WELCOME TO UNIT 6 SEMINAR!Amy Randolph-Chernis

BEFORE WE GET STARTED…TIPS & ADVICE

Unit 7 Project:

Essay format and APA format are a must in this class!

a standard essay with intro & thesis, body which goes on to showcase and discuss your thesis statement and a conclusion that restates the thesis.

A BIT RUSTY? NO WORRIES! YOU HAVE A LIVE TUTOR

Live tutoring sessions staffed by Kaplan University composition professors look forward to meeting you and answering your writing questions.

While live tutors do not read entire projects during these sessions (most are limited to approximately 20 minutes), they are happy to discuss various aspects of your work, APA formatting, grammar and mechanics, and writing in general.

Sunday:5:00 PM to 9:00 PM ET

Monday:5:00 PM to 11:00 PM ET

Tuesday: 10:00 AM to noon ET &5:00 PM to 11:00 PM ET

Wednesday: 7:00 PM to 11:00 PM ET

RESEARCH DO NOT USE WIKIPEDIA, ABOUT.COM …good rule of

thumb use no .com site without my prior approval…

why?

All work that refers to research, the text, a web page etc. must be indicated with an in text citation and all sources must be listed in the work cited page.

Please see the Kaplan Writing Center and well as Doc. Sharing under the Course Home Page for some great links and info.

NOW ON WITH THE SHOW…

In order to fully understand the lives of American women, we need to see all aspects of their lives,

not just their gender.

With immigrant women, we can see the impact of old cultural values, religion, language, and

different gender expectations in addition to the new challenges they faced as women in American

society.

WHY DID WOMEN IMMIGRATE THE USIN THE LATE NINETEENTH CENTURY?

In 1885, Emma Goldman escaped an overbearing father and an arranged marriage in Russia to begin life in the

United States.

Japanese women responded to a call for brides in the United States by sending letters and pictures of themselves to Japanese American bachelors.

***Americans had a dim view of this practice as a form of prostitution.***

Rachel Kahn emigrated from the Ukraine to North Dakota in order to marry a Russian immigrant farmer

with whom she had exchanged pictures.

An illegitimate Lithuanian child was sent to the United States to live with relatives when her father refused to

marry her mother.

THEE IMMIGRANT’S JOURNEY

A ticket to cross the Atlantic Ocean by boat cost the modern equivalent of $400!

It took ten days to cross the Atlantic, and twenty days to cross the Pacific.

Passengers in steerage class spent much of this time below deck.

After 1892 most transatlantic immigrants passed through Ellis Island in New York City, though a few were sent back as unfit.

At Angel Island, San Francisco, opened in 1910, Asian women were often detained. Many were considered immoral and had to answer a long list of questions about themselves and their prospective husbands.

Young European women in transit were regarded as sexually vulnerable to white slavers rather than immoral in their intentions.

SHERMAN, AUGUSTUS FRANCIS , 1865-1925-SLOVAK WOMAN AND CHILDREN.

RECEPTION OF THE IMMIGRANTS

Newcomers from southern and eastern Europe seemed markedly different from earlier generations of immigrants.

Jews who arrived after 1880 represented the largest group of non-Christians to settle in the United States.

Catholics did not share the practical and scientific ways of the American Protestants; their loyalty to a foreign Pope also made them objects of suspicion.

Susan B. Anthony wondered how Italians could claim the same wage as “intelligent white men.”

The new immigrant women had such large families that Theodore Roosevelt accused educated American women of risking “race

suicide” by having smaller families.

IMMIGRANT DAUGHTERS Many immigrant fathers responded to poverty by sending daughters

into the workplace, in order to keep wives and mothers at home.

Italians did not wish to send their daughters into domestic employment alone but chose fruit picking and other wage work in which the daughters stayed with the families.

The garment industry drew in Russian, Jewish, Japanese, and Italian women who worked in their homes or in garment factories.

Working immigrant girls usually lived at home and had to give wages to their mothers for household expenses.

Daughters wanted to spend some of their income on themselves.

Daughters resented the dominance of fathers as limiting their New World freedom.

Daughters wanted to dress as other young American women dressed, while parents wanted them to follow the Old World

styles of respectability.

In the Home Using wood and coal left housekeepers constantly battling

ashes and soot in cramped homes.

Immigrant mothers tended to preserve and teach Old World ways to their children.

A tension developed between women who perpetuated old ways that did not seem to fit the New World, and family members who adopted new ways automatically.

These women created the roots of New World ethnic identity, though families often dismissed these roots as old fashioned and quaint.

Neighborhood institutions for each ethnic group developed out of the efforts of the older generation to perpetuate their heritage.

Women accomplished similar goals in ethnic communities all over the United States.

They became activists when needed, as when Jewish women demonstrated against the rising cost of meat in New York City’s

kosher markets.