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Classwork: Immigration During the Gilded Age

Last updated over 1 year ago
22 questions
Note from the author:
Content Objective: I will be able to determine why Mexicans & Asian immigrants moved to the United States during the Gilded Age.

Skill Objective: I will be able to draw connections between events (cause/effect).

Absent? Just want to review the slides? Click here!
Content Objective: I will be able to determine why Mexicans & Asian immigrants moved to the United States during the Gilded Age.

Skill Objective: I will be able to draw connections between events (cause/effect).

Absent? Just want to review the slides? Click here!
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Have you ever moved from one place to another? Explain the reasons why your family chose to move.

If you haven’t moved, consider the reasons why your family has chosen to stay in the same place!

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Migration is when one person or a group of people move _______ from one _______ to another. There are two main reasons people move to a different place.
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During the Gilded Age (_______ ) there was a massive _______ of immigrants from all over the world. These immigrants were hopeful they would live out the _______ and experience a better life for their families. What they found however, was a very different reality.
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Push Factors are conditions that can drive people to leave their homes, they can be _______ or voluntary, and relate to a person’s _______ country.
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Pull Factors are exactly the _______ of push factors; they are factors that _______ people to a certain location.
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Practice categorizing some of the most common push and pull factors in the chart below.

  • Strong healthcare services
  • Economic advancement
  • Persecution (oppression based on ethnicity, religion, or sexual orientation or political beliefs.)
  • Educational opportunities
  • Mass poverty
  • Warfare in home country
  • Family ties
  • Political or religious freedom
  • Natural disasters
  • Corrupt government
  • Civil unrest/drug wars
  • Safety/stability
  • Push Factors (pushing a person to move AWAY from their country)
  • Pull Factors (pulling a person to move TO a new country)
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During the Gilded Age, as the United States experienced an _______ (never before seen) level of wealth, national power, and a major increase in new technology, millions of people from all over the world were drawn to these _______ and immigrated to the United States.
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Examine the political cartoon created during the Gilded Age's mass influx on new immigrants. Circle any key details you notice on the image.

Caption: "Looking Backward. They would close to the new-comer the bridge that carried them and their fathers over."

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How is the cartoon highlighting the hypocrisy of NATIVISTS (people who were anti-new immigrant) during the Gilded Age?

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Quick Background Info: For almost a half-century after the _______ of _______ in 1845, the immigration flow from Mexico was barely a trickle. In fact, there was a significant migration in the other direction: Mexican citizens were leaving the newly claimed U.S. territories and resettled back in Mexican territory.

FYI: Texas was annexed by the United States in 1845 and became the 28th state. Prior to this annexation, Texas was a part of Mexico.
Mexican immigration to the United States occurs in three major surges. The first surge (tremendous increase) in Mexican immigration rates began in the Gilded Age and the early 1900s.

Why?

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PUSH Factors:

-Consecutive years of _______
-High _______
-The _______ (1910-1920): _______ and political exiles fled to the United States to escape the violence
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PULL Factors:

-Beginning around the 1890s, _______ in the U.S. Southwest— _______ —attracted Mexican migrant laborers
- Laborers could get paid substantially _______ in the U.S
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A worker laying railroad ties in Mexico, on average, earned 20 cents a day in 1900. In the United States, the same work paid one dollar.

Mexican ranchers who worked on haciendas in Mexico were paid _______ a day, usually in supplies, while in the United States they could earn as much as _______ a day.
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Following the Gilded Age, the Mexican immigrant population of the United States grew rapidly:
  • 1870: only _______ Mexican-Americans
  • 1900: already _______
  • 1930: up to 641,000
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Not all Americans welcomed this change however. Many Americans during this time held _______ beliefs, and thought that they were inherently better than the newly arrived immigrants from Mexico, China, and European countries.

Looking at Nativism in Cartoon Form

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Exit Ticket: In your own words, what are push and pull factors? Provide one example of either a push or pull factor Mexican immigrants during the Gilded Age.

PART TWO: The Chinese Exclusion Act

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Prohibited by law in 1790 from obtaining US citizenship through naturalization [legally becoming a citizen], Chinese immigrants faced harsh _______ and violence from American settlers in the West.

The Chinese community banded_______ in an effort to create social and cultural centers in cities such as San Francisco. They sought to provide services ranging from _______ to education, places of worship, and health facilities to their fellow Chinese immigrants.
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But, as Chinese workers began competing with white Americans for jobs in California cities, anti-Chinese discrimination increased with the rise of _______ .

Racism and discrimination became law. The new California constitution of 1879 denied naturalized Chinese citizens the right to vote or hold state _______ .

Furthermore the US Congress passed the Chinese Exclusion Act in 1882, which was the first significant law _______ immigration into the United States. The ban lasted for 10 years and was later extended on multiple occasions until its repeal in 1943.
Applying Knowledge Together: Today, we are going to analyze a political cartoon from the time that the Chinese Exclusion Act was passed. Recall the persuasive techniques of political cartoons that we learned last week
If you need an example of a specific technique, check out slide #17-21 here.
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Applying Knowledge: Let's take a look at another political cartoon from the time period we're studying.
  1. Meet the Cartoon: What do you notice first? (Circle the 3 most obvious elements in "Show Your Work")
  2. Observe the Visuals: List the people, objects, and places. Consider actions or activities as you caption each element. Which ones do you think are symbolic?
  3. Consider the Words: Which words or phrases are most significant? List adjectives that describe the emotions portrayed in your captions.

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4. Dig Even Deeper: What time period do you think this political cartoon is from? What was happening historically at the time it was created?

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5. Use as Evidence: What is the overall message of this image?

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Exit Ticket: Which persuasive techniques were used in the "Golden Gate of Liberty" political cartoon?