9/25 and 6.9

Period 6: 1865-1898, Topic 9- Responses to immigration in the Gilded Age 

Student learning objective- Explain the various responses to immigration in the period over time.

The figure presents a bar graph titled “Number of People Immigrating to the United States from Selected Regions, 1865 through 1895.” The horizontal axis is labeled “Years,” and the following four years are indicated: 1865, 1875, 1885, and 1895. The vertical axis is labeled “Number of Immigrants,” and the numbers 0 through 180,000, in increments of 20,000, are indicated. Each year indicated on the horizontal axis has up to five bars. A key indicates that each bar represents one of the following five regions: Great Britain, China, Central Europe, Eastern Europe, and Southern Europe. The data represented by the bars are as follows. Note that all values are approximate. Year, 1865: Great Britain, 82,000; China, 3,000; Central Europe, 84,000; Eastern Europe, less than 500; Southern Europe, 2,000. Year, 1875: Great Britain, 50,000; China, 17,000; Central Europe, 56,000; Eastern Europe, 8,000; Southern Europe, 6,000. Year, 1885: Great Britain, 59,000; China, less than 500; Central Europe, 155,000; Eastern Europe, 18,000; Southern Europe, 16,000. Year, 1895: Great Britain, 29,000; China, less than 500; Central Europe, 66,000; Eastern Europe, 37,000; Southern Europe, 38,000.Source: Based on data from the United States Bureau of the Census, Historical Statistics of the United States (1975).

Discussion Question #1- What was a difference between the immigration from 1865 to 1895 depicted in the graph and immigration in the 1840s and 1850s?

Discussion Question #2- What was a response to both immigration in the 1850s and the immigration depicted in the graph?

Discussion Question #3- What was a long-term development that contributed to the change in Chinese immigration depicted in the graph between 1875 and 1885 ?

“The Italian laborer does more than his share of work and receives less than his share of earnings; for as a matter of fact, the laws enacted with regard to this matter oppress the laborer and assist rather than hamper the contractor. Even supposing that the contractor does not succeed in importing contract labor, he finds in the market a large number of men entirely at his mercy, with not even the weak [government] promise to defend themselves against [the contractor’s] greed. . . .

“The contractor is sure to depart from the terms of the contract either as to wages, or hours of labor, or the very nature of the work. . . . The employer . . . recognizes [only the contractor, not the laborers], and all wages are paid to him. He [keeps a portion of] these for his own benefit. . . . Meanwhile the [working] men have to live, and to obtain food they increase their debt with the contractor.”

S. Merlino, journalist, article on contractors who recruit immigrant laborers for employers, The Forum magazine, 1893

Discussion Question #4- What is the historical development in the excerpt?

Discussion Question #5- What point of view is present in the excerpt?

Discussion Question #6- Briefly explain ONE way in which the situation in the excerpt is significant for a historical argument about immigration in the Gilded Age.


Country stances toward immigration

1- Allow all

2- Allow all except for criminal and medical exceptions

3- Allow some and restrict others

4- All none

Comments

Post a Comment

Popular posts from this blog

19th and 20th Century Native American Assimilation Primary Source Document-based Essay (due 10/7)

AP US History Summative Assessment of Writing about Historical Texts Based on the Dawes Severalty Act and documents provided identify the purposes of the assimilation of the Native Americans. Then, assess the effectiveness of the assimilation of the Native Americans. You MUST use specific passages from the primary source documents and use relevant outside knowledge to support and develop your position. [Three days: first to read documents and second and third to write the essay responding to the prompt using the 2 sources and a source of your choice] On the Use of English in Indian Schools J.D.C. Atkins 1887 Starting in the 1830s, the United States government forced Native Americans into designated territories or reservations. The government saw schools as a prime means of assimilating Native Americans. The number of students enrolled in government schools increased from 3,000 in 1877 to 21,000 in 1900, and government funding soared from $20,000 to almost $3 million...
Read more

Immigration Project (due 9/30)

American History 10- Immigrant Project Directions:  Interview an immigrant to the  US   or someone who can answer all of these questions in place of the immigrant in case they are deceased or for another reason.  Step 1- All students must ask the questions and fill out the answers.  Interviewed people may not fill this out.  Students must record the answers themselves in order to learn.  Step 2- Students may choose between making an attractive and informative poster (see class examples) or writing a narrative essay with formal English writing rules.  Step 3- Students must present their findings to the class on 9/30. Name of person interviewed Name of person the story is about (obviously it can be the same person for #1 and 2) How do you know this person? Interview starts- Ask them these questions Country of origin? Date you came to the  US ? Where did you arrive? How did you arrive? Why did you leave your home and com...
Read more

10/30- Progressivism group work

Student learning objective-  Students will explain the point of view, intended audience, purpose and historical situation of an excerpt. Directions-  In the following groups on Wednesday, October 30, do your best to answer the questions after reading the provided excerpts.  The groups will lead class discussion Thursday, October 31.  It will be evident if you tried your best. Group 1 - Abell, Berge, Merchant - Ida Tarbell- History of the Standard Oil Company What is Ida Tarbell's point of view? Who is the intended audience? What is the purpose? What is the historical situation at the time? How does this connect to other time periods, especially today? Group 2 - Whaley, Patel, Maddalena- Upton Sinclair-  The Jungle What are the most shocking details in the Jungle? Despite the excerpt being referred to as fiction by the website due to names, what are multiple historically factual issues pointed out in the Jungle? (Historical situation) What is the solution to the...
Read more