accommodate the large influx of new residents.
Rapid industrialization in the late 19th century led to mass urbanization in the United States. Several key factors drove this trend: improved farm equipment like the steel plow reduced the number of farm jobs; large numbers of European immigrants provided a steady supply of factory labor; and newly freed African Americans migrated north seeking work. This influx of people into cities caused overcrowding, poor sanitation, and increased disease. Political machines also exploited new urban immigrants.
This document discusses various types and causes of human migration. It defines migration as a permanent change in residence and distinguishes between emigration, immigration, and internal migration. Key factors that influence migration decisions include economic, political, environmental, cultural, and technological conditions. Migrants weigh "push" factors that induce them to leave their home against "pull" factors that attract them to potential destinations. Forced migration occurs when people have no choice but to flee and become refugees or internally displaced persons. Historic examples of large-scale migrations discussed include African slaves to the Americas, Europeans to North America/South America, and internal migration within countries like the US and Russia.
The document discusses immigration to the United States from 1870 to 1920. During this time, the US transformed from an agrarian to an urban society due to industrialization and the need for labor. Millions of immigrants arrived from farms and villages in Europe, mixing native and foreign cultures. The sheer volume of immigration over this period from diverse sources gave the US a unique character unlike any other nation.
This document lists several American artists from the 1920s and some of their notable works, including George Bellows' painting "Dempsey and Firpo", Thomas Hart Benton's painting "Boomtown", Ben Shahn's painting "Sacco and Vanzetti", John Held Jr.'s illustration "Teaching Old Dogs New Tricks", John Steurt Curry's painting "Baptism in Kansas", and portraits by Archibald Motley Jr. and Palmer C. Hayden. It also mentions Cloyd Lee Boykin's painting of Charles Lindbergh and two paintings by Howard Thain depicting Times Square in New York City from 1925.
This document discusses American paintings from the 1920s. It lists several notable artists from that era such as George Bellows, Thomas Hart Benton, Ben Shahn, John Held, and John Steurt Curry. The paintings mentioned include subjects like boxing matches, cityscapes, portraits, and social/political themes relating to events of the 1920s in America.
Art as a Reflection of 1920s Culture and Society Charles Kane
The document discusses American art from the 18th century to the 1920s, covering various artistic movements and styles over this period. It provides examples of key works by artists such as Benjamin West, John Trumbull, John Singleton Copley, George Caleb Bingham, Albert Bierstadt, Winslow Homer, George Bellows, and Thomas Hart Benton. The final sections discuss the Art Deco style that emerged in the 1920s, inspired by industrial growth, and highlight some iconic Art Deco buildings from that era like the Chrysler Building and Rockefeller Center.
The document summarizes changes in immigration patterns to the United States between 1880 and 1910. During this period, immigration shifted dramatically from being predominantly from Northwestern Europe (49% in 1880) to being primarily from Southern and Eastern Europe (73% in 1910). The "New Immigrants" of this later period tended to be poorer, less skilled, and spoke languages other than English. They faced both push factors like economic hardship and political unrest in their homelands, as well as pull factors like job opportunities and freedom in America.
This document contains photographs and descriptions of child laborers in various industries in the early 1900s. [1] Many children worked long hours in dangerous conditions, such as in mills, mines, factories, and as newsies. [2] The children faced physical abuse if they did not meet quotas and worked until late at night in unsafe environments. [3] Some children were as young as 3 years old and worked from early morning until late evening with few protections.
This document discusses strategies for teaching students to read complex texts, including:
1. Using quantitative and qualitative measures to determine the complexity level of texts and place them in appropriate grade bands. Quantitative measures use computer analysis while qualitative measures rely on human analysis of elements like purpose, structure and language.
2. Developing text-dependent questions that can only be answered by close reading of the text. These questions should focus students' attention on the text.
3. Employing strategies like the gradual release of responsibility model to scaffold students' independent reading of complex texts. This includes initially reading texts aloud and modeling comprehension strategies.
The document provides instructions for creating a presentation with 3 slides per subgroup to answer essential questions. It specifies the presentation should have a minimum font size of 36 and easy to read font, with no more than 6 bullets of 6-10 words each per slide. Slides should have the same background and simple color scheme with no transitions or animations, and the finished presentation should be converted to a movie and uploaded to a Glog.
The document discusses the concepts of ethos, pathos, and logos in rhetoric and persuasion. It explains that Aristotle identified these three methods of persuasion in his book "The Art of Rhetoric" around 300 BCE. Ethos refers to an ethical or moral argument that establishes the speaker's credibility. Pathos involves appealing to an audience's emotions. Logos means using logical arguments and appealing to reason and facts.
The document discusses the concepts of ethos, pathos, and logos in rhetoric and persuasion. It explains that Aristotle identified these three methods of persuasion in his book "The Art of Rhetoric" around 300 BCE. Ethos refers to an ethical or moral argument that establishes the speaker's credibility. Pathos involves appealing to an audience's emotions. Logos means using logical arguments and appealing to reason and facts.
The document discusses the concepts of ethos, pathos, and logos in rhetoric and persuasion. It explains that Aristotle identified these three methods of persuasion in his book "The Art of Rhetoric" around 300 BCE. Ethos refers to an ethical or moral argument that establishes the speaker's credibility. Pathos involves appealing to an audience's emotions. Logos means relying on logic, facts, and reasoning to persuade.
The document discusses the concepts of ethos, pathos, and logos in rhetoric and persuasion. It explains that Aristotle identified these three methods of persuasion in his book "The Art of Rhetoric" around 300 BCE. Ethos refers to an ethical or moral argument that establishes the speaker's credibility. Pathos involves appealing to an audience's emotions. Logos means relying on logic, facts, and reasoning to persuade.
The document discusses the concepts of ethos, pathos, and logos in rhetoric and persuasion. It explains that Aristotle identified these three methods of persuasion in his book "The Art of Rhetoric" around 300 BCE. Ethos refers to an ethical or moral argument that establishes the speaker's credibility. Pathos involves appealing to an audience's emotions. Logos means relying on logic, facts, and reasoning to persuade.
The document summarizes key events and figures in the American civil rights movement from the late 1940s to the 1960s. It discusses the establishment of Jim Crow laws and the 1896 Plessy v. Ferguson Supreme Court decision that legalized "separate but equal" facilities. It then outlines pivotal court cases and events that challenged segregation like the Brown v. Board of Education ruling in 1954 and Rosa Parks' 1955 arrest, which sparked the Montgomery Bus Boycott led by Martin Luther King Jr. The document continues detailing nonviolent protests, sit-ins, freedom rides and marches that aimed to integrate public spaces and gain voting rights, amid violent responses from authorities in some cities.
The document provides an overview of major events and developments during the Cold War era in the United States from 1945 to the late 1980s. It discusses the emergence of the Cold War rivalry with the Soviet Union, the spread of communism, conflicts like the Korean War and Vietnam War, civil rights movement, space race, and events that led to the fall of the Soviet Union and end of the Cold War.
The Civil War had devastating consequences for both the North and South. Over 620,000 soldiers lost their lives and thousands more were wounded. Slavery was abolished, but freed slaves had no means to support themselves. Southern cities, railroads, plantations and economy were destroyed. Racial tensions remained high as newly freed slaves faced violence. The Reconstruction era that followed sought to restore the Union and protect freedmen's rights, but white supremacy continued to dominate the South.
2. Turn of the Century Immigration to the U.S.
1880 1910
•49% from NW Europe •16% from NW Europe
•27% from Eastern and •73% from Eastern and
Southern Europe Southern Europe
•24% from the Rest of the •11% from Rest of the
World World
1880 1910
Northwestern Europe Northwestern Europe
Southern and Eastern Southern and Eastern
Europe Europe
Rest of the World Rest of the World
What change is evident?_________________________________
_________________________________________________________
3. Characteristics of the “New Immigrant”
• From Southern and Eastern
Europe
• Many young males
• Many Catholics and Jews
• Mostly unskilled agricultural
laborers
• Little money or education
4. Characteristics of the “New Immigrant”
• From Southern and Eastern
Europe
• Many young males
• Many Catholics and Jews
• Mostly unskilled agricultural
laborers
• Little money or education
5. Characteristics of the “New Immigrant”
• From Southern and Eastern
Europe
• Many Catholics and Jews
• Mostly unskilled agricultural
laborers
• Little money or education
6. Characteristics of the “New Immigrant”
• From Southern and Eastern
Europe
• Many Catholics and Jews
• Mostly unskilled agricultural
laborers
• Little money or education
7. Characteristics of the “New Immigrant”
• From Southern and Eastern
Europe
• Many Catholics and Jews
• Mostly unskilled agricultural
laborers
• Little money or education
9. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
10. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
11. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
12. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
13. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
14. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
15. Push Factors (Get OUT!)
• Economic Problems in Europe and Asia
1. Poverty
2. Drought and famine
3. Rising populations
• Political and Religious Persecution in
Eastern Europe
1. Religious persecution
a. Pogroms=violent mob attacks
directed towards Jews in Russia and
Eastern Europe
2. Wars and forced military service
16. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
17. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
18. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
19. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
20. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
21. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
22. Pull Factors (Come HERE!)
• Economic Advantages in America
1. Available and affordable land to farm
2. Increasing number of factory jobs
3. Free public education
• Political and Religious Freedom in
America
1. Religious toleration
2. No forced military service
3. Democratic government
23. Journey Across the Atlantic
• 10-15 day voyage by
steamship
• Steerage Class Ticket
$10-$35 per person
• Could enter through any port city,
but most ships traveled to New York
City
• 1st and 2nd class passengers did not
have to be processed at an
immigration station
24. Journey Across the Atlantic
• 10-15 day voyage by
steamship
• Steerage Class Ticket
$10-$35 per person
• Could enter through any port city,
but most ships traveled to New York
City
• 1st and 2nd class passengers did not
have to be processed at an
immigration station
25. Journey Across the Atlantic
• 10-15 day voyage by
steamship
• Steerage Class Ticket
$10-$35 per person
• Could enter through any port city,
but most ships traveled to New York
City
• 1st and 2nd class passengers did not
have to be processed at an
immigration station
26. Journey Across the Atlantic
• 10-15 day voyage by
steamship
• Steerage Class Ticket
$10-$35 per person
• Could enter through any port city,
but most ships traveled to New York
City
• 1st and 2nd class passengers did not
have to be processed at an
immigration station
28. Ellis Island
75% of immigrants to
America go through Ellis
Island (1892-1920)
--”Give me your tired,
your poor, your
huddled masses
yearning to breathe
free, the wretched
refuse of your
teeming shore…I lift
my lamp beside the
golden door.”
–Statue of Liberty
Emma Lazarus
29. Immigrants Assimilate Into
Society
Assimilate = to fit in.
Most immigrants stayed in cities and lived in ethnic
neighborhoods.
These neighborhoods would share the same
language, religion, food, newspapers, clothing, and
culture.
By 1890 many cities had a huge immigrant
population. 4/5 people in NYC were immigrants.
32. Americanization
• Americanization = helping newcomers learn American
ways (language, customs, dress, and diet)
-In many cities institutions arose to help immigrants fit
in (English classes, day care for working mothers,
temporary housing)
• Settlement houses
• YMCA
• Salvation Army
-Immigrants usually stuck with their native cultures but
children of immigrants were more likely to adopt
American ways.
33. Hardships
• Poor living conditions - tenements
• Low paying factory jobs (competition for jobs)
• Discrimination from “native-born” Americans
35. Motivation For Nativism
• Fear, hostility, and suspicion
• Prejudices based on race, ethnicity,
religion
• Old Immigrants vs. New Immigrants
“The immigrants are an invasion of venomous reptiles…long-
haired, wild-eyed bad-smelling, atheistic, reckless foreign
wretches, who never did a day’s work in their lives.” –from a
newspaper editorial
• Some similarities to today (i.e. jobs)
36. Restrictions on Immigration
• 1882 Chinese Exclusion Act excluded Chinese
immigrants
• 1907 Gentlemen’s Agreement restricted Japanese
immigrants
• 1917 Literacy tests required immigrants to prove
they could read and write in their native language
• 1921 Quotas restrict immigration from Eastern and
Southern Europe