Immigration in America: Key Concepts

Old Immigrants and "New" Immigrants

• Old Immigrants (pre-1870s) were mainly Protestants from Northern and Western Europe
• They came to America as families, often with family members already there
• Most Old Immigrants had money, skills, or education
• "New" Immigrants (post-1870s) were primarily Catholics or Jews from Southern and Eastern Europe
• They often came alone and settled in urban areas
• Many "New" Immigrants were poor and unskilled

Immigration to the United States (1870-1900)

• The foreign-born population nearly doubled between 1870 and 1900
• Immigrants from Southern and Eastern Europe made up 70% of all immigrants after 1900, in contrast to just 1% earlier

Push and Pull Factors for Immigration

• Push Factors: Factors that pushed people out of their home countries
  • Land reform and low prices pressured European farmers
  • European economies were disrupted by war and revolutions
  • Religious persecution forced refugees to flee
• Pull Factors: Factors that attracted people to America
  • Plentiful land, jobs and opportunity
  • Many immigrants already had family in the U.S.

Coming to America

• Coming to America was usually a difficult decision
• Immigrants typically brought only what they could carry
• Travel was often by steamship in cramped quarters with little comfort

Immigration Processing

• Immigrants were processed at stations like Ellis Island (New York Harbor) and Angel Island (San Francisco Bay)
• Officers conducted legal and medical inspections
• Only about 2% of immigrants were denied entry / most were quickly released
• Chinese and other Asian immigrants faced stricter processing at Angel Island, with nearly 20% being turned away and many detained in poor conditions

Immigrants in America

• Immigrants often stayed in cities and worked in factories, frequently in ethnic neighborhoods (ghettos)
• Large cities like New York and Chicago had significant immigrant populations by 1890

Immigrant Support

• Settlement houses provided Americanization programs to teach English and American customs to the immigrants
• Immigrants formed fraternal associations based on their ethnic or religious background for support

American Melting Pot and Discrimination

• Many believed that American society was a "melting pot" where different nationalities blended into one culture
• This viewpoint often excluded Asian immigrants who experienced social and legal discrimination

Immigrant Traditions

• Despite some assimilation attempts, immigrants frequently maintained their traditions
• They formed their own fraternal organizations, schools, and religious institutions

Nativism and Hostility

• Immigrants faced nativism and hostility from native-born white Americans
• Religious differences and competition for jobs and housing fueled divisions and prejudice

Immigration Restrictions

• In 1882, Congress started passing legislation to limit immigration
• The Chinese Exclusion Act restricted immigration and limited the rights of Chinese immigrants
• Other laws prohibited immigrants deemed criminals, immoral, paupers, or likely to need public assistance

Impact on American Society

• Late 19th-century immigrants significantly transformed American society
• They fuelled industrial growth, worked in factories, mills, and mines
• Their traditions enriched American culture
• Immigrants became active in labor unions and politics, demanding reforms

Urbanization

• In 1860, most Americans lived in rural areas
• By 1900, 32% of Americans lived in cities with populations greater than 50,000
• This period saw a major upsurge in American urbanization
• Major cities were connected and became centers for manufacturing and transportation

Technology and City Development

• American innovators developed new technologies to improve living conditions
  • Skyscrapers
  • Safety elevators
  • Central heating systems
• Mass transit systems (e.g., electric streetcars) made cities more accessible and encouraged suburban living

City Planning

• City planners used zoning to designate certain areas for specific functions (industry, finance, housing, public spaces, etc.)
• Parks were also viewed as critical and were often designed by planners such as Frederick Law Olmsted

Urban Challenges

• Many neighborhoods became overcrowded
• Poor workers resided in tenements, often unhealthy and dangerous due to few windows and limited sanitation.
• Poor ventilation, waste collection, and inadequate food storage were common issues
• Cities had filthy, unpaved streets, sanitary problems, and epidemics
• The police grappled with conflicts between racial groups, classes, and neighborhoods

Literature and Views (Gilded Age)

• Mark Twain's 1873 novel "The Gilded Age" satirized the corruption underlying American society that was painted as prosperous.
• The period was often viewed as a time of significant economic growth and social change. Many ordinary Americans weren't as critical, but Twain's view was influential.
• Other writers and artists explored the harsh realities of the time.

Consumerism and Culture

• Department stores became popular, turning shopping into entertainment
• Wider advertising and availability of goods created a more unified, or standardized, culture.

Changes in Daily Life (Work and Family)

• Store-bought clothing, prepackaged foods, and indoor plumbing eased some household tasks.
• This was often balanced by rising standards for cleanliness and more complex household needs.
• Public transportation made commuting to work longer.
• Though men worked very hard, American culture taught hard work translated to a better life.
• The spread of transportation and advertising led to a unified culture of consumption.

Education

• Public education expanded, with more teenagers attending high schools and kindergartens being introduced.

• As a result, literacy rates increased to near 90% by 1900

• Schools improved their educational offerings, preparing people for careers and industries

• Teachers underwent training and new teaching methods emerged

• Universities offered specialized urban-focused training, like social work

Continued Issues: Immigrants

• Schools helped immigrants learn English and become more Americanized. However, some opportunities were not equally available to all.