NAME______PERIOD______
WESTWARD EXPANSION & IMMIGRATION VOCABULARY
1.)SODBUSTER: Someone that builds their home out of sod (grass/mud mixture) because there were few trees on the Great Plains.
2.) HOMESTEAD ACT: Passed in 1862, the U.S. government gave 160 acres of land to anyone who farmed the land for 5 years.
3.) RESERVATION: Land set aside by the U.S. government where American Indians were forced to live
4.) GHETTO: ethnic neighborhood during the late 1800’s early 1900’s
5.) URBANIZATION: movement of people from the country to the big cities
6.) PROPAGANDA: The use of false or one-sided information to make people believe something or think a certain way
7.) QUOTA SYSTEM: limit on immigration that allowed only a certain number of people from a particular county to immigrate to the U.S.
8.) ASSIMILATION: An immigrant fitting into the existing American culture
9.) NATIVISM: Americans born in the U.S. had more of a right to be here than the immigrants coming into the U.S.
10.) POLITICAL MACHINE: Powerful organizations that influenced city and county politics
FOR MAP ON NEXT PAGE:
· Label Mississippi River and trace it in blue
· Label the Appalachian Mts., Rocky Mts., Sierra Nevada Mts. and shade over them in brown
· Label the Great Lakes and color them blue
· Label the Great Plains in RED
WESTWARD EXPANSION:
The U.S. government wanted to satisfy their idea of ______, or that they had the God-given right to expand. However, many Americans were afraid to go out west. They were afraid of the ______out west and the horrifying tales they had heard about them.
Therefore the U.S. government had to find a way to lure people out west. Congress passed the ______, which gave 160 acres of land to any citizen that agreed to farm the land for 5 years. This made a lot of people really want to go west, but they were still afraid. The government decided to take some measures to make it safer for people to travel out west.
1) They decided to move the Native American Indians onto ______. On these, the Indians were forced to cut their hair, give up their ______lifestyle and live in houses, convert to ______, learn English, go to white man’s schools, and learn to farm.
2) President Lincoln signed the Pacific Railway Act which paid two railroad companies to build the ______.
The companies were the Central Pacific which began in Sacramento, CA and the Union Pacific which began in Omaha, NE. They were each given $48,000 and 6,400 acres of land per mile of track built.
The people that went out west were called ______or settlers or homesteaders. Many of them settled the area of the U.S. known as the ______. This area lies between the Mississippi River and the Rocky Mountains. Here, there were few trees. People were forced to make their homes out of ______or a grass/mud mixture. These people were called ______.
Some of the technologies used on the Great Plains were: barbed wire, wind mills, and grain elevators. Why were these needed on the Great Plains?
What does the government want from the west?
What are three things the government could do to get people to go west?
What did the buffalo mean to the Native Americans?
Document 1:
http://img239.imageshack.us/img239/6347/tomtorlinomn1.jpg
1.) List the differences between the two pictures.
2.) What is the reason for these differences?
FOR EACH OF THE PICTURES BELOW, PLEASE EXPLAIN HOW THEY LED TO
DE-INDIANIZATION.
Present-day Native American Struggles:
Document 2a:
Under the Treaty with the Cheyenne and Arapaho; October 14, 1865
[These] lands shall be selected under the direction of the Secretary of the Interior within the limits of country hereby set apart as a reservation for the Indians parties to this treaty, and shall be free from assessment and taxation so long as they remain inalienable.
Document 2b:
Native Americans Call for Unity and Dialogue at Weekend Conference
Cornell Chronicle Vol. 28, Number 3, September 5, 1996
By Jill Goetz
For the more than 130 men, women and children from the Six Nations of the Iroquois Confederacy and some other nations who attended the "Indian Economic Futures" conference at Cornell last weekend, no clear answers were provided and no detailed strategies outlined for fighting what they believe is the most serious threat to their sovereignty in over 100 years: states' attempts to tax them.
Native Americans' tax-exempt status, as outlined in the U.S. Constitution, has been a growing thorn in the side of many state legislators and non-Native business owners especially over the past 15 years, as tax-exempt bingo halls, gas stations and smoke shops have taken root in the territories of the Six Nations (Seneca, Cayuga, Oneida, Onondaga, Mohawk and Tuscarora).
New York State, in particular, has attempted to collect taxes from Native businesses. In 1994, a state judge gave New York 120 days to begin collecting these taxes and said there will be military consequences if the targeted Native communities don't comply.
"I think what is happening right now is the gravest economic threat we have faced since the loss of our lands," said Robert Porter, director of the Tribal Law and Government Center at the University of Kansas.
"Right now, New York State is attacking us with their taxation, with their destruction of a fragile economy that we're just beginning to rebuild," said Kakwirakeron, a member of the First Nations Dialogue Team. "But if we can't get them to cease and desist peacefully, we will have failed. The warriors are only the last resort; only when everything else has failed must men take their responsibility and do whatever is necessary for a just resolution.
"The bridge to our future is economic development . . . and if [states] come after us with brute force, we will not back down; we will fight back."
1.) What did the original agreement between Native Americans and the US government say about taxes?
2.) In the article, what are the Native Americans trying to stop?
3.) What force does the government threaten they will use if the Natives refuse to pay?
IMMIGRATION
OLD IMMIGRANTS:
TIME PERIOD: ______
CAME FROM: ______
IRISH CAME DUE TO: ______
SETTLED ON: ______
IRISH FACED ______DISCRIMINATION
NEW IMMIGRANTS:
TIME PERIOD: ______
CAME FROM: ______
CAME FOR: ______and ______
SETTLED IN: ______
FACED DISCRIMINATION WITH THE: ______
DOCUMENT 3:
What is the message of this cartoon?
http://www.picturehistory.com/images/products/1/9/8/prod_19837.jpg
Take a Tour of Ellis Island
Go to: http://teacher.scholastic.com/activities/immigration/tour/stop1.htm
Read the short paragraph at each stop. Click on the photos, videos, and audio clips at each stop. Click on any underlined words in the readings. Answer the questions for each stop.
Stop 1: Lawrence Meinwald, from Poland, arrived in 1920 at age 6
1.) The first immigrant to arrive at Ellis Island was from what country?
2.) What year did Ellis Island open?
3.) Describe the narrator’s version of steerage.
4.) What did the narrator and his father take from the garbage on the upper deck? Why?
5.) The narrator starts crying when he talks about seeing what for the first time?
6.) Why were onboard exams for first and second class shorter than those on Ellis Island?
Stop 2: Manny Steen, Ireland, Arrived in 1925 at age 19
1.) Why did immigrants need to climb the stairs to the Great Hall?
2.) How long was Ellis Island in operation?
3.) How many babies were born on the island in this time?
4.) What was the boat like that the immigrants arrived on?
5.) What did the narrator say you don’t realize at this point?
6.) What were the three things written on your “tag” when you first arrived?
7.) How did the narrator describe Ellis Island upon his arrival?
Stop 3: Lawrence Meinwald, from Poland, arrived in 1920 at age 6
1.) Describe the “six second medical exam.” What happened in it?
2.) What happened if a person had a chalk mark on them? What happened if they didn’t?
3.) What does K mean on the medical chart? How many different markings were there?
4.) What happened to the narrator’s father?
5.) In what two languages was the family told the father was getting a physical exam?
Stop 4:Rachel Chenitz, from Palestine, arrived in 1922 at age 10
1.) What was the main purpose of the medical examinations?
2.) What happened if the disease was curable? What happened if it was not?
3.) What did the 15 medical buildings of Ellis Island include?
4.) Why did the doctors giving exams almost send the narrator’s mother back?
Stop 5:Paul Laric, from Yugoslavia, arrived in 1940 at age 14
1.) How many people could the dining hall at Ellis Island hold maximum?
2.) What was the menu they had to choose from? Who received extra crackers and milk?
3.) How long did the narrator’s family set up their “headquarters” for?
4.) What type of atmosphere did the narrator say Ellis Island had?
Stop 6: Lucy Attarien, Armenian, born in Turkey, Arrived at Age 5
1.) What three things did immigrants have to prove in order to legally come to America?
2.) As of 1917, immigrants had to pass a literacy test. What did the test cards have on them? In what language? If failed, what could it mean for the immigrant?
Stop 7: Manny Steen, Ireland, Arrived in 1925 at Age 19
1.) How much money was each immigrant required to have to enter America?
2.) What was in the box lunch an immigrant could buy from a concession stand for their journey? How much did it cost? How much would it cost today?
3.) How much did it cost to ‘borrow’ $20 dollars?
Stop 8: Estelle Belford, Romania, Arrived at Age 5
1.) Why was the exit from Ellis Island referred to as the “kissing post”?
2.) What did her father say to her mother at the end of her story?
PROPAGANDA-PULL FACTORS
Who might have used propaganda to encourage people living in Europe to come to the U.S? Why?
Some of the things told to the immigrants:
Document 4:
“Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost, to me,
I lift my lamp beside the golden door!”
--Emma Lazarus (found in the base of the statue of liberty)
wretched-horrible, refuse-not wanted, teeming-swarming, tempest-tost-stormy
1) According to this poem, who is being invited to the golden door?
2) What is the golden door?
3) What is the message of this poem?
Document 5:
Stories and Photographs by LYDIA LUM, copyright 1998
At age 16, Lester Tom Lee immigrated in 1935 by himself to the United States. He was detained at least 2 months at Angel Island. He joined his father in San Francisco and eventually moved to Houston, where he worked as a grocer, a wholesale meat vendor and in real estate. Now 79, Lee is retired.
* * *
"We ate vegetables twice a day and some very rough rice, very hard to swallow. I was a growing boy and hungry."
"There were birds outside the wire fence. My hands were small enough I could grab their necks and kill them. We used rice to attract the birds to us. We cleaned the birds in a toilet. Another boy had gotten some matches, somehow. Someone else had a knife. We gathered branches and we got newspaper and rolled it like wood to make a fire. We barbecued birds that way, when the guards weren't around. It was the only tasty thing we could get."
"The main reason I was detained so long was that my father and I gave the inspectors different dates about when I departed China. The Chinese lunar calendar is about a month off from the American calendar! Ay! So my father hired a lawyer to get me out. Sometimes I cried because I missed my family and my friends."
"Two men killed themselves, hung themselves. I went to the bathroom one morning and they were there. Maybe it was with a bedsheet. I screamed. I ran back to the barrack. They were probably about to be deported. I think one was about 30 years old, the other one 40."
"Sometimes I wondered why we all came over here for that kind of treatment. Sometimes I just wanted to go home because they treated us like criminals. We were only immigrants."
--- Lester Tom Lee
Based on what Mr. Lee shares, what must life have been like for him on Angel Island?
Compare and contrast the experiences people had at Ellis Island and Angel Island.
Document 6:
1) According to the chart, what are two reasons Americans hated immigrants?
2) What did Americans hate about immigrants in the jobs category?
1) What were the results of this hatred?
2) What does Nativism have to do with this?
3) How did immigration help industrialization?
Document 7:
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=211
To many late nineteenth century Americans, he [Boss Tweed] personified [represented] public corruption. In the late 1860s, William M. Tweed was the New York City's political boss. His headquarters, located on East 14th Street, was known as Tammany Hall. He wore a diamond, orchestrated [organized] elections, controlled the city's mayor, and rewarded political supporters. His primary source of funds came from the bribes and kickbacks that he demanded in exchange of city contracts. The most notorious example of urban corruption was the construction of the New York County Courthouse, begun in 1861 on the site of a former almshouse.