Chapter 18 Section 4 625

Section 4Step-by-Step Instruction

Review and PreviewThe early waves of immigration to the United States generally involved people who had come from western and north-ern Europe. Students will now read about immigrants from eastern and southern Europe and other areas of the world who arrived in the late 1800s.

Section Focus QuestionHow was the experience of immi-grants both positive and nega-tive?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The passage to the United States was difficult, and many immi-grants had trouble fitting into American soci-ety. However, they created vibrant communi-ties with other immigrants, and many achieved success in the United States.)

Prepare to Read

Build Background KnowledgeA wave of immigration in the late 1800s contributed to the growth of cities and industry. Ask students to predict the rea-sons for immigrants coming to the United States and what their experiences might be like as they adjust to their new lives. After students make predictions about what they will learn, address any misconcep-tions that students have about the topic. Remind them to confirm or revise their predictions after they read the section. Use the Idea Wave strategy (TE, p. T24) to elicit responses.

Set a Purpose! Group students into pairs or groups of

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 6, Reading Readiness Guide, p. 51

! Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece of informa-tion they want to know. The students will return to these worksheets later.

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

isolate, p. 627 v. to set apart; to separateMany farmers felt isolated after moving to large, crowded cities.

exclude, p. 629 v. to keep out, expel, or rejectAll-white schools in the South excluded African American students.

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Section 4 The New Immigrants 625

The New Immigrants

Key Termssteerageassimilation

anarchist

Three Things Struck Me“You see, there were three things that struck me. Onewas that everyone worked. The factory whistles all overthe city blew at seven in the morning, and at six at night. . . .Secondly, everybody had to go to school until they were16 years old. School, education, was compulsory. And third,military service was voluntary.”

—Maxwell Lear, immigrant, describing differencesbetween America and Europe, ca. 1900

Why It Matters The industrial age changed the face of citieswith new buildings and bridges. It also changed the population.Millions of new immigrants came to America during the late 1800sand early 1900s. While some Americans welcomed the newcomers,others disliked or even feared them. Today, Americans stillwrestle with the issue of how to deal with immigration.

! Doctor examines immigrant children

Objectives• Identify the reasons immigration to the United

States increased in the late 1800s.

• Describe the difficulties immigrants faced adjusting to their new lives.

• Discuss how immigrants assimilated and contributed to American life.

• Describe efforts to limit immigration.

Reading Skill

Use Other Word Origins The English language reflects interactions with cultures from around the world. Some words have been adopted in their original form. Others have changed in spelling or pronunciation but still show the influence of the original language.

Section Focus Question: How was the experience ofimmigrants both positive and negative?

A Fresh StartBetween 1865 and 1915, some 25 million immigrants

entered the United States—more than the population of the entirecountry in 1850! They were part of a worldwide surge of migration.

Reasons for Migration There were many reasons forthis vast migration. In European nations such as Italy, theamount of farmland was shrinking as populations swelled.Machines were replacing farmhands, forcing more peoplefrom the land. They looked to the United States as a “landof opportunity” where they could build a better life.

Other immigrants sought religious freedom. In the 1880s,Jews in Russia became targets of government-sponsoredpogroms (POH grohmz), or violent attacks against Jews.Armenian Christians faced similar persecution in Turkey.

Finally, political unrest drove many from their nativelands. In 1910, a revolution in Mexico pushed tens of thou-sands of refugees across the Rio Grande.

Jobs pulled immigrants to the United States. Steamshipcompanies and railroads, which profited from immigration,sent agents to Asia and Europe to advertise cheap land andplentiful jobs. The promise of freedom also drew peoplefrom lands without traditions of democracy and liberty.

Differentiated Instruction

626 Chapter 18

626 Chapter 18 Industry and Urban Growth

Sources of Emigration, 1865–1915Immigration to the United States, 1865–1915

Source: Historical Statistics of the United States Source: Historical Statistics of the United StatesN

umbe

r of

Imm

igra

nts

(in t

hous

ands

)

01865

Year1875 1885 1895 1905 1915

250

500

750

1,000

1,250

0.5% Africa and elsewhere

7.1% Americas

2.5% Asia

46.1%Southern and

Eastern Europe

46.1%Southern and

Eastern Europe

43.8%Northern and

Western Europe

43.8%Northern and

Western Europe

The New Immigrants In the early 1800s, most immigrantswere Protestants from northern and western Europe. Many spokeEnglish and had experience in democracy.

By contrast, most of the “new immigrants” who began to arrive inthe late 1800s came from nations of southern and eastern Europe, suchas Italy, Poland, Russia, and Greece. Most were Catholic or Jewish. Asmaller number came from Asia and the Pacific. Few understoodEnglish or had experience living in a democracy or in a city.

Why did many people leave their homelands?

Starting a New LifeThe decision to emigrate was difficult. It meant leaving home,

family, and friends and starting a strange life. (For more on the immi-grants’ experiences, see the Life at the Time feature in this chapter.)

Coming to America The passage by boat was miserable.Immigrants were crammed below decks in steerage, largecompartments that usually held cattle. The tight, airless berths werebreeding grounds for disease. Rough seas sickened the travelers.

Most people coming from Europe landed in New York. After1892, they went to the receiving center on Ellis Island. Asian immi-grants entered through Angel Island in San Francisco Bay.

The line graph at left shows how immigration increased in the decades after the Civil War. The pie chart on the right shows where these “new immigrants” in the United States came from.

(a) Read a Graph Approximately how many immigrants entered the UnitedStates in 1875? In 1905?

(b) Draw Inferences Based on your reading, how would the pie charthave looked different in the 1830s?

Immigration, 1865–1915Teach

A Fresh StartStarting a New Lifepp. 625–626

Instruction! Vocabulary Builder Before teaching

this section, preteach the High-Use Words isolate and exclude using the strategy on TE p. T21.Key Terms Have students continue to fill in the See It–Remember It chart for the Key Terms in this chapter.

! Have students read A Fresh Start and Starting a New Life using the Choral Reading strategy (TE, p. T22).

! Discuss the reasons for immigration. Ask: How did “new” immigrants differ from earlier immigrants? (Possible answers: New immigrants didn’t speak English, weren’t experienced in democracy, and came from south and east Europe instead of north and west Europe.)

! Ask: What difficulties did immigrants face? (leaving home, family, friends; a hard journey; learning a new language)

! After reading Starting a New Life, assign the worksheet How I Found America. Have students discuss reasons for immigration. At this time, you can also assign the worksheet Immigration: Push and Pull Factors. (See the Differen-tiated Instruction note.)

Teaching Resources, Unit 6, How I Found America, p. 55

Independent PracticeHave students begin filling in the study guide for this section.

Monitor Progress

As students fill in the study guide, circu-late and make sure individuals understand the reasons for immigrants’ journeys and the hardships they faced.

AnswersReading Charts (a) in 1875: less than 250,000; in 1905: over a million (b) The graph would show more immigrants com-ing from western European countries.

They could find a better life

in the United States. They were looking for religious freedom. Political unrest drove them to America.

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Immigration: Push and Pull Factors Explain to students that the decision to immigrate was often a last resort for many newcomers. The journey was difficult, and the future was uncertain. Assign the worksheet Immigra-tion: Push and Pull Factors and have students complete the questions based on the chart.

Ask students to suggest concrete examples of the forces that might have led to immi-gration (for example, a farmer not having enough land to support his family).

Teaching Resources, Unit 6, Immigration: Push and Pull Factors, p. 56

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Geography Background

Chapter 18 Section 4 627

Becoming Americanp. 627

Instruction! Have students read Becoming Ameri-

can. Remind students to look for cause and effect relationships.

! Have students evaluate the benefits of immigrant neighborhoods to the new-comers. Ask: How were ethnic commu-nities a positive aspect of life for immi-grants? (They provided language classes and immigrant aid societies, as well as a community with a shared culture.)

! Ask: What personal characteristics did the immigrants who became successful in their new country display? (They were determined, smart, brave, willing to work hard, and willing to learn a new cul-ture and language.) Why did so many immigrants put a strong value on edu-cation? (They hoped it would help their children have a better life.)

Independent PracticeHave students continue filling in the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 18, Section 4 (Adapted Version also available.)

Monitor Progress

As students fill in the study guide, circu-late and make sure individuals understand the process of assimilation. Provide assis-tance as needed.

Answers

Possible answers: a difficult journey, leaving homeDraw Inferences They would learn to speak and write English and they would be taught U.S. history as well as how the U.S. government worked.

Job Skills in a New Land Asian immi-grants were important to developing agri-culture on the West Coast. Many Chinese immigrants had been farmers in China’s Pearl River delta, a low-lying area that often flooded. In California, Chinese new-

comers used their expertise to build dikes, ditches, and irrigation canals in the San Joaquin and Sacramento River deltas. They reclaimed almost five million acres of land that are now part of the world’s most valuable farmland.

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New arrivals faced a rigorous physical examination at thereceiving centers. Did they limp? Were their eyes free of disease?Those judged to be disabled or seriously ill might be sent home.

Immigrant Neighborhoods Once admitted to the UnitedStates, about two thirds of immigrants settled in cities, near otherpeople from the same country. Ethnic neighborhoods helped peoplefeel less isolated in their new homes.

In immigrant neighborhoods, sidewalks rang with the soundsof Italian, Chinese, Yiddish, and other languages. Newcomers cele-brated familiar holidays and cooked foods from the old country,such as kielbasa (Polish sausage) and goulash (Hungarian stew).Italians joined social groups such as the Sons of Italy. Greeks readnewspapers in Greek. Small storefronts were turned into Jewishsynagogues or Buddhist temples.

What hardships did immigrants face?

Becoming AmericanImmigrant neighborhoods were springboards to a new life.

Organizations called immigrant aid societies helped new arrivalswith clothing, housing, and language classes.

Assimilation Newcomers often felt caught between the oldworld and new. Most clung to traditional modes of worship, familylife, and community relations. At the same time, they worked hardto assimilate. Assimilation is the process of becoming part ofanother culture.

Children of immigrants assimilated more rapidly than theirparents. Surrounded by English-speakers in school and on the street,they learned the language quickly. They played baseball and dressedlike native-born Americans. Immigrant parents felt both pride andpain as they saw their children change.

Vocabulary Builderisolate (ì sah layt) v. to set apart; to separate

Becoming AmericanCitizenship classes, like the one shown here, were an important step toward assimilation. CriticalThinking: Draw Inferences What subjects do you think students like these might study in citizenship classes?

Differentiated Instruction

628 Chapter 18

A New Wave of Nativismp. 629

Instruction! Have students read A New Wave of

Nativism. Remind students to look for the sequence of events.

! Discuss the effects of nativism. Ask: What two laws were passed as a result of nativism? (In 1882, a law excluded Chinese laborers. In 1917, a law denied entry to immigrants who could not read their own languages.)

! Ask: How did nativism affect immi-grants? (Immigrants were exposed to preju-dice and bias.)

Independent PracticeHave students complete the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 18, Section 4 (Adapted Version also available.)

Monitor Progress

! As students complete the study guide, circulate and make sure individuals understand the concept and effects of nativism. Provide assistance as needed.

! Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate whether what they learned was what they had expected to learn.

Teaching Resources, Unit 6, Reading Readiness Guide, p. 51

AnswersDetect Bias The immigrants are depicted as dirty criminals with hostile, angry expressions.

Reading Skill bagel, spaghetti

They learned English,

played baseball, and dressed like native-born Americans.

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Gifted and Talented

An Immigrant World Fair Working in a group, students should plan an immigrant fair. Have them use the two-page An Immigrant World Fair worksheet to plan

and set up the fair. The fair should be open to the class.

Teaching Resources, Unit 6, An Immigrant World Fair, p. 57

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628 Chapter 18 Industry and Urban Growth

Still, the fondest dream of many immigrants was to educatetheir children so that the next generation could be better off. OneRussian Jewish immigrant called education “the essence of Americanopportunity, the treasure that no thief could touch . . . surer, saferthan bread or shelter.”

Contributions of Immigrants The labor of immigrants wasessential to the new American economy. Desperate for money,newcomers took whatever jobs they could find. Immigrantsworked in steel mills, meatpacking plants, mines, and garmentsweatshops. They helped build subways, skyscrapers, and bridges.Chinese, Irish, and Mexican workers laid down hundreds of milesof railroad track in the West.

Through hard work and saving, many immigrants slowlyadvanced economically. Often, they began by opening small busi-nesses, such as stores or barbershops, to serve their communities. Intime, their customers expanded beyond the neighborhood. Outsidersmight bring their clothing to Chinese laundries or buy foods they hadnever tasted before. In this way, ethnic foods such as spaghetti, chowmein, and bagels became part of American life.

Individual immigrants made major contributions. Andrew Carn-egie and Alexander Graham Bell were born in Scotland. SamuelGoldwyn and Louis Mayer, Jewish immigrants from Eastern Europe,established the motion picture industry in California. Italian-bornArturo Toscanini became a famous orchestra conductor. Belgianimmigrant Leo Baekeland invented the first plastic.

How did immigrants assimilate?

A Nativist View of ImmigrationIn this 1891 cartoon, the man in the suit tells Uncle Sam that he can get rid of anarchy, crime, and other ills by restricting immigration. Critical Thinking: Detect Bias What details create a negative picture of immigrants?

This man is labeledRussian Anarchist.

This man is labeledItalian Brigand. Abrigand is a bandit.

Use Other Word OriginsIdentify the words in this

paragraph that came into English from the Yiddish word beygl,meaning “ring or bracelet,” and the Italian word spago, meaning “string or cord.”

Chapter 18 Section 4 629

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 6, Section Quiz, p. 65

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 18, Section 4

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide.

Interactive Reading and Notetaking Study Guide, Chapter 18, Section 4 (Adapted Version also available.)

ExtendHave students use the Internet to research the numbers of immigrants to the United States by country between 1850 and 1930. Then have them write a paragraph on the changes in the immigrant population dur-ing those years. Ask them to present their findings to the class. Remind students that these figures represent the total number of immigrants living in the United States, not the number entering each year.

For: Help starting the Extend activityVisit: PHSchool.comWeb Code: mye-0281

Progress Monitoring OnlineStudents may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

They felt that immigrants were different from native-born Americans and that immigrants would take jobs away from Americans.

Section 4 Check Your Progress

1. (a) fled religious persecution/political unrest; wanted work/freedom(b) Possible answers: What do you like about living here? How did you learn English? Who have you met in the Unit-ed States? Why did you choose to leave your home country? When did you arrive in the United States?

2. (a) dressed as Americans, learned English

(b) Nativists did not think immigrants could assimilate well.

3. Answers will vary, but students should identify the origin of the name of the food they have chosen.

4. Possible answer: The conditions there were crowded and full of disease.

5. Possible answer: They tried to imitate American customs, dress, and language.

6. Answers will vary, but students should support their opinions with facts.

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Section 4 The New Immigrants 629

Section 4 Check Your Progress

A New Wave of NativismAs in the 1840s, increased immigration led to a wave of nativism.

Nativists sought to preserve the United States for native-born Amer-ican citizens.

Nativists argued that the new immigrants would not assimilatebecause their languages, religions, and customs were too different.They also charged that immigrants took jobs away from Americans.Nativists associated immigrants with violence, crime, and anarchy.An anarchist is a person who opposes all forms of government.

On the West Coast, nativist feelings against Chinese immigrantsran high. Mobs drove Chinese from mining camps and cities andsometimes killed them. In 1882, Congress passed a law to excludeChinese laborers from the United States. The Chinese Exclusion Actwas the first law limiting immigration based on race. It was finallyrepealed in 1943.

In 1917, Congress passed a law that denied entry to immigrantswho could not read their own languages. Since education at the timewas usually restricted to the wealthy, this law barred most of theworld’s poor people from immigrating to the United States.

Why did nativists oppose immigration?

Looking Back and Ahead Although immigration slowedafter 1917, it never stopped. In the 1960s, Congress finally eased restric-tions on immigration.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-6144

Comprehension and Critical Thinking1. (a) List Why did people immi-

grate to the United States in the late 1800s?(b) Frame Questions What five questions could you ask one of those immigrants?

2. (a) Describe How did immi-grants try to assimilate?(b) Detect Bias How did nativ-ists feel about the ability of immi-grants to assimilate?

Reading Skill3. Use Other Word Origins The

text lists kielbasa and goulash,food items introduced to America by immigrants. The Polish and

Hungarian words are used because these foods have no English-word counterparts. On your own or with a partner, name foods from other cultures. Do we use the original name or an English word?

Key TermsComplete each of the following sen-tences so that the second part explains the first part and shows your understanding of the term.4. Many immigrants traveled across

the ocean in steerage; _____.5. Immigrants blended into Ameri-

can life through a process called assimilation; _____.

Writing6. Imagine that you are writing an

editorial in which you object to a bill that excludes immigrants who could not read their own lan-guages. Which of the following arguments is most persuasive? Why? Arguments:(a) Many native-born American

citizens do not know how to read, so the bill uses an unfair standard for immigrants.

(b) Immigrants come to this coun-try for a better life, which includes getting an education.

(c) The bill is being used as a trick to restrict all immigration.

Vocabulary Builderexclude (ehks KLYOOD) v. to keep out, expel, or reject

Differentiated Instruction

630 Chapter 18

An Immigrant’s Journeyp. 630

Build Background KnowledgeHave students recall the reasons people left their homelands. (They fled religious persecution, lack of land, or political upheaval.) Then ask: How would these motives affect the attitude of immigrants on the journey from Europe or Asia to America? (Immigrants might be hopeful about finding a new life and have few regrets about leaving difficult situations in their homelands.) Ask: What were some of the hopes, fears, and challenges newcomers shared when they arrived in the United States? (Possible answers: fear of being deported, hope for a new life, and the challenge of learning a new lan-guage and culture.)

Instruction! Read An Immigrant’s Journey with stu-

dents.! Ask: According to this passage from the

Irish immigrant, how were some immi-grants treated when they arrived in the United States? (Some were treated roughly and without respect.) Why do you think this happened? (Immigration officials dealt with thousands of people every day and had to move quickly. Most newcomers did not speak English and could not communi-cate with officials.)

! Encourage students to draw inferences about the swearing in of a new citizen. Ask: What factors made this the proud-est moment of the immigrant’s life? (Possible answer: The immigrant might have struggled greatly to achieve citizenship and to assimilate in the new land.)

Monitor ProgressAsk students to complete the Analyze Life at the Time activity. Circulate and make sure individuals understand the process of immigration. L1

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Identifying Alternatives Explain to stu-dents that four out of every ten Americans today have ancestors who passed through Ellis Island between 1892 and 1954, when it was the main gateway to the United

States. Ask students to think about the other six. Have them name at least four other ways in which the ancestors of present-day Americans might have arrived here. Share the students’ ideas with the class.

An Immigrant’sJourneyFrom all over the world, immigrantspoured into the United States.Wherever they came from, thesenewcomers shared many of the samehopes, fears, and challenges.

Immigrants faced a long, difficult ocean crossing crowded into ship holds that were designed to carry cargo or cattle.

Passage

Arrival

“Day after day the weather wasbad and the sea stormy. The hatchwas tightly closed and there wasno circulation of air, so we were

all tortured by the bad odor.”

“Immigration officials slammed a tagon you with your name, address,

country of origin, etc. . . . Then theypushed you and they’d point, becausethey didn’t know whether you spoke

English or not.”

New York’s Ellis Island was the point of entry formany European immigrants. Asians were detained on Angel Island outside San Francisco.

European immigrants

arrive in New York

–Japanese immigrantdescribes the voyage

–Irish immigrantdescribes arrival at Ellis Island

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Chapter 18 631

Seeing the Main IdeaAn Immigrant’s Journey At the turn of the 20th century, most immigrants faced a difficult ocean journey. Once on land, they moved to ethnic urban neighborhoods and began their transition from “foreigner” to “citizen.”

The characters in Willa Cather’s novel, My Antonia, have similar experiences on their journey to the United States, but begin their lives in America as farmers in Bohemian Nebraska. O.E. Rolvaag writes about the rural experiences of Norwegian pioneers in the Dakota Territory in his novel, Giants in the Earth.

Ask: How might the experiences of immigrants to urban and rural areas be similar and different? (similarities: they both lived with people from their country of origin, speaking their native language and con-tinuing cultural customs; differences: urban living was crowded, unhealthy, and many worked in factories; rural living was isolated, with fresh air and clean water, as well as agricultural work)

Writing Rubric Share this rubric with students.Score 1 Sentences do not relate to the topic.Score 2 Sentences relate to some aspects of the topic, but some information is incorrect.Score 3 Response is thoughtful and uses information correctly.Score 4 Response is thoughtful, accu-rate, thorough, and well written.

Theodore Roosevelt on Immigrants In 1915, the great rush of immigration was closing down as the cry of nativism grew louder. Nonetheless, Theodore Roosevelt made this statement reflecting his support of the millions of honest, hardworking immigrants in the country: “There is no room in this country for hyphenated

Americanism. . . . Our allegiance must be purely to the United States. We must unsparingly condemn any man who holds any other allegiance. But if he is heartily and singly loyal to this Republic, then no matter where he was born, he is just as good an American as anyone else.”

AnswersAnalyze LIFE AT THE TIME

Sentences will

vary, but should demonstrate a clear understanding of the experiences of immi-grants, their hopes for the future, and their fears of the new experience.

Citizenship

Ethnic Neighborhoods

“When we first arrived westill wore our wooden shoes.

. . . We conquered the English language

beautifully. My father spokewell. But in the home we

spoke Frisian.”

Crowded into ethnic neighborhoods,immigrants preserved familiar ways asthey adjusted to their new culture.

A street in a Jewish neighborhood in New York

–Dutch immigrantdescribes life in America

For many immigrants, becoming a citizen was theproudest moment of their lives.

“I am the youngest of America’schildren, and into my hands is

given all her priceless heritage. . . .Mine is the whole majestic past, and

mine is the shining future.”–Russian immigrant

expresses pride in becoming U.S. citizen

A new citizen is sworn in

Suppose that you are an immigrant in 1900. For eachstage of the journey frompassage to citizenship,write a sentence describing your hopes or your fears.

Analyze LIFE AT THE TIME

Life at the Time 631