1. Immigration and Urbanization 1865-1914
Chapter 5
Immigration and Urbanization

2. Chapter Introduction Section 1: The New Immigrants
This chapter will show how life changed in America as a result of immigration and urbanization. It will focus on the experiences of new immigrants, how cities grew in response to industrialization, and the social and cultural changes this shift brought about.
Section 1: The New Immigrants
Section 2: Cities Expand and Change
Section 3: Social and Cultural Trends

3. Immigration After 1865

4. Objectives
Compare the “new immigration” of the late 1800s to earlier immigration.
Explain the push and pull factors leading immigrants to America.
Describe the challenges that immigrants faced in traveling to America.
Analyze how immigrants adapted to American life while trying to maintain familiar cultural practices.

5. Terms and People
“new” immigrants – Southern and Eastern European immigrants who arrived in the United States in a great wave between 1880 and 1920
steerage – third-class accommodations on a steamship, which were usually overcrowded and dirty
Ellis Island – island in New York Harbor that served as an immigration station for millions of immigrants arriving in the United States
Angel Island – immigrant processing station that opened in San Francisco Bay in 1910

6. Terms and People (continued)
Americanization – assimilation of immigrants into American society in the belief that it would make them more loyal citizens
“melting pot” – society in which people of different nationalities assimilate to form one culture
nativism – belief that native-born white Americans are superior to newcomers
Chinese Exclusion Act – 1882 law that prohibited immigration by Chinese laborers 6

7. Why did immigrants come to the United States, and what impact did they have upon society?
Immigrants came to the U.S. for religious and political freedom, for economic opportunities, and to escape wars.
Immigrants adopted parts of American culture, and Americans adopted parts of immigrant cultures.

8. In the 1840s and 1850s, German and Irish Catholics immigrated to the United States.
Despite prejudice against Catholics, their children were often able to blend into American society.
In the 1870s, fear grew that ”new” immigrants would destroy American culture.
The foreign-born population of the U.S. nearly doubled between 1870 and 1900. 8

9. RED DOTS ILLUSTRATE EMIGRATION IN 1900, BROWN CIRCLES, 1920
NATIVE LANDS, PLACES FROM WHERE MANY IMMIGRANTS CAME FROM, THEY HAD LIVED IN BAD CONDITIONS AND CAME TO AMERICA TO GET A BETTER LIFE .

10. OLD IMMIGRATION, FROM 1800 TO 1880'S, IMMIGRANTS WERE PROTESTANTS FROM NORTHERN AND WESTERN EUROPE, FARMERS WHO SETTLED IN THE MIDWEST AND GREAT PLAINS s

11. AFTER 1880s
NEW IMMIGRATION, FROM 1880'S, MILLIONS ARRIVED, CATHOLICS AND JEWS FROM EASTERN AND SOUTHERN EUROPE

12. COMING TO AMERICA

13. STEERAGE: THE CHEAPEST WAY TO COME TO AMERICA
STEERAGE,THE LOWEST DECK ON THE SHIP, THE CHEAPEST METHOD OF COMING TO AMERICA, IT WAS UNCOMFORTABLE AND DISEASE-RIDDEN.

14. SEASICK ON AN IMMIGRANT SHIP

15. ELLIS ISLAND IMMIGRATION CENTER,
NEW YORK CITY

16. WEST COAST IMMIGRATION CENTER, ANGEL ISLAND San Francisco Bay
SAN FRANCISCO, CALIFORNIA

17. Old Immigrants and “New” Immigrants
Old Immigrants (pre-1870s)
Were mainly Protestants from Northern and Western Europe
Came as families to settle on farms with family members or friends
Had money, a skill or trade, or an education
“New” Immigrants (post-1870s)
Were mainly Catholics or Jews from Southern and Eastern Europe
Sometimes came alone, usually to settle in cities
Were often poor and unskilled 17

18. After 1900, immigrants to the United States from Southern and Eastern Europe made up 70 percent of all immigrants. This was up from 1 percent in the mid-1800s. 18

19. Push factors for immigration are those that compel people to leave their homes. Pull factors are those that attract them to a new place.
Push Factors
Pull Factors
Farmers were pressured by land reform and low prices.
The U.S. offered inexpensive western farmland, as well as employment.
Revolution and war disrupted economies and left political refugees.
Many so-called “chain immigrants” joined family already in the U.S.
Religious persecution forced many to flee violence.
Religious and political freedom existed in America. 19

20. The decision to come to America was often a tough one.
Immigrants usually brought only what they could carry. They traveled by steamship in steerage, where conditions were crowded and illness spread quickly. 20

21. After the long journey, the steerage passengers were processed at stations, such as Ellis Island in New York Harbor.
There, officers conducted legal and medical inspections. Only 2 percent of immigrants were denied entry into the U.S.

22. Chinese and other Asian immigrants crossing the Pacific were processed at Angel Island in San Francisco Bay. Many Chinese were turned away.
Some Chinese immigrants were detained at Angel Island for weeks or months in poor conditions.
They waited to see if they would be allowed to stay in the U.S.

23. Large cities such as New York, San Francisco, and Chicago had huge
Once in America, immigrants had to find a home and work. They also had to learn English and new customs.
Many stayed in cities and took jobs in factories. They lived in ethnic neighborhoods, called ghettos.
Large cities such as New York,
San Francisco, and Chicago had huge
immigrant populations by 1890. 23

24. Immigrants had some help coping with their new surroundings.
Settlement houses ran Americanization programs to help recent immigrants learn English and adopt American dress and diet.
Immigrants formed fraternal associations—based on ethnic or religious identity—which provided social services and financial assistance. 24

25. Many believed that American society was a “melting pot” where white people of different nationalities blended to create a single culture.
This model excluded Asian immigrants, who became targets of social and legal discrimination. 25

26. Immigrants’ children, however, became more Americanized.
Despite the hopes of settlement workers, immigrants often held on to their traditions.
They established their own fraternal lodges, schools, and religious institutions such as churches.
Immigrants’ children, however, became more Americanized. 26

27. Immigrants often dealt with nativism and hostility from native-born white Americans.
Religious differences sparked suspicion among groups.
Competition for jobs and housing led to divisions and prejudices.

28. In 1882, Congress started to restrict immigration to the United States.
The Chinese Exclusion Act prohibited immigration by Chinese laborers, limited the rights of Chinese immigrants in the U.S., and forbade the naturalization of Chinese residents.
Congress passed another law that prohibited the immigration of anyone who was a criminal, a pauper, immoral, or likely to need public assistance. 28

29. THE CHINESE WERE THE FIRST GROUP OF IMMIGRANTS TO BE DENIED ENTRY INTO THE UNITED STATES
THE CHINESE WERE THE ONLY GROUP EVER TO BE CODIFIED SPECIFICALLY AGAINST IN TERMS OF IMMIGRATION.

30. THIS VICIOUS ANTI-CHINESE CARTOON SHOWS AN “HONEST” AMERICAN WORKING FAMILY MAN AND COMPARES IT DO RAT EATING CHINESE. WHAT ARE NEGATIVE ACTIVITIES ARE THE CHINESE SHOW TO BE DOING. (OPIUM DEN)

31. INTENDED EFFECT OF THE CHINESE EXCLUSION ACT OF 1882
CHINESE EXCLUSION ACT, 1882 ACT THAT STOPPED IMMIGRATION FROM CHINA.
HOW ARE ORIENTALS PORTRAYED I N THE CARTOON? AS ANIMALS

32. ROBERT GREEN INGERSOLL 1898
“At first a demand was made that the Chinese should be driven out, then that no others should be allowed to come, and laws with these objects in view were passed, in spite of the treaties, preventing the coming of any more. For a time that satisfied the haters of the Mongolian. Then came a demand for more stringent legislation, so that many of the Chinese already here could be compelled to leave, the answer or response to this demand is what is known as the Geary law.
By this act it is provided, among other things, that any Chinaman convicted of not being lawfully in the country shall be removed to china, after having been imprisoned at hard labor for not exceeding one year. This law also does away with bail on habeas corpus proceeding where the right to land has been denied to a Chinaman. It also compels all Chinese laborers to obtain, within one year after the passage of the law, certificates of residence from the revenue collectors, and if found without such certificate they shall be held to be unlawfully in the united states.
It is further provided that if a Chinaman claims that he failed to get such certificate by "accident, sickness or other unavoidable cause," then he must clearly establish such claim to the satisfaction of the judge by at least one credible white witness.”
ROBERT GREEN INGERSOLL 1898
A DIFFERENT VIEW ON CHINESE IMMIGRATION.

33. ANTI CHINESE GRAPHICS

34. Immigrants transformed American society.
They fueled industrial growth.
They helped build the railroads and worked in factories, mills, and mines.
Their traditions became part of American culture.
Increasingly, they became active in labor unions and politics, and they demanded reforms. 34

35. Urbanization After 1865

36. Objectives
Analyze the causes of urban growth in the late 1800s.
Explain how technology improved city life.
Evaluate how city dwellers solved the problems caused by rapid urban growth.

37. Terms and People
urbanization – expansion of cities accompanied by an increase in the number of people living in them
rural-to-urban migrant – a person who moves from an agricultural area to a city
skyscraper – very tall building built with modern materials like steel
Elisha Otis – developer of a safety elevator that made skyscrapers more practical

38. Terms and People (continued)
mass transit – public transportation systems that carry large numbers of people
suburb – residential area surrounding a city
Frederick Law Olmsted – a landscape engineer who designed Central Park in New York City and parks in other major U.S. cities
tenement – multistory building divided into apartments to house as many families as possible

39. US CITIES WITH POPULATIONS OVER 10,000

40. SOUTH LAKE MICHIGAN AREA SHOWING DISTRIBUTION OF POPULATION IN 1850
SOUTH LAKE MICHIGAN AREA SHOWING DISTRIBUTION OF POPULATION IN HAVE STUDENTS NOTE THE NUMBER OF DOTS WHICH REPRESENT POPULATION DENSITY. USE THIS TO COMPARE TO THE NEXT SLIDE TO SHOW POPULATION INCREASE.
CHICAGO AREA 1850

41. SAME AREA IN 1900: NOTE THE GREATER NUMBER OF DOTS WHICH REPRESENT THE DRAMATIC POPULATION INCREASE BETWEEN 1850 AND 1900.
CHICAGO AREA 1900

42. CHICAGO AREA CHICAGO LOCATION
CHICAGO, CITY THAT BY 1890 WAS NEARLY 80% EITHER IMMIGRANTS OR CHILDREN OF IMMIGRANTS

43. AMERICAN CITIES TODAY
AMERICAN CITIES TODAY

44. MODERN CITIES WITH A POPULATION OVER ONE MILLION

45. PROXIMITY TO RAW MATERIALS HELPED FUEL URBAN GROWTH
RAW MATERIALS, COAL, WHEAT, CATTLE, MINERALS, THEY ARE TURNED INTO FINISHED PRODUCTS. CITIES NEAR SOURCES OF RAW MATERIALS GREW THE FASTEST AFTER THE CIVIL WAR. CITIES SUCH AS PITTSBURG WHICH WAS LOCATED NEAR COAL DEPOSITS, MINNEAPOLIS NEAR WHEAT SOURCES AND OMAHA NEAR CATTLE RANCHES ARE EXAMPLES OF GEOGRAPHIC LOCATION STIMULATING URBAN GROWTH.

46. LOCATION OF COAL FIELDS AND PITTSBURGH
LOCATION OF COAL FIELDS AND PITTSBURGH. MANY OF THE WESTERN COAL FIELDS WERE NOT KNOWN AT THIS TIME.

47. URBAN STREET SCENE EARLY 20TH CENTURY
AMERICAN CITIES, DECADES FOLLOWING THE CIVIL WAR WITNESSED A TREMENDOUS EXPANSION AND EXPLOSIVE GROWTH OF AMERICAN CITIES.

48. NEW INVENTIONS MADE RAPID URBAN GROWTH POSSIBLE
TECHNOLOGICAL BREAKTHROUGHS, NEW SCIENTIFIC AND MECHANICAL INVENTIONS THAT REVOLUTIONIZED HOUSING, TRANSPORTATION MAKING RAPID URBAN GROWTH POSSIBLE.

49. MAKING STEEL USING THE BESSEMER PROCESS
HENRY BESSEMER INVENTOR OF THE BESSEMER PROCESS
BESSEMER PROCESS, METHOD OF MAKING CHEAP STEEL. WHY WAS STEEL SO IMPORTANT IN THE POST CIVIL WAR ECONOMY AND THE RAPID GROWTH OF US CITIES? ANSWER: BECAUSE STEEL WAS STRONGER AND LIGHTER THAN IRON AND COULD BE USED TO BUILD LARGE ITEMS.

50. ELISHA OTIS, INVENTOR OF THE FIRST PASSENGER ELEVATOR
PASSENGER ELEVATOR MADE WORKING AND DOING BUSINESS IN TALL BUILDINGS MUCH EASIER
ELISHA OTIS, HE INVENTED THE FIRST PASSENGER ELEVATOR IN WHY WERE ELEVATORS NEEDED? ANSWER: WITH STEEL, BUILDINGS COULD BE BUILT TALLER AND PEOPLE NEEDED A WAY TO AVOID WALKING UP MANY FLIGHTS OF STAIRS.
ELISHA OTIS, INVENTOR OF THE FIRST PASSENGER ELEVATOR

51. RAPID TRANSIT IN THE 19TH CENTURY
MASS TRANSIT, A WAY TO TRANSPORT LARGE NUMBERS OF PEOPLE. INVENTIONS AND INNOVATIONS ALLOWED CITIES TO BECOME BIGGER AND EXPAND HORIZONTALLY AS WELL AS VERTICALLY.

52. MASS TRANSPORTATION MOVES UNDERGROUND WITH THE FIRST SUBWAYS
SUBWAY SYSTEM, FIRST BUILT IN BOSTON IN 1897.

53. BROOKLYN BRIDGE
BROOKLYN BRIDGE, 1883, LONGEST STEEL SUSPENSION BRIDGE IN THE WORLD, 1600 FEET. ALLOWED NEW YORK TO EXPAND AND BECOME THE RICHEST AND LARGEST CITY IN THE UNITED STATES.

54. CENTRAL BUSINESS SECTION, CENTER OF A CITY
MIDDLE CLASS, PEOPLE WHO BENEFITED FROM THE WIDENING JOB OPPORTUNITIES CITIES OFFERED, OFFICE WORKERS, TEACHERS, LAWYERS ETC.
SUBURBS, NEWLY DEVELOPED OUTLYING AREAS OF A CITY THAT WERE TIED TO THE CITY USING STREETCARS, LATER MANY BECAME THEIR OWN CITIES

55. LATE 19TH CENTURY SKYSCRAPER BY THE ARCHITECT LOUIS SULLIVAN
SKYSCRAPERS, TALL OFFICE BUILDINGS BUILT OF STEEL AND CONCRETE.
LOUIS SULLIVAN, ARCHITECT WHO DESIGNED ONE OF THE EARLIEST SKYSCRAPERS, LARGE BUILDING WITH MANY STORIES

56. URBAN PARK DESIGNED BY FREDERICK LAW OLMSTEAD
FREDERICK LAW OLMSTEAD, DESIGNED LARGE BEAUTIFUL PARKS INSIDE URBAN AREAS

57. NEW YORK, 1903
NEW YORK CITY HALL 1903

58. IMMIGRANT NEIGHBORHOODS IN NEW YORK CITY: LATER HALF OF THE 19TH CENTURY

59. IMMIGRANT (JEWISH) NEIGHBORHOOD IN NEW YORK CITY
HESTER STREET, NYC

60. In 1860, most Americans lived in rural areas, with only 16 percent living in towns or cities with a population of 8,000 or more.
By 1900, 32 percent—15 million Americans—lived in cities with populations of more than 50,000.
This period was the beginning of an upsurge in American urbanization that brought changes to the country. 60

61. America’s major cities were manufacturing and transportation centers.
The cities were clustered in the Northeast, on the Pacific Coast, and along the waterways of the Midwest. 61

62. to seize opportunities.
People moved to cities
to seize opportunities.
Immigrants and rural Americans were attracted by jobs in factories or service industries.
People with money opened shops.
Women’s opportunities dramatically expanded. They could work in factories, take in boarders, or be domestic servants.

63. Rural-to-urban migrants moved from farms to cities in the 1890s.
Immigrants, Farmers, and Migrants from the Rural West
They were attracted by economic opportunities.
Many moved because it was increasingly difficult to make a living on a farm.
It was hard for farmers to work on rigid schedules in crowded factories.
African Americans
The majority of African Americans stayed in southern cities.
But African American migrants paved the way for a much larger migration after World War I. 63

64. Workers’ children could attend city schools.
Life was hard in the city, but most people preferred it to the country.
Workers’ children could attend city schools.
Churches, theaters, social clubs, and museums offered companionship and entertainment.
Most city workers were able to enjoy a higher standard of living, and some moved into the growing middle class. 64

65. Technology Description
As cities swelled in size, American innovators developed new technologies to improve living conditions.
Technology
Description
skyscrapers
Steel-frame buildings ten stories or taller, built because there was limited room left on the ground.
safety elevators
Elevators that would not fall even if the lifting rope broke.
central heating systems
Systems made to carry heat to all parts of a building.

66. Mass transit reshaped the nation’s cities.
In 1888, Richmond, Virginia started using streetcars powered by overhead electric cables.
Within a decade, every other major city followed.
Electric streetcars were quieter, cleaner, and more efficient than coal-driven commuter trains or horse-drawn trolleys. 66

67. Traffic congestion often kept streetcars from running on schedule.
In 1897, Boston solved this problem by building the nation’s first subway system, and New York City followed suit in 1904.
Mass transit made it possible for middle- and upper-class people to move to the suburbs. 67

68. As cities grew, planners designated different parts of cities for different functions.
Cities set aside space for heavy industry, financial institutions, homes, and public spaces such as libraries and government buildings.
Parks were also important to plan for. Frederick Law Olmsted designed many well-known parks, including New York City’s Central Park. 68

69. Rapid population growth led to problems.
Many neighborhoods became overcrowded.
Some poor workers lived in crowded tenements, which usually were unhealthy and dangerous because they had few windows and little sanitation.

70. PROBLEMS IN THE NEW CITIES
DISEASES, CHOLERA, TUBERCULOSIS, AND INFLUENZA, YELLOW FEVER, EPIDEMICS KILLED THOUSANDS IN THE CROWDED CITIES.

71. POOR SANITATION
POOR SANITATION, CITIES HAD NO GARBAGE DISPOSAL, NO POLLUTION CONTROL, NO SEWAGE DISPOSAL. NIGHT SOIL MEN DESPOSED OF HUMAN WASTE FROM BACKYARD PRIVIES.

72. Cities had filthy, unpaved streets and sanitation problems, conditions perfect for breeding epidemics.
To solve these problems, governments and city planners tried to regulate housing, sanitation, sewers, and public health.
They began to take water from clean reservoirs and to use water filtration systems. 72

73. Cities responded to the threats of fire and crime with professional firefighting teams, uniformed city police forces, and new electric streetlights.
Despite the peacekeeping efforts of police, conflicts between different racial groups, classes, and neighborhoods remained. 73

74. Culture 1865–1914

75. Objectives
Explain how new types of stores and marketing changed American life.
Analyze the ways in which Americans developed a mass culture.
Describe the new forms of popular entertainment in the late 1800s.

76. Terms and People
Mark Twain – a satirical novelist who wrote about American life in the late 1800s
Gilded Age – term coined by Mark Twain to describe the post-Reconstruction era which was characterized by a façade of prosperity
conspicuous consumerism – purchasing of goods and services to impress others
mass culture – similar consumption patterns as a result of the spread of transportation, communication, and advertising

77. Terms and People (continued)
Joseph Pulitzer – an immigrant who became a publisher of sensationalistic newspapers
William Randolph Hearst – a competitor of Pulitzer’s who also published sensationalistic newspapers
Horatio Alger – a novelist who wrote about characters who succeeded through hard work
vaudeville – type of show, including dancing, singing, and comedy sketches, that became popular in the late 19th century

78. What luxuries did cities offer to the middle class?
During the last part of the 19th century, a new middle-class lifestyle gained popularity and influence in America.
Though some disliked the values of this era, the American culture created then would persist for the next century.

79. In his 1873 novel, The Gilded Age, novelist Mark Twain satirically depicted American society as gilded, or having a rotten core covered with gold paint.
Most Americans were not as cynical, but Twain’s label stuck, and historians call the late 19th century the Gilded Age.

80. More people had more money, and more products were available.
Industrialization and urbanization changed the lives of American workers, as more people began to work for wages rather than for themselves on farms.
More people had more money, and more products were available.
For many, this led to a culture of conspicuous consumerism. 80

81. By the 1870s, many big cities had department stores, which turned shopping into a form of entertainment for middle-class men and women.
Department stores attracted customers with widespread advertising and a variety of high-quality goods at fair prices. 81

82. People began to measure success by what they could buy, and they equated purchasing power with a higher standard of living.
In this period, the cost of living decreased because manufactured products and new technology cost less.
Also, better sanitation and medical care contributed to a longer life expectancy. 82

83. Change in the Gilded Age
Changes for Women
Changes for Men
Store-bought clothing,
prepackaged foods, and
indoor plumbing made
some tasks easier.
Public transportation allowed families to live farther from the cities.
Rising expectations of cleanliness and more complicated meals made some tasks harder.
Men often had to commute long distances to work.
Many women had to work outside the home to achieve a middle-class lifestyle.
Men worked hard, but the American culture taught that hard work would pay off. 83

84. Rich and poor wore the same clothing styles.
One of the effects of the spread of transportation, communication, and advertising was that Americans became more alike in their consumption patterns.
Rich and poor wore the same clothing styles.
People bought the same kinds of products.
This phenomenon is known as mass culture. 84

85. The newspapers of the Gilded Age both reflected and helped create mass culture.
Between 1870 and 1900, the number of newspapers increased from about 600 to more than 1,600.
Ethnic and special-interest publishers catered to the array of urban dwellers, especially immigrants. 85

86. The sensationalistic newspapers of William Randolph Hearst competed with Pulitzer’s papers for readers.
Joseph Pulitzer believed that the job of a newspaper was to inform people and to stir up controversy. His papers were sensationalistic.

87. Stephen Crane wrote about New York slums.
During the Gilded Age, literature and art that explored harsh realities was popular.
Stephen Crane wrote about New York slums.
Horatio Alger wrote about characters who succeeded through hard work.
Robert Henri and others developed a style of painting known as the Ashcan School, which depicted the squalor of New York slums. 87

88. Public education expanded rapidly, as grade-school education became compulsory, more teenagers began attending high schools, and kindergartens opened.
As a result, the literacy rate climbed to nearly 90 percent by 1900.

89. Schools began to do a better job of preparing people for careers.
Schools taught skills that workers needed in budding industries.
Teachers attended training schools, and reformers such as John Dewey introduced new teaching methods.
Universities began to provide specialized training for urban careers such as social work. 89

90. Education for All
Immigrants
Schools taught immigrants English and helped Americanize them.
Women
A few careers were open to women.
There was an upsurge in women’s colleges, and many state universities began to accept women.
African Americans
Limited access to white institutions led to a growth in schools and colleges for African Americans. 90

91. During the Gilded Age, new kinds of entertainment emerged.
Amusement Parks
Coney Island and similar parks offered roller coasters and other rides.
Outdoor Events
Buffalo Bill’s Wild West Show toured America.
Chautauquas offered storytelling, bands, singers, and lectures on politics and morals.
Fun in the City
Vaudeville shows were a mixture of musical drama, songs, and comedy.
Nickelodeons introduced motion pictures.
Ragtime bands played in music halls. 91

92. Baseball, America’s national sport, became extremely popular during the Gilded Age, although it was segregated after 1887.
Horse and bicycle racing, boxing, football, and basketball also became popular spectator sports.

93. Chapter Summary Section 1: The New Immigrants
The foreign-born population of the U.S. nearly doubled between 1870 and Push and pull factors led “new immigrants” to America. These immigrants adapted to American life and faced prejudice and discrimination.
Section 2: Cities Expand and Change
Industrialization led to the rapid growth of American cities as people moved off farms and into urban areas to get jobs. Living conditions were not always ideal, but city dwellers enjoyed innovations such as skyscrapers and mass transit.

94. Chapter Summary (continued)
Section 3: Social and Cultural Trends
The Gilded Age brought improved education and consumerism to the masses. As people from all classes enjoyed new products, entertainments, and improvements to their standard of living, a shared mass culture developed. 94