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Immigration in the Gilded Age
Transcript of Immigration in the Gilded Age
During The Gilded Age How and why did immigration into the United States increase during the Gilded Age? From 1865 to 1900, 13.5 million immigrants arrived in the US. "Old Immigrants"
From NW Europe (Germany, Ireland, Great Britain)
4.5 million "New Immigrants"
Southern & Eastern Europe(Russian & Polish Jews, Greek, Italian)
14.5 million Push Factors:
Conditions that drive people to leave their homes.
crops failures & famine
shortages of land & jobs
religious & social persecution Pull Factors
Conditions that attract people to a new area
promise of freedom
hope for a new life
land (Homestead Act)
100 million Americans can trace ancestry through Ellis Island
12 million pass through from 1892-1954
11,747 processed on one day 1907
quoteas begin to restrict immigrants 1924
used as detention center for enemy aliens 1943
closed doors in 1954
Medical inspectors watched the people & marked them with chalk
If you were sick or had lice, you were quarantined.
2% were sent home Before you begin your journey, you have to be examined and quaratined from other passengers. You will probably be in steerage at the bottom of the ship unless you have $$$$ If you are coming from Europe you may go through Ellis Island. If you are coming from Asia, you may go through Angel Island. Assimilation
the process whereby a minority group gradually adopts the customs and attitudes of the prevailing culture Nativist Resistance
*a policy of favoring native-born Americans over immigrants Anti-Immigrant Feelings
Asians were prohibited from buying land in California
Chinese immigrants frequently attacked by mobs Seattle's anti-Chinese riot
of February 8, 1886 Chinese Exclusion Act (1882)
Barred immigration of Chinese laborers for 10 years.
It was renewed several times until repealed by Supreme Court in 1943 Limiting Immigration
quota system in 1922
limits on number of people immigrating from each country/region
favored "desirable" immigrants Wrap-Up:
Divide your paper into 6 squares.
Label each square A-F.
For each cartoon we study, write down three things you see.
After we discuss, you will write one sentence for each that summarizes the artist's point of view.