Module 4 Lesson 1 The New Immigrants

Multiple Choice

What continents did immigrants come from in the late 19th and early 20th centuries?

• Europe, Asia, the Caribbean, and Mexico

• Europe and Asia

• Caribbean and Mexico

Multiple Choice

Despite widespread restrictions against the Chinese, Fong See became a very successful importer and was able to...

• sponsor many other Chinese who wanted to enter the United States.

• became a very successful importer

• he was not satisfied

Multiple Choice

Despite Fong See’s success, he could not, upon his death in 1957, be buried next to his Caucasian wife because...

• California cemeteries were still segregated.

• Live where he wanted

• wasn't really rich

Multiple Choice

Immigrants were drawn by pull factors, such as...

• the promise of a better life.

• famine, land shortages, or religious or political persecution

• intended to immigrate temporarily.

Multiple Choice

Beginning in the 1890s increasing numbers came from where?

• southern and eastern Europe

• western and northern Europe

• Mexico and the Caribbean

Multiple Choice

Many of these new immigrants left to escape religious persecution. Whole villages of Jews were driven out of Russia by pogroms.

Identify what are pogroms.

• These were organized attacks often encouraged by local authorities.

• scarcity of land for farming.

• a spirit of reform and revolt

Multiple Choice

For which statue was this poem written?

• The Statue of Liberty

• The Eiffel Tower

• The Leaning Tower of Pisa

Multiple Choice

Many Chinese came to California for which reason?

• seek their fortunes after the discovery of gold in 1848 started the California gold rush.

• build the nation’s railroads

• farming, mining, and domestic service

Multiple Choice

Why did Mexicans immigrate to the United States?

• to find work and to flee political turmoil.

• The industrial boom in the United States seemed to promise work for everyone

Multiple Choice

The immigrants' traveling conditions included disease spreading quickly on the steamship. What happened as a result?

• Some immigrants died before they reached their destination.

• Many immigrants traveled in steerage

• Immigrants were crowded together in the gloom.

Multiple Choice

Identify Ellis Island.

• an island in New York Harbor that was the chief immigration station in the United States from 1892 to 1924.

• proof of immigrants' mental competence

• use of passports to control the number of professionals and young men of military age who left the country

Multiple Choice

What requirements were included that immigrants were eligible to be in the US?

• proving they had never been convicted of a felony, demonstrating that they were able to work, and showing that they had some money (at least $25 after 1909).

• About 20 percent of the immigrants at Ellis Island were held for a day or more before being inspected.

• Anyone with a serious health problem or a contagious disease, such as tuberculosis, was promptly sent home.

Multiple Choice

Women traveling alone had to remain on the island until a male relative came for them. What did officials think would happen to female immigrants if they did not have a male guardian?

• If they had no male relative in the country, they would often be deported, or sent back to their home country.

• Under an 1891 rule, inspectors could turn away single women and widows.

• women would “likely become public charges,” or require public assistance, such as welfare.

Multiple Choice

Identify Angel Island.

• an island in the San Francisco Bay that was an entry point for many Asian immigrants to the United States beginning in 1910.

• Processing at Angel Island was different from the procedure at Ellis Island.

• Immigrants endured harsh questioning. They were kept in dirty, run-down buildings while they waited to find out whether they would be admitted or rejected.

Multiple Choice

Once admitted to the country, immigrants faced many challenges. They had to find a place to live and get a job. They had to get along in daily life, while trying to learn an unfamiliar language and culture. How did many immigrants respond to these challenges?

• Many immigrants tried to find people who shared their cultural values, practiced their religion, and spoke their native language.

• Many immigrants tried to move away from people from their country in the same city.

Multiple Choice

These ethnic neighborhoods also allowed immigrants to practice their own customs and traditions, which had often been passed down from generation to generation through families. How did immigrants organize to preserve their traditions and language?

• People pooled their money to build churches or synagogues.

• They formed schools and social clubs to help preserve their customs.

• Ethnic neighborhoods also provided the comfort foods immigrants craved.

Multiple Choice

Immigrants also opened local shops and small businesses in these neighborhoods. Established business owners often helped new arrivals by offering credit and giving small loans. Why was this aid important?

• Such aid was important for newcomers because there were few commercial banks in immigrant communities.

• Immigrants were committed to their own cultures, but they also tried to take on new identities.

• They tried hard to fit in. However, these new Polish- and Italian- and Chinese-Americans felt increasing friction as they rubbed shoulders with people born and raised in the United States.

Multiple Choice

In the early 1900s, how many mine workers were killed in accidents each year?

• In the early 1900s, mine accidents killed three out of every ten miners in the United States each year.

• Most were unskilled workers, so they took low-paying jobs in factories and mills.

• Unskilled southern and eastern European immigrants were also recruited to work in the mining industry.

Multiple Choice

Why were Chinese, Japanese, Indians, and Filipinos often barred from labor unions?

• In 1884 the Japanese government allowed Hawaiian planters to recruit Japanese workers. This caused a boost in Japanese emigration.

• By 1886 the majority of farm workers in the United States were of Asian descent.

• Often they were barred from labor unions because of their race or status as unskilled workers.

Multiple Choice

Define melting pot.

• a mixture of people from different cultures and races who blend together by abandoning their native languages and cultures.

• resistance to giving up cultural identity

Multiple Choice

Define nativism.

• favoring the interests of native-born people over foreign-born people.

• favoring the interests of foreign born people over native-born people.

Multiple Choice

What were many native-born Protestant Americans wrongfully concerned with certain immigrant groups?

• Many native-born Americans were Protestants and thought that Roman Catholic and Jewish immigrants would undermine the democratic institutions established by the country’s Protestant founders.

• The American Protective Association, a nativist group founded in 1887, launched vicious anti-Catholic attacks, and many colleges, businesses, and social clubs refused to admit Jews.

• Nativists sometimes objected more to immigrants’ religious beliefs than to their ethnic backgrounds.

Multiple Choice

What was the direct consequence of the Immigration Restriction League?

• passed a bill requiring a literacy test for immigrants.

• Although President Cleveland vetoed the bill, it was a powerful statement of public sentiment.

• In 1917 a similar bill would be passed into law in spite of President Woodrow Wilson’s veto.

Multiple Choice

How did Nativism and economics help pass on laws that restricted Asian immigration?

• Chinese immigrants would accept lower wages

• A combination of lack of jobs and labor groups exerted political pressure

Multiple Choice

Define the Chinese Exclusion Act.

• a law, enacted in 1882, that prohibited all Chinese except students, teachers, merchants, tourists, and government officials from entering the United States.

• In 1902 Chinese immigration was restricted indefinitely; the law was not repealed until 1943.

Multiple Choice

Define the Gentlemen’s Agreement.

• a 1907–1908 agreement between the U.S. and Japanese governments to limit Japanese immigration to the United States.

• The fears that had led to anti-Chinese agitation were extended to Japanese and other Asian people in the early 1900s.

• In 1906 the local board of education in San Francisco segregated Japanese children by putting them in separate schools.