Two Views of Immigration Restriction the Immigration Problem Again Political Cartoon

DIVISIONS

7. Native & Strange

• Collected commentary on immigration restriction, 1921-1932 PDF


PDF

• Political cartoons on immigration restriction, 1919-1924 (5) PDF
  • - Drawing analysis chart PDF


PDF

Inextricably linked in the Twenties' give-and-take of clearing, which led to the 1921 Emergency Quota Act and the 1924 Immigration Restriction Act, were the postwar issues of national identity and "Americanism," heated by the growing support for eugenics and racial purity theories. To many, native meant not only "native-born," but "white Anglo-Saxon Protestant" with deep roots in British heritage. To others, native meant "American citizen," regardless of beginnings or nation of birth. These viewpoints, of course, implied quite different concepts of foreign. Foreigners threatened the nation: too many came without an understanding of commonwealth or a desire to assimilate. Foreigners strengthened the nation: they were the perennial source of American rejuvenation and progress. The clash of opinions put along the question, How far should a nation go to preserve its native heritage? It depended on what you meant past preserve, native, and heritage. Combine these resources with those in "Reds" and "Americans" and "Ku Klux Klan" to broaden your report of postwar nativism and protectionism.

• Collected commentary. The debate over clearing restriction was a national chat, ofttimes strident and divisive, as evident in this commentary from periodicals, newspaper headlines, novels, presidential addresses, eugenicist writings, and Ku Klux Klan publications. Selections can be divided among students for inquiry and classroom discussion. What was the span of opinion during the period? How did opponents in the discussion answer each others' arguments? We recommend consulting the Harvard University timeline of U.South. immigration while studying these resource. (11 pp.)

  
  



• Political cartoons. Published between 1919 and 1924 in mainstream newspapers, these five political cartoons reflect the position held by many, merely not all, native-born Americans that immigration restriction was crucial to the nation's security and identity. How are Uncle Sam, Congress, and arriving immigrants portrayed in the cartoons? How might they take been depicted by cartoonists opposing immigration restriction? Written report the cartoons with the five other cartoon collections in this Theme DIVISIONS and complete the drawing analysis chart. (Cartoons, 6 pp.; Chart: 2 pp.)

  
  

Discussion Questions

1. Overall, how wide was the span of opinion on immigration brake in the 1920s? How would you characterize the tone of the argue?
2. How did the contend reflect other postwar bug such as national identity, "Americanism," the Carmine Scare, and the national striving for "normalcy"?
3. How does the Twenties' discussion of immigration restriction resemble and differ from the 21st-century debate in the U.S.?
4. Much of the argue pivoted on the definition of terms. From these resources, identify diverse definitions of native, foreign, preserve, heritage, and American that are unsaid by the commentators.
5. Consummate the chart below equally you study the commentary and cartoons to organize the major problems and positions on immigration restriction. Include ii or more comments for each factor, and add together 2 factors to the nautical chart. As an extra challenge, strive to include each commentator and cartoonist in the nautical chart.

   VIEWS of RESTRICTION PROPONENTS		Factor IN IMMIGRATION Brake Argue	VIEWS of Restriction OPPONENTS
   		American Anglo-Saxon Heritage of Democracy
   		America equally a Refuge for the World'southward Oppressed
   one. Edmund Gale (Los Angeles Times) 2. Langdon Mitchell	The earth has viewed America, with its melting pot theory, equally a dumping ground for undesirables. In that location has been no "melting pot." We have lost our identity and stability as a "like-minded" people.	"Melting Pot" Theory and Assimilation	Before the end of the borderland, immigrants settled throughout the nation and apace integrated with the native population. Contempo immigrants should accept been encouraged to settle beyond the nation instead of concentrating in urban enclaves.	one. Frederic Howe 2. John Milholland
   		Immigration from Asia and Primal & Eastern Europe
   		"Americanism" and National Identity
   		Clearing and Demand for Labor Supply
   		Immigrants' Contribution or Harm to America
   		Eugenics and Racial Purity Doctrines
   		[Factor]
   		[Cistron]

6. Create an editorial, dialogue, weblog entry, online video essay, etc., summarizing the clearing brake debate of the 1920s for a 21st-century audience. Select one of the statements below from these resource to introduce your piece. Remember that you may non agree with the opinion in the argument you select, but that you will utilize information technology to frame your summary of the debate.
   • - "Am I Americanizing Them—Or Are They Europeanizing Me?"

     Uncle Sam, in political cartoon past A. Westward. Steele, The Denver Mail service, Sept. thirty, 1920

   • - "For the first time in the history of this immigrant nation, it has been decided [that] . . . nosotros must become out of the immigration business entirely. . . . [I]t is plenty to brand the intelligent citizen rub his optics in astonishment and wonder what all the fuss is about. Information technology is a teapot tempest . . . "

     John E. Milholland, 1921

   • - "America must be kept American. For this purpose, it is necessary to continue a policy of restricted immigration."

     Pres. Calvin Coolidge, 1923

   • - "What is an American? The only kind of person on earth who invites all cosmos to crowd him out of firm and home."

     Charlotte Perkins Gilman, 1923

   • - "Don't you lot see that the man
     Who comes hither selects usa?
     And that is what causes
     Our worries and fuss.
     Our selection of aliens
     Should begin oversea
     And non when they enter
     This country of the complimentary."

     Terence Five. Powderly, 1923

   • - "Seek to Stem Alien Deluge." "Demand of Alien Labor Shown."

     Headlines, Los Angeles Times, Feb. x & 24, 1924

   • - "[T]he unbiased observer will meet that everywhere the process of amalgamation is proceeding rapidly, and that the dangers which are supposed to exist from a biological point of view are purely imaginary."

     Franz Boas, 1925

   • - "It'due south upwards to u.s.a., the dominant race, to watch out or these other races will have command of things."

     Tom Buchanan, grapheme in F. Scott Fitzgerald'due south novel The Corking Gatsby, 1925

   • - "Now that the gates are closed to the conflicting inundation, America tin can stabilize its national life . . ."

     Lothrop Stoddard, 1927

   • - "Nosotros foreigners are the orphans, the stepchildren of America. The quondam world is dead backside united states of america, and the new globe—nigh which we dreamed—. . . is non yet born."

     Fanya, Polish immigrant, graphic symbol in Anzia Yezierska's novel All I Could Never Be, 1932

Contemporary commentary___

7. Within the commentary, how did the positions of immigrants and immigrant officials differ from those of other commentators? (See selections by Frederic Howe, Terence Powderly, and Anzia Yezierska.)
8. What immigration policies were recommended by the three presidents in their Country of the Matrimony addresses? How did their tone differ from other voices in the fence?
9. What anti-immigration views were shared by eugenicists and Klansmen? How did their positions differ?
10. How did black leader W. Eastward. B. Du Bois explain the worldwide explosion of fear and intolerance afterward World State of war 1?
11. How did Klan leader Hiram Wesley Evans and eugenicist Lothrop Stoddard turn down the labels of bigot or racist?
12. Who were the moderate or centrist voices on both sides of the debate? Why? How effective were they, do you call up, in balancing the more farthermost positions?
13. Explain how John Milholland, who encouraged calm and reasoned debate, strategically used words like stampede, panic, and shocked in his introductory comments.
14. How were these concepts used in the clearing brake fence? For what emotive and persuasive furnishings did the commentators utilize them?
    the "American spirit"
    American homogeneity
    the American frontier
    tolerance and intolerance
    citizenship cheap labor
    "racial purity"
    the "conflicting"
    the "oppressed"
    "undesirables"
    
15. Why might Terence Powderly have expressed his position through poetry? How might his message have differed if he had presented it as an essay, short story, or political cartoon?
16. What message did Anzia Yezierska deliver to fellow immigrants through the conversation of Fanya and Henry Scott (the scholar-activist who is "all she could never be") in her novel All I Could Never Be?
17. Because the excerpts from novels by F. Scott Fitzgerald and Anzia Yezierska, how do fiction writers use their characters to express views they might or might not concur with? How do they straight the reader'south response to the views?

Political cartoons___

18. What mainstream opinion on immigration was represented in the five cartoons?
19. How were Uncle Sam, Congress, and arriving immigrants portrayed in the cartoons? How might they have been depicted past cartoonists opposing immigration restriction?
20. How does the Denver Post delineation of Uncle Sam differ from the others? Why?
21. Select i of the cartoons and pair it with a pick from the commentary that mirrors its perspective. From this exercise, what exercise you lot learn nearly how cartoons piece of work to deliver a indicate?
22. Select 1 of the prose selections in the commentary and nowadays its position as a political cartoon. What did you lot learn from this exercise?
23. Consummate the cartoon analysis chart for this Theme DIVISIONS to study the cartoonists' viewpoints and the visual devices they used to convey them.

Framing Questions

• What factors precipitated and fueled the social divisions of the 1920s?
• How did each partition reflect postwar adjustments and the "modern age"?
• What problems overlapped the multiple social divisions of the period?
• How had each result evolved past 1930 as the nation entered the Great Depression?

Printing

Collected commentary
Political cartoons
Drawing assay chart
Full
11 pp.
6 pp.
2 pp.
xix pp.

Supplemental Sites

Aspiration, Acculturation, and Bear upon: Clearing to the United States, 1789-1930 (Harvard University Libraries)

• - Timeline: Clearing to the U.S.

U.S. Immigration History Online (student projection, University of Washington-Bothell)

• - 1921 Emergency Quota Law
• - 1924 Immigration Act

Immigration Restriction and the Ku Klux Klan, in Disharmonism of Cultures in the 1910s and 1920s (Ohio State Academy & Pearson Publishing)

Resources from the Library of Congress (pre-1920)

• - Immigration (online presentation)
• - Immigration (instructional resources)

Primary sources in History Matters (George Bricklayer University and the City University of New York).

• - Non All Caucasians Are White: The Supreme Court Rejects Citizenship for Asian Indians (U.Southward. v. Bhagat Singh Thind, 1923)
• - "Shut the Door": A Senator Speaks for Immigration Restriction, 1924
• - An "Un-American Bill": A Congressman Denounces Immigration Quotas, 1924
• - "The Senate's Declaration of War": Japan Responds to Japanese Exclusion, 1924
• - Who Was Shut Out?: Immigration Quotas, 1925-1927
• - "I Was More of a Citizen," Puerto Rican garment worker describes discrimination in the 1920s
• - "Save Sacco and Vanzetti": The Defense Committee'south Plea
• - "They Are Expressionless Now," poem by John Dos Passos on the execution of Sacco and Vanzetti, 1927
• - "Nosotros Stand Defeated America": Sacco and Vanzetti in Dos Passos's U.S.A
• - "March On, O Dago Christs": Sacco and Vanzetti Memorialized (Malcolm Cowley, "For St. Bartholomew's Solar day," Nation, Baronial 22, 1928)
• - The Terminal Days Remembered: A Compatriot Recalls the Deaths of Sacco and Vanzetti in 1927 (recorded in 1954)

---

Images:
– Certificate of Identity (duplicate) of Anna May Wong, issued at the port of Seattle, Washington, August 28, 1924 (details). Courtesy of the U.South. National Athenaeum, Dept. of Justice, Clearing and Naturalization Service, ARC Identifier 5720287.
– Russian family posed on deck aboard the Orbita on arrival in New York City from Russia, photo, Sept. xvi, 1921 (item). Courtesy of the Library of Congress, Prints & Photographs Partition, George Bantham Bain Collection, LC-USZ62-42743.
– Posters promoting gratis English classes in Tompkins Branch Library (New York Public Library) in the lower east side of Manhattan, 1920. Courtesy of the New York Public Library, ID of English language card: 434261.
– Howard Chandler Christy, Victory Freedom Loan poster, 1919 (particular). Courtesy of the Library of Congress, Prints & Photographs Division, LC-USZC4-5845.
– Branford Clarke, "On the Run," analogy in Alma White, Heroes of the Fiery Cantankerous, 1928 (detail); permission request submitted to Pillar of Fire International.
– Knights of the Ku Klux Klan, The Menace of Modernistic Immigration, 1924, cover paradigm (detail). Digital image courtesy of Michigan Country Academy Libraries, Ku Klux Klan Collection.
– Headlines from the New York Times and the Los Angeles Times, 1921-1924; permission requests in procedure. Digital images courtesy of ProQuest Historical Newspapers.
– Edmund Gale, "We'll Tell the World," Los Angeles Times, April 15, 1924. Reproduced by permission of the Los Angeles Times. Digital image courtesy of ProQuest Historical Newspapers.

*PDF file - You will need software on your calculator that allows yous to read and print Portable Document Format (PDF) files, such as Adobe Acrobat Reader. If y'all do not have this software, you lot may download information technology Costless from Adobe'due south Web site.

clemonsject1940.blogspot.com

Source: http://americainclass.org/sources/becomingmodern/divisions/text7/text7.htm

Share this post