Ch. 15 The Immigrant Experience

1. Ch. 15The Immigrant Experience U.S. History Mr. Looman

2. Bell Work: Monday Oct. 21, 2013 What is this map showing? Where are most immigrants coming from? Where did the LEAST amount of immigrants come from?

3. Housekeeping • Homework due Wednesday • Vocab quiz Wednesday • Today’s schedule: • Preview Assignment • Push/pull factor notes • Immigrant sensory figure • Exit slip

4. The Immigration Experience CHAPTER OBJECTIVES: • I can explain the push and pull factors for why Europeans immigrated to the U.S. • I can describe the process of getting in to the U.S. • I can write about how Americans responded to immigrants.

5. Preview Assignment: • Draw a picture of yourself walking into UPREP for the first time. Create a sensory statement for all five senses about what you experienced the first time at this school. • Connect each sensory statement to the appropriate body part in the picture.

6. I heard many excited students I felt the cold chalk board

7. Vocabulary: • Complete the eight definitions and pictures/symbols for all of the vocab words in this chapter. • Push factor:

8. Section 2: Why Europeans Immigrated to the U.S.

9. Section 2 Notes: Difficulties push people from Europe • Population growth and hunger in Europe • Lack of arable land (land suitable for growing crops) • Religious persecution: Catholics and Jews

10. Opportunities pull Europeans to the United States • Free and democratic society! • Natural resources and jobs • Skilled farmers from Europe came to find some open land • Unskilled workers came to the cities for factory jobs • Personal communication from people already here! • America letters: letters from immigrants back to their old countries.

11. Improvements in transportation • Steam ships were better than sailing ships! • Three month trip now = two weeks!

12. Create a sensory figure by completing at least four sensory statements around the photograph. Read the last section on page 189 to help you complete your sensory statements!

13. Exit Slip! Complete this assignment as your ticket out of class: Put your name on the top of your half sheet of paper, and answer the following questions: • Why would immigrants want to leave Europe? • Why would immigrants want to come to America? • What are America letters?

14. Section 3: To Ellis Island and Beyond

15. Bell Work: Wednesday Oct. 23, 2013 • Read the following quote and answer the questions: "Give me your tired, your poor, Your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!“ • What is the main idea of this quote? • Where do you think this quote would be displayed?

16. Review Vocabulary: • Quiz at end of hour!

17. Section 3 Notes Answer the following questions on page 4 of your notes: • Describe the health inspections that all immigrants had to pass to enter the U.S. • Describe the legal interviews that all immigrants had to complete to enter the U.S. • How many immigrants were not allowed to enter, and where did they go? • What was life like for immigrants when they entered the big cities?

18. Create a sensory figure by completing at least four sensory statements around the photograph. Use page 190 in the text book to help you!

19. Bell Work: Thursday Oct. 24, 2013 What issue is the author of this political cartoon bringing to light? Which vocab word correlates to this cartoon?

20. Housekeeping: • Today’s Schedule: • Grade Reports • Section 4 Notes- Response to new immigrants • Section 5- Guided Reading

21. Section 4: Responses to New European Immigrants

22. Section 4 Notes: Most immigrants were not welcomed by Americans. But, Immigrants received aid from several sources • Immigrant Aid Societies: met at houses/ churches to donate money to immigrants • Settlement houses: a community center that provided daycare and education for immigrants • Political bosses: powerful leaders who ran politics in a city

23. The Assimilation of immigrants into America • Through education, immigrants and children of immigrants began to be accepted in American society= Americanization Some Americans reject immigrants • Differences: religion, culture, language • Nativism: racism towards non-Americans. • People started passing laws limiting immigration.

24. Create a sensory figure by completing at least four sensory statements around the photograph. Read page 194 The Assimilation of Immigrants to help you

25. Beyond Ellis Island: Life in the Cities  Homework Due Friday!

26. Immigration from Asia • Guided Reading Activity • Highlight the prompts that Mr. Looman gives you • When finished, star the important highlighted phrases • Put the starred information into your notes on page 6.

27. Create a sensory figure by completing at least four sensory statements around the photograph. Use page 196 to help you

28. Watch More video! • Pull out your Ellis Island Video Guide

29. Bell Work:Thurs. Oct. 24, 2013 • What is the look on Lady Liberty’s face? • What is being dumped at her feet? • What group of people would publish a cartoon like this?

30. Housekeeping • Collect Homework • Grade Reports • Pass back graded work • Unit 2 Review Guides Tomorrow • Unit 2 Test Tuesday!

31. Section 6: Immigration from North and South (page 7 of notes)

32. Section 6 Notes: Immigration from Mexico • Unregulated before 1900 • Immigration from Asia shrank, so companies looked for Mexican workers • Many came to escape poverty and look for jobs • Mines, railroad, and farmers • Mexican Revolution also brought immigrants • Mexicans faced racism, discrimination, and school segregation

33. Crossing the Northern Border: The French Canadians • 900,000 immigrants came from Canada • Most were French speaking Catholics • Came looking for opportunities (jobs, schools, freedom, etc.) • They didn’t want to “Americanize,” so they were persecuted (nativism) • They established ethnic communities

34. Create a sensory figure by completing at least four sensory statements around the photograph. Use page 198 in your textbook to help you

35. Watch More video! • Pull out your Ellis Island Video Guide

36. Bell Work: Friday October 25, 2013 • Is this political cartoon pro-immigration, or anti-immigration? How do you know? • How do you think Americans portrayed immigrants according to this cartoon?

37. Housekeeping • Review Guides and missing work at end of class. • Last day to turn in missing work: Wed 10/30 • Next week: • Review on Monday • Unit 2 test on Tuesday and Wednesday

38. Lesson Objectives:The Three Great Waves of Immigration • We will analyze immigration patterns throughout U.S. History in order to draw conclusions based on those patterns.

39. 15.7 The Three Waves of Immigration(page 200 in book, page 8 in notes) • Answer the following questions in the box on page 8 in your notes: • What are two ways that immigration has impacted American life? • List the dates for the three waves of immigration and tell what group of people came over during those waves. • What events have caused the ebbs and flows of immigration throughout American History? Use the graph to answer the last three questions on that page:

41. Review Guides and Missing Work

42. Section 3 Notes: Ellis Island Immigration Station: Port of entry to the U.S. Medical inspections at Ellis Island • “six-second exam” health officials looked for limps, or signs of disease. • Physical examination and eye test: those with signs of disease were deported. • Most deportations were made for eye disease.

43. Section 3 Notes: Legal interviews in the Great Hall • Immigrants were asked 29 questions about themselves: • Name, age, gender, race, marital status, work, etc. • 20% of immigrants were held, but not all sent back. • Only 2% of immigrants were deported

44. Section 3 Notes: Beyond Ellis Island: Life in the Cities • Most immigrants moved to cities, so urban populations exploded. • They lived in the dirtiest, cheapest housing that was the most crowded. • Immigrants settled with people from their country creating ethnic “districts” within many cities.

45. Bell Work: Thursday Nov. 8, 2012 • What did immigrants experience when they got to Ellis Island? • What conditions did they live in when they left Ellis Island?

46. Take vocab Quiz • Take your Ch. 15 Vocab quiz: America letters pull factor Americanization Ellis Island Immigration Station nativism Angel Island Immigration Station push factor Chinese Exclusion Act

47. Bell Work: Wednesday October 23, 2013 What vocabulary word does the difference between these two pictures represent? How do you know?

48. Housekeeping • Missing work due Wednesday 10/30 • Unit 2 Test Tuesday 10/29 • Grade reports Thursday 10/24 • Today’s Schedule: • Guided Reading- Immigration from Asia • Complete Notes… • Watch more of video- Ellis Island

49. Open Note Quiz • On your half sheet of paper, write down these four terms, and write a quick sentence for each explaining what it is: • Settlement house • Political bosses • Americanization • Nativism Study for your vocab quiz TUesday!

50. Bell WorkMonday Oct. 28, 2013 • According to our first unit, what is the primary job of the United States government? • List two examples of the U.S. government fulfilling or failing at this job: