Chapter 19 Reading Guide: Immigration, Urbanization, and Everyday Life, 1860-1900

Concept Outline

I. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded, inspiring some reformers to attempt to address these inequities.

  • Increased migrations from Asia and from southern and eastern Europe, as well as African American migrations within and out of the South, accompanied the mass movement of people into the nation’s cities and the rural and boomtown areas of the West.
  • Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated.
  • Immigrants sought both to “Americanize” and to maintain their unique identities; along with others, such as some African Americans and women, they were able to take advantage of new career opportunities even in the face of widespread social prejudices.
  • In a urban atmosphere where the access to power was unequally distributed, political machines provided social services in exchange for political support, settlement houses helped immigrants adapt to the new language and customs, and women’s clubs and self-help groups targeted intellectual development and social and political reform..

Please complete the guided reading notes below OR complete your own notes/outline of the chapter. You may use either on reading quizzes.

Push & Pull Factors for Migration/Immigration (pp. 577-80) – identify and describe at least 4 major points

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Challenges for Immigrants (pp. 580-82) –identify and describe at least 4 major challenges for immigrants

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Middle Class Society and Culture (pp. 583-86) – briefly describe each term with examples as appropriate

Victorian code:

cult of domesticity:

departmentstores:

changes in higher education:

Working Class Politics & Reform (pp. 586-591) – briefly describe each term/concept

“Machine” politics:

Tammany Hall:

William Marcy Tweed:

YMCA/YWCA:

Salvation Army:

New York Charity Organization Society (COS):

Moral purity campaign:

Social Gospel:

Settlement house movement (Hull House/Jane Addams):

Working-Class Leisure (“low brow”) (pp. 591-96) – identify and describe at least 4 popular pastimes

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Literature, Arts, and Education (“high brow”) (pp. 596-605) – briefly describe each term

“genteel tradition”:

realism/naturalism (Crane, Twain, Dreiser):

modernism (Wright, Homer, Eakins):

the “new woman” (Willard, Gilman, Chopin):

education reform (Harris, Rice, parochial schools):