Warm Ups and Short Answer Responses

1. Warm Ups andShort Answer Responses UNIT 2C Urbanization & Immigration

2. Name:__________________________ Directions:Score each activity below using the “Social Studies Rubric” and the four point scale. Write your score on the line provided. If you do not have an activity for a day you had an excused absence, write the letter “A” on the line provided, otherwise write a “0”. Then add up your scores. Total Points (TP) ____ Actual Total (AT) ____ Notes: • Total Points (TP) is the sum of your warm up scores. To determine your TP, add up the scores for all of your warm ups/written activities. • Actual Total (AT) is the number of warm ups multiplied by four (a perfect score). To determine your AT, count the number of warm ups you were present for and multiply this number by four (the true actual total – perfect attendance). TOTAL SCORE _____/10

3. Name: Directions:Score each activity below using the “Social Studies Rubric” and the four point scale. Write your score on the line provided. If you do not have an activity for a day you had an excused absence, write the letter “A” on the line provided, otherwise write a “0”. Then add up your scores.

4. Total Points (TP) Actual Total (AT) . Notes: • Total Points (TP) is the sum of your warm up scores. To determine your TP, add up the scores for all of your warm ups/written activities. • Actual Total (AT) is the number of warm ups multiplied by four (a perfect score). To determine your AT, count the number of warm ups you were present for and multiply this number by four (the true actual total – perfect attendance). TOTAL SCORE _____/10

5. SA: Westward Expansion Look at the graph below. • Identify the ten year period in which the population of the West grew the most, and identify the (approximate) increase in the population during this period. • Explain other reasons for the drastic increase in the population of the West from 1860 to 1900. • Include relevant details and examples from the graph and your knowledge of history. 1860 1870 1880 1890 1900

6. SA: The Buffalo Read the passage below. • Describe the result of the process depicted [shown] in this quotation. • Identify other policies that caused changes in the life of the Plains Indians. • Explain how your view of U.S. policy toward Native Americans and/or of Native American stereotypes has changed. • Explain why it is important (or not) to study ALL sides of history in school (i.e., the truth about the Sand Creek massacre and the Panama invasion of 1989). • Be sure to include historical examples and details in your response.

7. SA: Populism After its startling success in the late 1880s and early 1890s, the Populist Party quickly faded into oblivion after 1896. • Describe the origins of the Populist Party, and the party’s platform. • Explain the reasons why the Populist Party experienced such broad success during the late 1880s and early 1890s. • Explain the reasons why the Populist Party “faded into oblivion.” • Be sure to include details.

8. SA: Spoils System Andrew Jackson asserted as justification for making the spoils system an official government practice, “To the victor should go the spoils.” It is evident that elected officials both before and after Jackson have agreed with his assertion. • Describe how the spoils system worked. • Identify the problems the spoils system created. • Explain the purpose of the Pendleton Civil Service Act and how it addressed the problems of the spoils system. • Be sure to include historical details and examples in your response. SCORE_____

9. SA: U.S. Immigration Statistics Study the table below. • Between 1941-1950, identify which continent provided the largest number of immigrants to the U.S. • Identify where this continent ranked in each of the following decades. • Between 1981-1995, identify which continent provided the largest number of immigrants to the U.S., and which continent provided the smallest number. • Explain what immigration trends (patterns) can be identified from the data presented in the table. SCORE_____

10. Ellis IslandDiscussion Questions • How were the “push” and “pull” factors of “new immigration” to the U.S. similar to those that lead to westward expansion. • How was the journey of many “new immigrants” similar and/or different to that of “old immigrants”? • What was the purpose(s) of Ellis Island? • What was the importance of the new passenger laws and their impact on shipping companies?

11. DBQ: U.S. Immigration Policy This activity is based on the accompanying documents (1-8). The questions are designed to test your ability to work with historical documents and your knowledge of history. As you analyze the documents, take into account the source of each document and the viewpoint that may be presented in the document. You may want to create a table to record your responses to the individual questions (see below).

12. Which of the following groups was the first target of congressional legislation restricting immigration? • Northern and Western Europeans • Africans • Southern and Eastern Europeans • Central and South Americans • Asians

13. DBQ: U.S. Immigration Policy – Doc 1 As a class, they [Chinese laborers] are quiet, peaceable, patient, industrious, and economical. More prudent and economical [than white laborers], they are content with less wages. We find them organized for mutual aid and assistance. Without them, it would be impossible to complete the western portion of this great national enterprise [transcontinental railroad] within the time required by the Act of Congress. - Leland Stanford, President of the Central Pacific Railroad, 1865 • Explain why Leland Stanford believed Chinese laborers were important to the completion of the transcontinental railroad.

14. DBQ: U.S. Immigration Policy – Doc 2 Source: The Granger Collection (adapted) • Explain what the cartoon demonstrates about United States immigration policy in 1880.

15. DBQ: U.S. Immigration Policy – Doc 3 . . . one of those agents from the big bosses in America came to Bugiarno to get men for some iron mines in Missouri. The company paid for the tickets, but the men had to work for about a year to pay them back, and they had to work another year before they could send for their wives and families. So this time, when that agent came, Santino and some of his friends joined the gang and went off to America. -Rosa Cristoforo, an Italian immigrant, 1884 • According to this passage, identify why the agents encouraged Italians to emigrate to America. • Describe how the agents encouraged Italians to go to America.

16. DBQ: U.S. Immigration Policy – Doc 4 May 6,1882. CHAP. 126.‑An act to execute certain treaty stipulations relating to Chinese. 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 within the territory thereof: Therefore, Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That from and after the expiration of ninety days next after the passage of this act, and until the expiration of ten years next after the passage of this act, the coming of Chinese laborers to the United States be, and the same is hereby, suspended; and during such suspension it shall not be lawful for any Chinese laborer to come, or, having so come after the expiration of said ninety days, to remain within the United States. -The Chinese Exclusion Act • According to this passage, describe how the Chinese Exclusion Act affected the immigra­tion of Chinese people to the United States. • According to this passage, describe the reason the United States government gave for passing this law.

17. DBQ: U.S. Immigration Policy – Doc 5 • According to this chart, describe the effect quota laws had on immigration to the United States.

18. Immigrants from Europe, 1870-1920

19. DBQ: U.S. Immigration Policy – Doc 6 We were tried during a time that has now passed into history. I mean by that, a time when there was . . . resentment and hate against the people of our principles, against the foreigner, against slackers, and it seems to me – rather, I am positive, that both you and Mr. Katzmann [have] done all . . . [that was] in your power in order to work out, in order to agitate, still more the passion of the juror, the prejudice of the juror, against us. . . . But my conviction is that I have suffered for things that I am guilty of. I am suffering because I am a radical and indeed I am a radical; I have suffered because I was an Italian and indeed I am an Italian; I have suffered more for my family and for my love beloved wife more than for myself. -Bartolomeo Vanzetti, to Judge Thayer upon being sentenced to death,Sacco‑Vanzetti case, April 9, 1927 • State two reasons the speaker in this passage believed he was brought to trial.

20. DBQ: U.S. Immigration Policy – Doc 7 This bill says simply that from this day forth those wishing to immigrate to America shall be admitted on the basis of their skills and their close relationship to those already here. This is a simple test, and it is a fair test. Those who can contribute most to this country, to its growth, to its strength, to its spirit – will be the first that are admitted to this land. The fairness of this standard is so self‑evident that we may well wonder that it has not always been applied. Yet the fact is that for over four decades the immigration policy of the United States has been twisted and has been distorted by the harsh injustice of the national origins quota system. Under that system the ability of new immigrants to come to America depended upon the country of their birth. . . . Families were kept apart because a husband or a wife or a child had been born in the wrong place. Men of needed skill and talent were denied entrance because they came from southern or eastern Europe or from one of the developing continents. . . . -President Lyndon B. Johnson, remarks at the signing of the Immigration Act of 1965 • According to this passage, explain what the basis was for admitting immigrants to the United States in the forty years before 1965.

21. U.S. Immigration Statistics, 1941-1995

22. DBQ: U.S. Immigration Policy – Doc 8 • Explain the governmental policy toward immigration illustrated by each of the drawings. • Discuss a reason for the change in policy shown by the drawings.

23. DBQ/Closure: U.S. Immigration Policy United States immigration policy has changed over time to reflect the needs and attitudes of American society. • Discuss immigration policies or actions taken by the U.S. government that affected the immigration of people to the U.S. • Show how these policies or actions reflected the needs and attitudes of American society at that time. • Be certain to use information from the documents and your knowledge of United States history in your response. SCORE_____

24. “They would close to the new-comer the bridge that carried them and their fathers over.”

25. This is a Senate of the MONOPOLISTS by the MONOPOLISTS and for the MONOPOLISTS! PEOPLE’S ENTRANCE CLOSED THE BOSSES OF THE SENATE.

26. SA: Boss Tweed “When the notorious political boss William Marcy Tweed was accused of having a corrupt hold on political elections in New York, he snarled, “As long as I count the votes, what are you going to do about it?” Thomas Nast, a reformer and talented cartoonist, decided what he would do about it. He sat at his drawing table and took pen in hand.” • Define political machine. • Identify who benefited most from Boss Tweed’s control of New York City. • Describe how Boss Tweed is portrayed in the Thomas Nast cartoon above and explain the symbolism. • Include historical details and examples in your response. SCORE_____

27. SA: “The Battle with the Slum” Read the statement below. • Identify who you think (group or person) is responsible for the above statement. • Explain the meaning of the statement in relation to urbanization during the Gilded Age. • Be certain to include relevant historical details and examples in your response. SCORE_____

28. SA: New 20th Century Entertainment • Identify the new forms of entertainment and recreation Americans were enjoying at the turn of the 20th century. • Describe the role of compulsory education in creating a larger market for newspapers and magazines. • Explain how the growth of cities led to the new kinds of performances and recreation you identified above. • Be certain to include relevant historical details and examples to support your response. Many factors at the turn of the 20th century “[fueled] a whole new commercial recreation industry designed to supply inexpensive entertainment for all Americans.” SCORE_____