Modern History

UNIT 1 - ELECTIVE 7

Capitalism - The American Experience

(1907-1941)

An Introduction

The plaque at the base of the Statue of Liberty reads:

“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-tossed to me, I lift my lamp
beside the golden door!”
 Immigrants to USA from 1840s to 1910s
Group work, practise for notetaking, group analysis, paragraph writing and source analysis skills

Method:

 Divide the class into groups of three/four and have a member from each group take a
pick from a hat for an immigrant group. (Chinese and Irish immigrant will not be in
the hat as all students must make notes on these groups from the attached student
handout and textbook.)
 Every student is to research/use textbooks to make notes on their ‘picked’
immigrant. They are to use the Cornell format for taking notes (see the back of this
booklet)
 At the end of the introduction/background to the unit, the groups will be given class
time to organise their group’s brief response via Google doc on the weebly.
 Each group uploads their research and individuals take their own notes from the
other groups’ research notes, using the approved note taking method, to their
teacher for a Pass or Fail notation only.

 Tell students that the type of question below will be used in coming assessments and
exams for year 11 and 12. (Teachers will need to explain to students their response
to the ‘importance’ question needs to be in the form of a mini essay.

 Opening sentence is a proposition that is to be argued in the following paragraph and

supported with the use of evidence. A concluding sentence using evaluative
adjectives regarding the importance or unimportance of immigrants should be used-
e.g. great, extreme, insignificant.)
 In class students write an extended paragraph in 10 minutes to the question:

Using your knowledge of the period 1840 to 1910, evaluate the

importance of immigrants for the USA.

This question and writing lines are at the end of this document.
Immigrant groups and questions to be picked out of a hat

Welsh or Scottish
Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?

German
Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?

Italian
Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?

Japanese
Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?

Jews from Eastern Europe and Russia

Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?

Mexican or Central American and Cuban

Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?

Scandinavians
Q1. When was/were the major period or periods of immigration for this group?
Q2. Why did the immigrants come during the major period(s) of immigration?
Q3. What obstacles did they face in the United States?
Q4. How has this immigrant group contributed to the American economy?
 Student handout and sources on ‘Immigration to the USA,
experiences of immigrants and the benefits for the economy’
Students should make brief notes on the following information using the approved note making style.

Give me your tired, your poor, your huddled masses yearning to

breathe free . . .
(Inscription on the Statue of Liberty, New York Harbor)

Early European Immigrants

From 3 to 4 million Native Americans, or Indians, Portuguese, Germans, Poles and other nationality
lived north of the Rio Grande River in North groups had already established settlements in the
America when Europeans began to explore and former Dutch colony.
settle this area in the 1500s. The Spanish, French,
Soon, the English colonies began to encourage
English and Dutch were the chief colonizers of
northern Europeans to settle in America. Most of
North America. Following the establishment of the
these people were Christians, but Jews fleeing
first permanent English colonies in Jamestown,
persecution in Europe also came to some colonies.
Virginia (1607), and Plymouth, Massachusetts
Over 50 percent of the early European immigrants
(1620), many colonists began to arrive in America.
arrived as indentured servants (essentially slaves).
Between 1630 and 1643, about 20,000 people
These individuals promised to serve their masters
settled in the New England colonies. They came
without pay for a set number of years. In return,
for many reasons - to practice their religion freely,
the masters paid for their passage to America and
to own land, to escape poor harvests and hunger,
for their upkeep in America. Some indentured
to earn a better living.
servants, called "redemptioners," were bound to
Between the English colonies in New England and the ship captain who brought them to the New
Virginia lay the Dutch colony of New Amsterdam. World. He then auctioned them off after arriving
In 1624, England seized this colony from the Dutch in one of the colonial ports.
and renamed it New York. Swedes, Danes,
History of Immigration through the 1850s
The Unwilling Immigrants
The first black people to land in English America to make the perilous "middle passage" across
came as indentured servants who could work for the Atlantic.
their freedom. But in 1664, the Maryland
Chained together, they were stacked on shelves
colonial legislature passed a law making all
below deck in filthy disease-ridden holds without
blacks in the colony, as well as their offspring,
light or fresh air. They were often packed so
servants for life. Similar laws were passed in
closely together that they could only lie on their
other colonies. A booming slave trade quickly
sides. Many ship captains believed that
developed. Slave ships in England loaded up with
overcrowding the ship would bring more money
manufactured goods like cloth and muskets and
even if some of the slaves died. Thousands of
travelled to slave trading stations on the coast of
Africans died on these slave ship voyages, which
Africa. Here, the captains negotiated with
often lasted up to three months. Ships
African slave dealers, exchanging their goods for
transported an estimated 1 million slaves from
slaves. The slaves were then forced aboard ships
West African ports to the 13 English Colonies
(and later to the United States).
Once in America, ship captains sold their slaves
for cash, which they used to buy raw materials
like sugar, tobacco, cotton, or other plantation
products. They took this new cargo back to
England. This was called the "triangular trade."
Slavery existed in all 13 colonies before the
American Revolution, although Northern
colonies legally recognized black free men and
Irish Immigration
The first U.S. census in 1790 recorded about 4
million people living in the colonies-about
700,000 of African descent and 2 million of
English descent. Some 400,000 Europeans came
from countries other than England.
European immigration to the United States
increased slowly after the Revolutionary War
until 1840. Then during the next 20 years,
immigration exploded. From 1841 to 1860, over 4
million people came to the United States. This
represented a 600 percent increase over the
previous 20-year period. Most of these
immigrants came from Great Britain, Germany,
and especially Ireland.
During the potato famines of the 1840s,
thousands of people in Ireland died of starvation
and disease. Many Irish decided to leave Ireland
and come to America. They were desperate,
poverty-stricken people who could only afford to
travel in "steerage." This was a dark, confined
area below the main deck of a ship (barely 5½-
feet high), located near the steering mechanism.
Despite these poor accommodations, 1.6 million
men, women, and children left Ireland for
America in the 1840s and 1850s.
The sailing ships took anywhere from four to 14
weeks to cross the Atlantic. Before the end of the
women. The agricultural economy of the South
depended on slave labour. By 1804, all the
Northern states had abolished slavery. Congress
outlawed the importation of new slaves in 1808.
But slavery continued to grow in the South. The
division between the slave and free states led to
the Civil War in 1861. After the Civil War, the
13th Amendment was adopted, and slavery
became illegal throughout the United States.
Severe legal discrimination against blacks
persisted for another 100 years.
voyage, conditions in steerage often became
unbearable. There was usually little fresh water
and the food (which the steerage passengers had
to supply for themselves) either ran out or
rotted. Overcrowding, poor ventilation, and the
lack of sanitation frequently led to outbreaks of
contagious diseases such as cholera. At the peak
of the Irish immigration in the 1840s, about 25
percent of those in steerage died during the
voyage.
The American writer Herman Melville described
steerage as "an open cesspool." He went on to
write that Irish passengers in steerage were
"stowed away like bales of cotton, and packed
like slaves in a slave ship, with no light and air;
cut off from all the most indispensable
conveniences of a civilized dwelling."
The Irish landed in America at the bottom of the
social and economic ladder. They were poor,
Catholic peasants with few marketable skills in an
overwhelmingly Protestant and rapidly
industrializing society. To survive, they took work
as labourers and servants in the new cities of the
Northeast. Through the next decades, until well
after the Civil War, Irish workers contributed
mightily to America's growing network of canals,
railways, rural highways, city streets, sewers, and
waterworks.
 Nativist Reaction Against the Irish
The Irish faced discrimination because of their The "Know-Nothings" joined other nativists to
Catholicism. As more Irish people arrived, the successfully elect sympathetic politicians to public
Native American Party was formed. Supporters of office. They opposed the further immigration of
this party called themselves "nativists" believing "cheap working foreigners." In 1854, nativists
that they, as white Protestant native-born elected nine governors and numerous members of
Americans, were superior to the incoming state legislatures and Congress. Two years later
immigrants. their presidential candidate, Millard Fillmore, won
almost 25 percent of the national vote for
In 1844, violent rioting broke out between
president. He had already served a term as
nativists and the Irish in Philadelphia. Several
president before joining the Native American
people were killed, and nativist mobs burned Irish
Party but nativists divided over the issue of
homes, stores, schools, and even churches. The
slavery, and the Native American Party eventually
army was called in to stop the riot. At their
collapsed.
national convention the following year, the
members of the Native American Party called the Anti-Irish sentiment in the U.S. was substantial
newly arrived immigrants a "swarm of aliens, who, during the 1840s and 1850s. Cartoonists
like a deluge, annually poured moral and political portrayed emigrants from Ireland as sub-human,
corruption upon us." degraded, and alcoholic. The Irish were also
characterized as incapable of assimilation, as
In 1852, a nativist secret society, later known as
threats to order and stability, and as radical.
the Order of the Star Spangled Banner, was
Protestant Americans also complained about their
formed to oppose Catholics in public office.
Catholicism.
Members of this society had to be white, native-
born, Protestant, born of Protestant parents, and
not married to a Catholic. They attacked Irish
neighbourhoods and Catholic churches in the
1850s. When they were questioned about their
activities, they frequently replied, "I know
nothing." Because of this response, other
Americans soon called them "Know-Nothings".

Source 1
(Cartoon from the cover of Harper’s Weekly, December
1876. On the left of the beam is written “South” while on
the right is “North”. The man on the right represents an
Irishman.)

(Retrieved January 2019 from:

http://websupport1.citytech.cuny.edu/faculty/pcatapano/lectures_immigration/oldimmigrants.10.html)
Source 2
(Cartoon captioned “The Mortar Of Assimilation—And
The One Element That Won’t Mix” published in Puck in
1889. The man with the flag represents/symbolises
Irish immigrants. Note the writing on the spoon says
“Equal Rights”.)
(Retrieved January 2019 from: http://www.markholan.org/archives/3605)

The Mexican Borderland

A 2,000-mile border today separates the United
States from Mexico. This borderland region
stretches from the Gulf of Mexico on the east to
the Pacific Ocean on the west. The entire area was
once part of Mexico. Following the Mexican War,
the Treaty of Guadalupe Hidalgo was signed in south of the border kept visiting their relatives
1848. Under its provisions, Mexico ceded all of who now lived north of the border and vice versa.
present-day California, Arizona, New Mexico, and A constant stream of people moved back and
parts of other states to the United States. In forth across the border with little regard for
addition, the treaty approved the 1845 annexation border or immigration regulations.
of Texas to the United States. The treaty also
Mexicans also sought out work in the borderland
recognized rights of Mexicans living within these
area. They stayed in the United States for a few
areas, including the right to keep their language,
weeks, or for a few months, or for many years.
religion, culture, and property.
Some spent major portions of their lifetimes living
Before the Treaty of Guadalupe Hidalgo, Mexicans in both Mexico and the United States. Others
travelled freely in and out of the area. After the remained in this country permanently, raised
treaty was concluded and the area became part of families, worked, and paid taxes. By being born in
the United States, this pattern of movement the United States, their children automatically
continued. Although maps showed a new became citizens.
international border, Mexican citizens residing
(Retrieved January 2019 from:
http://www.crfimmigrationed.org/index.php?view=article&catid=50%3Alessonsforteachers&id=71%3Aimmigrant-article-
1&format=pdf&option=com_content&Itemid=59)
Source 3
(A table on European immigration numbers.)
European Sources of Immigration to the U.S., 1820-1860
(% figure refers to percentage of entire immigration)
British German Irish %B+G+I
1820s 27,489 7,729 54,338
59.0%
(18.1%) (5.1%) (35.8%)
1830s 75,810 152,454 207,381
72.8%
(12.7%) (25.5%) (34.6%)
1840s 267,044 434,626 780,719
86.6%
(15.6%) (25.4%) (45.6%)
1850s 423,974 951,667 914,119
88.1%
(16.3%) (36.6%) (35.2%)
1860s 606,896 787,468 435,778
79%
(26.2%) (34.0%) (18.8%)

CHINESE IMMIGRANTS
The initial arrival of Chinese immigrants to the
United States began as a slow trickle in the
1820s, with barely 650 living in the U.S. by the
end of 1849. However, as gold rush fever
swept the country, Chinese immigrants, too,
were attracted to the notion of quick fortunes.
By 1852, over 25,000 Chinese immigrants had
arrived, and by 1880, over 300,000 Chinese
lived in the United States, most in California.
While they had dreams of finding gold, many
instead found employment building the first
transcontinental railroad. Some even travelled
as far east as the former cotton plantations of
the Old South, which they helped to farm after
the Civil War. Several thousand of these
immigrants booked their passage to the
United States using a “credit-ticket,” in which
their passage was paid in advance by
American businessmen to whom the
immigrants were then indebted for a period of
work. Most arrivals were men: Few wives or
children ever travelled to the United States. As
late as 1890, less than 5 percent of the
Chinese population in the U.S. was female.
Regardless of gender, few Chinese immigrants
intended to stay permanently in the United
States, although many were reluctantly forced
to do so, as they lacked the financial resources
to return home.
Prohibited by law since 1790 from obtaining
U.S. citizenship through naturalization,
Chinese immigrants faced harsh discrimination
and violence from American settlers in the
West. Despite hardships like the special tax
that Chinese miners had to pay to take part in
the Gold Rush, or their subsequent forced
relocation into Chinese districts, these
immigrants continued to arrive in the United
States seeking a better life for the families
they left behind. Only when the Chinese
Exclusion Act of 1882 forbade further
immigration from China for a ten-year period
did the flow stop.
The Chinese community banded together in
an effort to create social and cultural centres
in cities such as San Francisco. In a haphazard
fashion, they sought to provide services
ranging from social aid to education, places of
worship, health facilities, and more to their
fellow Chinese immigrants. But only American
Indians suffered greater discrimination and
racial violence, legally sanctioned by the
federal government, than did Chinese
immigrants at this juncture in American
history. As Chinese workers began competing
with white Americans for jobs in California
cities, the latter began a system of built-in
discrimination. In the 1870s, white Americans
formed “anti-coolie clubs” (“coolie” being a
racial slur directed towards people of any
Asian descent), through which they organized
boycotts of Chinese-produced products and
lobbied for anti-Chinese laws. Some protests
turned violent, as in 1885 in Rock Springs,
Wyoming, where tensions between white and
Chinese immigrant miners erupted in a riot,
resulting in over two dozen Chinese
immigrants being murdered and many more
injured.
Slowly, racism and discrimination became law.
The new California constitution of 1879
denied naturalized Chinese citizens the right
to vote or hold state employment.
Additionally, in 1882, the U.S. Congress passed
the Chinese Exclusion Act, which forbade
further Chinese immigration into the United
States for ten years. The ban was later
extended on multiple occasions until its repeal
in 1943. Eventually, some Chinese immigrants
returned to China. Those who remained were
stuck in the lowest-paying, most menial jobs.
Several found assistance through the creation
of benevolent associations designed to both
support Chinese communities and defend
them against political and legal discrimination;
however, the history of Chinese immigrants to
the United States remained largely one of
deprivation and hardship well into the
twentieth century.

Recommended that you watch the following short clips.

Museum of Chinese in America Shows a Little-Known History

https://www.youtube.com/watch?v=bRNos3m-z5k

Chinese immigrants and the first U.S. immigration laws

https://www.youtube.com/watch?v=ctCPcbw_Tig

Chinese Railroad Workers Memorial

https://www.youtube.com/watch?v=hoXVq2aLn4M

Source 4
(An extract from the book Beyond the Mississippi by journalist Albert D. Richardson and published in
1867.)

The cars now (1867) run nearly to the summit of the Sierras. . . . four
thousand laborers were at work—one-tenth Irish, the rest Chinese.
They were a great army laying siege to Nature in her strongest
citadel. The rugged mountains looked like stupendous ant-hills. They
swarmed with Celestials, shoveling, wheeling, carting, drilling and
blasting rocks and earth, while their dull, moony eyes stared out from
under immense basket-hats, like umbrellas. At several dining camps
we saw hundreds sitting on the ground, eating soft boiled rice with
chopsticks as fast as terrestrials could with soup-ladles. Irish laborers
received thirty dollars per month (gold) and board; Chinese, thirty-
one dollars, boarding themselves. After a little experience the latter
were quite as efficient and far less troublesome.
(Retrieved January 2019 from: https://courses.lumenlearning.com/ushistory2os2xmaster/chapter/the-impact-of-expansion-on-chinese-
immigrants-and-hispanic-citizens/)
Source 5
(Cartoon titled A Picture For Employers published in Puck circa 1878. Note underneath the left
cartoon is “ Why They can live on 40 cents a day.” while underneath the right is “and They cant.”)

(Retrieved January 2019 from: https://www.amazon.com/Historic-Print-picture-employers-cents/dp/B003HXPLHY)

The questions below are scaffolded so that you can get used to the process of writing for History.

Name _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(a) Identify and explain the message of Source 1. (3 marks)

Identify/state what is the message of the cartoon. (What is the cartoonist trying to tell the reader?)

The message of S1 is that _______________________________________________________________________________________________________

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Explain how your statement of the message is supported by the evidence from the cartoon. That is the
symbols and writing in the cartoon.

This is evident …. _______________________________________________________________________________________________________________________

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(b) Explain for what purpose Source 2 was created. (3 marks)

What was the cartoonist’s aim in drawing and having this cartoon published?

Puck’s purpose in S2 was to… _________________________________________________________________________________________________________________________________________________________________________________________________

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How did the cartoonist achieve this purpose? What evidence such as symbols, writing or caption
supports your view of the cartoonist’s purpose?

Puck portrays this message in by the use of… _________________________________________________________________________________________________________________________________

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(c) Explain the historical context of Source 3. Include the relevant events, people and ideas depicted
or represented in the Source. (3 marks)
For this question you are to note the CONTENTS of the source and then ‘tell the story’ about what
LED to what you see in the source – NOT DESCRIBE WHAT YOU SEE!!! Do not stick to what is IN the
source but the relevant events etc 5-10 years prior.

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(d) Is Source 3 a reliable source of historical detail or could it be contested by others? Explain (2 marks)

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(e) Evaluate the usefulness, in terms of strengths and weaknesses, of Source 4 regarding the use of
labour in building railways. (6 marks)
State what the strengths are regarding labour used on building the railways. Use brief quotes from
the source to support your statements.

The strength of S4 is that it… ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

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State what the weaknesses are regarding labour used on building the railways. Use brief quotes from
the source to support your statements.

S4’s weakness is that it… ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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This is a weakness because _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now tell the

real story or
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the omitted bit

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Evaluate the overall usefulness of Source 4. ____________________________________________________________________________________________________________________________________________________________________________________________

S4 is very/moderately/not very ___________________________________________________________________________________ useful regarding the use of labour

in building railways … _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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(f) Identify the author’s perspective in Source 4 regarding the Irish and Chinese labourers. (3 marks)

State the author’s point of view and use quotes from the source to support what you write. What
does the author think of these groups? Provide evidence.

Richardson’s perspective of Irish workers was that … _____________________________________________________________________________________________________________________________________

…this is
evident where
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he….
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Richardson’s view of Chinese labourers ________________________________________________________________________________________________________________________________________________________________________________

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…this is
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evident where
he….
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Why would the author have this perspective at this time in 1867?

Richardson held this view because ________________________________________________________________________________________________________________________________________________________________________________________________

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(g) Compare and contrast the messages of Source 5 left and Source 5 right. (6 marks)

State the linking theme between the two sources.

Both sources refer to _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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State the message of S5 left

The message of S5 (left) is ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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State how S2 is similar to S1 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The message of S5 (right) is similar to S5 (left) in that it also ____________________________________________________________________________________________________________

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State how and where S5 right is different to S5 left.

The message of S5 (right) is different to S5 (left) in that it __________________________________________________________________________________________________________________________

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At the end of the introduction, the following response should be written in class in 10 minutes.

Name _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Using your knowledge of the period 1840 to 1910, evaluate the importance of immigrant labour to
the economy of the USA.

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