Push Pull Factors Worksheet The Gilded Ledger
Archive No. 1880-1920 // Urbanization & Immigration
NAME: ________________________________
DATE: ________________________________
Hook Activity
The Suitcase Challenge
You are leaving your home forever. You have only one small suitcase and two minutes to pack. You can only take five items . These items must fit in your hands or a small bag. What do you choose?
1
2
3
4
5
Reflect: Why did you choose these specific items? (Family connection, survival, memory?)
Push and Pull Factors
Historians use the terms "Push" (factors that force people away from their home) and "Pull" (factors that attract people to a new location) to explain immigration.
PUSH FACTORS
Religious Persecution (e.g., Pogroms against Jews in Russia)
Political Instability and Wars
Famine or Crop Failure (e.g., Irish Potato Famine)
Land Scarcity and Poverty
Add your own...
PULL FACTORS
Economic Opportunity (Industrial Jobs)
Religious and Political Freedom
Abundant Land (Homestead Act)
Family Connections (Chain Immigration)
Add your own...
The "New Immigrants" Shift
Before 1880, most immigrants came from Northern and Western Europe (Great Britain, Germany, Scandinavia). After 1880, a massive shift occurred. "New Immigrants" arrived from Southern and Eastern Europe (Italy, Poland, Russia, Greece).
Immigration Percentages (Approx)
1860
1900
North/West Europe
South/East Europe
"The arrival of the 'New Immigrants' sparked intense debate. Many Americans feared these new groups would not assimilate because their languages, religions, and customs were different."
Push Pull Intro Slides Crossing the Atlantic
The "New" Immigrant Wave (1880-1920)
The Suitcase Challenge
You have 2 minutes to pack your life into one small bag.
Only 5 items.
Must be carryable.
Forever is a long time.
Discussion: What is non-negotiable?
Why Leave?
PUSH Factors
"I MUST get away from..."
Religious Persecution
Political Turmoil / War
Famine & Poverty
Compulsory Military Service
PULL Factors
"I AM going there for..."
Industrial Jobs & Land
Religious/Political Freedom
"Gold Paved Streets"
Family (Chain Migration)
Who Were They?
Old Immigrants (Pre-1880)
Northern & Western Europe (Ireland, Germany, UK). Mostly Protestant, English-speaking, higher literacy.
New Immigrants (Post-1880)
Southern & Eastern Europe (Italy, Russia, Poland). Diverse religions (Catholic, Jewish, Orthodox), non-English speakers.
Annual Immigration Numbers
1860-1880 5 Million
1880-1910 18 Million
The Journey
"The air was so foul that it was a marvel how the human lungs could stand it. There was no ventilation and the heat was stifling."
Steerage Class
Deep in the hull of the ship.
Crowded, dark, unsanitary.
Journey took 1-2 weeks.
Push Pull Teacher Guide Teacher Resource // Lesson 1
Instructional Guide: Push and Pull
EST. TIME: 55 MIN
Lesson Objectives
Categorize migration drivers into "Push" and "Pull" factors.
Contrast the demographics and cultural backgrounds of "Old" vs. "New" immigrants.
Analyze visual data to explain the massive scale of immigration during the Gilded Age.
Key Vocabulary
Push Factor
Pull Factor
New Immigrant
Assimilation
Steerage
Instructional Sequence
10 MIN
The Suitcase Challenge (Hook)
Distribute the worksheet. Set a timer for 2 minutes. Students must list 5 items they would pack if leaving home forever. Teacher Prompt: "How many of you chose something practical (food/money)? How many chose a memory (photo/letter)? This emotional weight is what every immigrant felt."
15 MIN
Push vs. Pull Factors
Use the Push Pull Intro Slides to define the terms. Have students complete the categorization section of their worksheet. Key Point: Pull factors are often "dreams" (jobs, freedom), while push factors are "nightmares" (war, hunger).
20 MIN
The "New Immigrant" Shift
Introduce the distinction between Old (N/W Europe) and New (S/E Europe) immigrants. Focus on the chart in the slides showing the massive volume increase post-1880. Use the Immigration Data Cards for a quick sorting activity (optional extension).
10 MIN
Exit Ticket & Wrap Up
Ask students: "Identify one reason why a 'New Immigrant' from 1890 might have had a harder time fitting in than an 'Old Immigrant' from 1840." (Language, religion, urban concentration).
Facilitation Tips
Misconception Alert
Students often think immigrants *only* came to the US for money. Emphasize that religious freedom (escaping Russian pogroms) and political safety were equally powerful drivers.
Scaffolding
For ELL students, provide visual symbols (a loaf of bread for hunger, a cross for religion, a factory for jobs) to help categorize the push/pull factors.
Immigration Data Cards Immigration Data Cards
Lesson 1 Activity: Cut & Sort
#01
Irish Immigrants (1840s)
Most fled their homeland due to the Great Famine. Millions faced starvation after potato crops failed for several years.
Era: Old Type: Push
#02
Italian Immigrants (1890s)
High taxes and land shortages in Southern Italy drove young men to seek construction jobs in American cities.
Era: New Type: Push/Pull
#03
Jewish Immigrants (1880-1920)
Fleeing violent anti-Semitic "pogroms" in the Russian Empire. Many came as entire families, intending to stay forever.
Era: New Type: Push
#04
Scandinavian Farmers (1870s)
Attracted by the Homestead Act, which offered free land in the Midwest to those willing to farm it.
Era: Old Type: Pull
#05
Polish Immigrants (1900s)
Sought industrial labor in steel mills and coal mines of Pennsylvania and the Great Lakes region.
Era: New Type: Pull
#06
German Immigrants (1850s)
Many left after failed political revolutions in 1848, seeking democratic freedoms in the United States.
Era: Old Type: Push
#07
Chinese Immigrants (1850s)
Attracted by the "Gum San" (Gold Mountain) during the California Gold Rush and railroad construction jobs.
Era: West Coast Type: Pull
#08
Greek Immigrants (1910s)
Young men fleeing economic stagnation and compulsory military service in their home country.
Era: New Type: Push
#09
Chain Migration
Letters from family members already in the US describing good pay and better living conditions.
Era: Both Type: Pull
Teacher Note: Have students cut these cards out and sort them into a Venn diagram or T-chart based on Push vs. Pull factors and Old vs. New Immigrants.
Immigrant Persona Cards Identity Registry
Bureau of Immigration // Simulation Personas
OFFICIAL USE ONLY
Instruction: Cut out your assigned persona. This is who you are for today's simulation. Memorize your details—officers at the stations will quiz you on them. Any hesitation may result in detention.
MANIFEST #712
Mikhail Volkov
Origin: Russia (Moscow)
Age: 24
Occupation: Tailor
Money on hand: $25 (Required amount)
Reason for Leaving: Escaping religious persecution (Jewish Pogroms).
Condition: Healthy, but very tired. Speaks basic English.
Destination: Lower East Side, New York. To join brother.
Assigned Station: ELLIS ISLAND
MANIFEST #403
Giulia Rossi
Origin: Italy (Naples)
Age: 19
Occupation: Farm laborer
Money on hand: $12 (Below required amount)
Reason for Leaving: Poor harvests; seeking work in textile factories.
Condition: Chronic cough; eyes are red and itchy (Potential Trachoma).
Destination: Philadelphia. Traveling alone.
Assigned Station: ELLIS ISLAND
MANIFEST #992
Li Wei
Origin: China (Guangdong)
Age: 31
Occupation: Merchant (claiming)
Money on hand: $50
Reason for Leaving: Civil war; joining father in San Francisco.
Condition: Nervous. Is a "Paper Son" (bought papers to enter).
Detail to Memorize: Your "father" owns a laundry at 42nd St. There are 4 windows in your home.
Assigned Station: ANGEL ISLAND
MANIFEST #881
Tanaka Kenji
Origin: Japan (Osaka)
Age: 22
Occupation: Student / Poet
Money on hand: $30
Reason for Leaving: Seeking modern education; escape traditional family pressure.
Condition: Healthy. Detained for 3 weeks already.
Inspection Log Worksheet Inspection Log & Entry Permit
Form 104-B // Dept. of Commerce and Labor
Persona Name:
________________________________
Origin Country:
________________________________
01
Medical Inspection
Inspector's Chalk Marks:
L: Lameness
X: Mental
H: Heart
Ct: Trachoma
Describe the inspection experience. Did you pass immediately or were you marked?
02
Legal Interrogation
List three questions the inspector asked you. Were your answers consistent with your manifest?
Q1:
Q2:
Q3:
FINAL ADMITTANCE DECISION
ADMITTED
DEPORTED
DETAINED
Reflection: How did you feel standing in line? What was the most stressful part of the process?
Golden Door Simulation Slides The Golden Door?
Ellis & Angel Island
Simulation Protocols
1
You are NOT yourself.
Your Persona Card is your legal identity. Memorize every detail. Discrepancies lead to detention.
2
Follow the Officers.
Officers are authority figures. Speak only when spoken to. Keep your eyes forward.
The Stakes
Entry into the United States
Wait for Weeks/Months (Detention)
Immediate Deportation
A Tale of Two Islands
Ellis Island (NYC)
The "Island of Hope"
Europeans mostly.
98% Admittance rate.
Processing took 3-5 hours.
Focus: Medical screening.
Angel Island (SF)
The "Guardian of the Western Gate"
Asians mostly (China/Japan).
High detention rates.
Weeks, months, or years.
Focus: Interrogation to find "Paper Sons."
The "6 Second" Physical
Doctors watched immigrants climb the stairs. If you were gasping for air, limping, or looked "unfit," you were marked with chalk.
CHALK MARKS:
Ct Trachoma (Blindness contagious)
X Mental instability
Archival Footage: Ellis Island
Teacher: Embed Ellis Island footage here
Library of Congress Archives
Golden Door Teacher Guide Teacher Resource // Lesson 2
Simulation Facilitation Guide
SIMULATION: THE GOLDEN DOOR
Classroom Setup
Station A: Ellis Island
Focus on efficiency and health. Set up 2-3 desks for medical and legal checks. Use chalk or markers to denote "marks" on clothing (remind students to use tape if they don't want chalk on clothes).
Medical: Fast visual check.
Legal: 29 questions on the manifest.
Station B: Angel Island
Focus on suspicion and delay. One interrogation desk. The officer should be stern and ask repetitive, detailed questions to catch "Paper Sons" in a lie.
Interrogation: "How many windows in your house?"
Detention: A separate area where students wait.
Simulation Flow
01. PREP
Pass out Persona Cards . Give students 5 minutes to "become" their character. They must memorize their origin, money, and story.
02. ENTRY
Students line up. Act as the primary officer at the door. Use a booming voice. "Documents out! No talking in line!" Give them their Inspection Log .
03. PROCESS
Move students through medical and legal stations. For Angel Island personas, purposefully take longer. Ask trick questions about their home village or family history.
Debriefing Questions
Empathy: "How did it feel when you were marked with chalk? Did you feel like a person or a number?"
Inequality: "Compare the experience of an Ellis Island immigrant to an Angel Island immigrant. Why was one so much more hostile?"
Impact: "If you were deported today, what happens to your family back home? What happens to the money you spent on the ticket?"
History: "How did the 1882 Chinese Exclusion Act directly influence the treatment at Angel Island?"
Tip: Recruit 2-3 responsible students to act as "Inspectors" beforehand. Give them specific scripts or quotas for how many people to "detain" to ensure the simulation feels realistic and unpredictable.
Tenement Life Slides How the Other Half Lives
The Lens of Jacob Riis
NEW YORK CITY • 1890 • TENEMENT HOUSING
Cities at the Breaking Point
By 1900, New York City was the most densely populated place on Earth.
Lower East Side
334,000 people per square mile.
"The beauty of the Gilded Age was only skin deep. Beneath the gold was rot."
Urban Challenges
Overcrowding
Poor Sanitation
Fire Hazards
Child Labor
Jacob Riis
Social Reformer & Photographer
The Flash of Truth
Riis used newly invented flash powder to photograph the dark, unlit corners of tenements.
"I am a believer in the power of the picture... it tells a story more powerfully than any words."
His book, How the Other Half Lives (1890), shocked the wealthy into demanding change.
How to Read a Photograph
SEE
What do you notice? List only the facts. (Objects, people, environment)
THINK
What do you think is happening? Make an inference based on what you see.
WONDER
What does this make you wonder? What questions do you have about the people?
Into the Shadows
We will now enter the gallery. Walk silently. Observe carefully. The flashlight will reveal the hidden details of urban life.
Silence
Observation
Empathy
Reporters Notebook Worksheet Reporter's Notebook
Case Study: Urban Tenements // Jacob Riis Gallery
REPORTER: _________________________
DATE: _________________________
"I am a believer in the power of the picture." — Jacob Riis.
01
Image: "Lodgers in a Bayard St. Tenement"
I SEE (Facts)
I THINK (Inferences)
I WONDER (Questions)
02
Image: "Street Arabs" (Homeless Boys)
I SEE (Facts)
I THINK (Inferences)
I WONDER (Questions)
Editorial Conclusion
Based on your observations, what was the greatest threat to a child living in the tenements in 1890? Support your answer with specific visual evidence from the gallery.
Gallery Walk Cards Gallery Walk Station Cards
Instruction: Print and hang around the classroom. Paste the corresponding Jacob Riis photo in the box.
STATION 01
PASTE PHOTO HERE:
"Lodgers in a Bayard Street Tenement, Five Cents a Spot" (1889)
The Sleeping Spot
"In a room not thirteen feet either way slept twelve men and women, two and three in a bed. For five cents, you got a spot on the floor."
Analysis Prompts:
Count the number of people you see.
How is the room lit? What does this tell you?
Where are their belongings kept?
STATION 02
PASTE PHOTO HERE:
"Street Arabs in Night Quarters" (1888)
The Street Arabs
"The 'Street Arabs' are the homeless children of the city. They sleep over iron gratings for warmth, huddled together like animals."
Analysis Prompts:
Look at their clothes and feet. What do you notice?
Why do you think they are sleeping outside?
How does this image make you feel about the 'Gilded Age'?
Nativism Exclusion Slides Shutting the Door
The Rise of Nativism & Exclusion
What is Nativism?
NAT-I-VISM
"The policy of protecting the interests of native-born inhabitants against those of immigrants."
The Three Pillars of Fear:
Economics (Jobs/Wages)
Culture (Language/Religion)
Politics (Loyalty/Radicalism)
Case Study: The West Coast
The Context
Chinese immigrants were vital to building the Transcontinental Railroad and working in mining.
When the economy slowed down in the 1870s, white workers blamed the Chinese for taking jobs and lowering wages.
The Chinese Exclusion Act
Banned all Chinese laborers from entering for 10 years.
First law to target a specific ethnic group.
Renewed multiple times; lasted until 1943.
The Weapon of the Image
Analyzing "The Chinese Wall" Political Cartoon
Techniques of Propaganda:
1 Caricature: Exaggerating physical features to mock a group.
2 Symbols: Using flags, animals, or objects to represent ideas.
3 Labelling: Explicitly naming groups or concepts to drive a point.
"Give me your tired, your poor, your huddled masses..."
The Statue of Liberty was dedicated in 1886—just four years after the Chinese Exclusion Act.
Reflection Question:
How did the US government justify excluding one group while welcoming another group across the ocean?
Cartoon Analysis Worksheet Propaganda Analysis
Case Study: Anti-Chinese Sentiment (1870-1882)
NAME: _________________________
Source A
"The Chinese Wall" Cartoon (1882)
TEACHER: ATTACH CARTOON HERE
Depicting laborers building a wall of 'laws' against a Chinese man.
1. Identify the Symbols
What do the 'bricks' in the wall represent? (Read the labels on the bricks)
2. Character Analysis
How is the Chinese immigrant portrayed compared to the white workers? (Look at posture, expression, clothing)
Source B
The Chinese Exclusion Act (Excerpt)
"Whereas, in the opinion of the Government of the United States the coming of Chinese laborers to this country endangers the good order of certain localities... the coming of Chinese laborers to the United States be, and the same is hereby, suspended."
According to this text, WHY is the government banning Chinese laborers?
Define the word "endangers" in this context. What do they think is being endangered?
Historical Connection
How did economic competition (fighting for jobs) lead to the creation of the propaganda you see in Source A and the law in Source B?
Reformers Slides The Helping Hand
Jane Addams & The Settlement House
How do we fix the rot?
As cities grew too fast, the government could not keep up with the needs of the poor.
The Settlement House
A community center located in a poor neighborhood that provided social services like medical care, English classes, and childcare.
Social Reform
Jane Addams & Hull House
"Action is the only medium through which representative men can communicate with the masses."
Addams didn't just donate money; she lived in the neighborhood with the immigrants she served.
Services Provided:
• Kindergarten
• Night School
• Public Kitchen
• Art Gallery
The Impact
Helped immigrants assimilate.
Fought for child labor laws.
Improved city sanitation.
Addams became the first American woman to win the Nobel Peace Prize (1931).
Your Turn: The Modern Settlement
LOCATION
Identify a neighborhood in our city that needs help.
SERVICES
What 3 specific services would you offer?
AUDIENCE
Who is your target group? (Seniors, kids, immigrants?)
Unit Reflection
"How does the rapid influx of diverse populations transform the physical and social fabric of a city?"
Preparing for the Final Design Challenge
Settlement House Project Guide Community Blueprint
Final Project: Designing a Modern Settlement House
VERSION 1.0 // DESIGN DEPT.
The Challenge
Jane Addams created Hull House to solve specific problems in Chicago (tenement disease, child labor, isolation). Your task is to design a "Settlement House" for today. What are the modern "urban rot" issues, and how will your building help?
Step 1
Identify a problem.
Step 2
Design the services.
Step 3
Sketch the layout.
Part 1: The Vision
Name of Your House:
Target Community (Who do you help?):
Primary Goal (One sentence):
Part 2: The Services
List three specific services your house provides.
1
2
3
Part 3: The Blueprint (Floor Plan)
Sketch the layout of your building. Label the rooms where your services happen.
Gilded Age Exit Ticket EXIT TICKET
The Gilded Age Audit
Final Unit Reflection // Urbanization & Immigration
1. Revisit the Essential Question: How does a rapid influx of diverse people transform the "physical and social fabric" of a city?
Physical change (How the city looks/is built):
Social change (How people interact/laws are made):
2. Connecting the Lessons: Which was a more powerful force in the Gilded Age—the suspicion of Nativism or the empathy of the Reformers? Defend your choice with one piece of evidence.
3. Empathy Reflection: Which person from this unit (real or simulated) will stay in your memory the longest? Why?
Student Signature: _______________________ Archive Unit 1880-1920
