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journal article Overseas Passenger Fares and Emigration from Germany in the Mid-Nineteenth CenturySocial Science History Vol. 41, No. 3 (Fall 2017) , pp. 393-413 (21 pages) Published By: Cambridge University Press https://www.jstor.org/stable/90017919 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Purchase article $34.00 - Download now and later Abstract Mid-nineteenth-century German immigrants who settled in the United States and other faraway destinations faced the formidable hurdle of crossing an ocean and coming up with the resources to pay for it. Using new data from German emigrant newspapers we provide more concrete information on the fares to various international ports, and how they varied seasonally and by method of transport (sail or steam). We do not observe fares declining in the late 1840s and 1850s. Unskilled German workers could not easily afford such a voyage, providing perspective on why German immigration to the United States was positively self-selected. Journal Information Social Science History seeks to advance the study of the past by publishing research that appeals to the journal's interdisciplinary readership of historians, sociologists, economists, political scientists, anthropologists, and geographers. The journal invites articles that blend empirical research with theoretical work, undertake comparisons across time and space, or contribute to the development of quantitative and qualitative methods of analysis. Social Science History is the official journal of the Social Science History Association. Publisher Information Cambridge University Press (www.cambridge.org) is the publishing division of the University of Cambridge, one of the world’s leading research institutions and winner of 81 Nobel Prizes. Cambridge University Press is committed by its charter to disseminate knowledge as widely as possible across the globe. It publishes over 2,500 books a year for distribution in more than 200 countries. Cambridge Journals publishes over 250 peer-reviewed academic journals across a wide range of subject areas, in print and online. Many of these journals are the leading academic publications in their fields and together they form one of the most valuable and comprehensive bodies of research available today. For more information, visit http://journals.cambridge.org. Rights & Usage This item is part of a JSTOR Collection.  Grade Level: High School: Ninth Grade through Twelfth GradeSubject: Literacy and Language Arts,Social StudiesLesson Duration:30 MinutesState Standards:Intermediate:Standard 1: 1A Standard 2: 1A, 1E Standard 3: 1A, 1B, 1C, 1D Standard 5: 1A, 1C, 1DThinking Skills:Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views. Essential QuestionWhy would someone want to leave their friends, family, and familiar neighborhood to move to a new country? What incentives draw people to move to a new home? ObjectiveThere are many reasons why people are pushed permanently out of an area where they live. Other opportunities, often related to economic in nature, draw people to immigrate to a new country. Students will work in teams and discuss why people may have migrated to a new home in the past, and compare it to immigration of today. BackgroundPush and Pull Factors: Why people came to America. In the mid-1800’s, a large number of immigrants crossed the Atlantic Ocean to begin a new life in America from Europe. More than 3 million of these immigrants arrived from Ireland and Germany. Many of them were fleeing economic or political troubles in their native countries. Most immigrants arriving between the years of 1840 and 1860 were Irish. At that time, a disease called potato blight caused potatoes to rot. Consequently, many families in Ireland were left with little to no food. More than a million Irish died of starvation and disease. Those that had some money in savings often fled to the United States. Most Irish immigrants were poor. Cities in Massachusetts, New Jersey, and Pennsylvania received the majority of these immigrants. The Irish generally lacked job skills outside of agriculture; which resulted in them being hired as laborers to build canals and railroads. Irish women often worked as domestic servants for wealthy families; laboring 16 or more hours per day. In 1849, a Boston health committee reported that low wages forced most Irish immigrants to live in poor undesired housing. Still, many immigrants enjoyed their new feeling of equality. The Irish weren't the only migrants coming to the United States at this time. Many Germans were also arriving. In 1848, some Germans had staged a revolution against harsh rule. Educated Germans fled to the United States to escape persecution from their political activities. Most German immigrants came for economic reasons. The United States seemed to offer greater economic opportunity and freedom from government regulation. While most Irish immigrants were Catholics, German immigrant groups included Catholics, Jews, and Protestants. German immigrants were more likely to become farmers and live in rural areas. A majority of Germans moved to Midwestern states where land was available. Unlike the Irish, a high percentage of German immigrants arrived to the United States with money for investment in industry. During this time period, technology was developing rapidly. The Industrial Revolution had begun. Larger faster steamships brought people to America by the thousands. Railroads grew and expanded. People could travel quickly and efficiently. Factories were built to produce many new products only recently invented. With the rise of American industry, growth of the railroad system created thousands of jobs both in factories and in the construction trade. PreparationMaterials: MaterialsDownload Push and Pull Factors (Pre-Visit Activity) Lesson Hook/PreviewObjectives: ProcedureWhat economic opportunities shaped 19th-century America? Ask students if they have ever lived somewhere else. Determine if they remember moving, and if so, how they felt during and after their move to that new home (excited, sad, afraid, happy, bored). Have students share the reason (if they know, or want to share) why their family moved to their current home. Poll students and record the results. How many have lived in more than one place? How many have lived in a different city, state, or country? Ask students to think about a place they might like to move to when they are older. Have students brainstorm a list of reasons why they think they would like to move there. Then discuss why they chose that location. What would be the downside of moving? Create a T-chart on the board and have them record the pros and cons of moving to a new location. Mini-lesson: (5 minutes) For immigrants, some factors pushed them from their country, while other factors pulled them towards America. Often when discussing immigration, you will find there are many reasons for immigration to happen. There are always "push" factors that encourage and motivate people to leave the place they live. This maybe a place where their family has lived for centuries. At the same time, "pull" factors draw people to leave everything they have ever known in search of something better. That was certainly the case when thinking about the mass migration of people from Germany & Ireland in the mid 1800’s. Task: (25 minutes) Students will read about the causes of immigration during the late 19th century, and compare it to immigration stories today. They will work with a partner and identify the similarities and differences. Have them explain the reasons that support their answers. Students will identify Push & Pull factors of immigration by creating a T-chart and filling it out accordingly. Teachers will have students write their answers on the board. VocabularyNone. Assessment MaterialsHave the students write two paragraphs comparing and contrasting the reasons for Irish and German immigration in the mid 19th century. Contact InformationEmail us about this lesson plan What did German immigrants bring to America?Germans introduced physical education and vocational education into the public schools, and were responsible for the inclusion of gymnasiums in school buildings. More important, they were leaders in the call for universal education, a notion not common in the U.S. at the time.
What did the German immigrants do in America?The German immigrants took jobs as skilled laborers that included jewelry makers, musical instrument manufacturers, cabinetmakers, and tailors. They also worked in groceries, bakeries, and restaurants. Germans also introduced breweries into the area.
Why did Germans immigrate to America in the 19th century?In the decade from 1845 to 1855, more than a million Germans fled to the United States to escape economic hardship. They also sought to escape the political unrest caused by riots, rebellion and eventually a revolution in 1848.
What foods did German immigrants bring to America?Germany's meat-and-potatoes cuisine brought us hearty classics like hamburgers, potato salad, and bratwurst. n cumulative numbers, Germans form the largest immigrant group to the United States. Their arrival peaked in the latter half of the 19th century; 17 percent of modern American citizens have some German ancestry.
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19th-century german immigrants to the united states brought with them which of the following?
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