Download Unit 11 ~ Western Settlement and Immigration (1865

Western Settlement and Immigration Review
Four factors encouraged American growth and expansion in the late nineteenth and early twentieth
centuries: industrialization, __________ opportunity, technological change, and ______________. After
the Civil War, thousands of Americans moved to the region between the ____________ River and the
___________ Ocean. The __________ Act, passed by Congress in 1862 in the midst of the Civil War,
encouraged many Americans to make this move westward. This act gave settlers 160 acres of _______
land in the West, if the settlers agreed to live on and _______ the land for _______ years. According to
the Curriculum Framework 2008 for Virginia and United States History, “_____________, including
________-___________ in particular, moved west to seek new opportunities after the Civil War.” For
example, the _____________ were African-Americans who fled the South in large groups in 1879 and
1880 and moved west, especially to _________. Despite these claims by the Curriculum Framework 2008,
one should remember that the _______ ___________ of African-Americans out of the South did not
begin until World War I.
___________ worked on cattle drives, which drove cattle to the nearest market with a railroad.
The era of the ___________ _________ was the period right before and right after the Civil War.
During the era of the American cowboy, three Midwestern cities became known for meatpacking:
__________ ______, Omaha, and ___________. Two new technologies opened up Western lands for
settlement and made farming in the region more profitable. These two technologies were the __________
and the ______________ __________. The mechanical reaper was a new type of farm machinery that
harvested ___________, which became one of the major crops of the Great Plains. As a result of these
developments, the ________ _________ and the _______ ____________ region changed from a mostly
unsettled frontier to an area of farms, ranches, and towns.
The settlement of the Great Plains during the second half of the nineteenth century led to the
forced removal of American ___________ from their ancestral lands by a series of wars. In 1887
Congress passed the _________ Act, which attacked traditional Indians ways. This law had several parts
or provisions. First, the Dawes Act abolished _________ organizations. Second, it divided
_____________ into plots of land to be given to Native American families. Third, it said the money from
the sale of Indian lands would be used for __________ __________. The goal of the Dawes Act was to
change the Plains Indians from nomadic hunters into farmers. In return for participating in the Dawes Act,
Native Americans for the first time were allowed to become American __________. However, those
Indians, who refused to accept the federal government’s offer under the Dawes Act, continued to live on
___________ and continued to depend on the federal government for ______ and __________. As a
result of this federal policy to remove the Indians from the plains, the states of the _______ ________
and _______ _________ region had entered the Union by the early twentieth century.
Before 1880 most voluntary immigrants to the United States came from ____________ and
___________ Europe. This part of Europe included such countries as _________ __________,
_____________, __________ and the Scandinavian nations of Norway and Sweden. Great Britain
includes England, ________, and _______. Historians have called this period of immigration the “____
________________.” After 1880 most immigrants came from _________________ and
_______________ Europe. This region of Europe included the nations of __________, Greece,
__________, and ____________. Historians have called this period the “_____ _________________.”
During the “new immigration,” people also came to America from the Asian countries of Japan and especially
__________. These “new immigrants” came to the United States for the same reasons as the “old
immigrants.” They sought _____________ and _____________ freedom and/or ______________
opportunity. Most “new immigrants” entered the United States through _________ Island in ______
__________ harbor. Their first view of America was often the __________ of ___________.
Immigrants to the United States during the late nineteenth century made valuable contributions to
the dramatic ____________ growth of America. They provided much of the labor force to build the
________________ _____________. They also worked in ___________ mills and _________ mills in
the Northeast. Immigrants worked in the ___________ industry in New York City and mined _______ in
the mid-Appalachian Mountains. Many of these coal miners were _________, Italian, and _________
immigrants. ___________ immigrants faced racial prejudice and discrimination in California and other
areas of the West, where they settled in large numbers. Throughout the late 1800s immigrants to America
often received very ______ pay and faced ____________ working conditions. They lived in harsh
conditions crowded into _______________ and _______. _______________ are run-down, low rental
apartment buildings. When they arrived in American cities, they often settled in __________
neighborhoods. (Please see Answers #40.) Ethnic neighborhoods are ones populated by people of the same
__________ group.
As a result of both the “new immigration” and America’s continued industrial growth, such cities as
___________, Detroit, ______________, _____________, and New York grew rapidly. (Please see
Answers #34.) These cities served as _______________ and _________________ centers in the
Northeast and Midwest. The rapid growth of American cities caused many urban problems, including
__________ shortages, the need for such public services as __________ and ________ systems, and
the need for public ______________. New York City built one of the nation’s first ___________ system
at the turn of the century. Other cities addressed the problem of public transportation by _________
and ____________ lines.
Historians have disagreed about the effect of worldwide immigration to the United States. The
two major historical theories are the “___________ ______” thesis and the “__________ _______” or
mixing bowl thesis. (Please see Answers #39 for “melting pot” thesis and #44 for “salad bowl” thesis.)
The “melting pot” thesis suggests that immigrants have come from all parts of the _________ to settle in
___________. They have all brought their native __________ with them. These cultures have then
melted together to form a _______ uniquely ______________ culture. According to the “melting pot”
thesis, ___________ _____________ play a key role, because they have taught immigrant children the
__________ language, American __________, and American _______________. In contrast, the “salad
bowl” or ________ bowl thesis argues that each immigrant group has kept part of its ______
__________ culture, while at the same time accepting basic characteristics of ______________ culture.
Historians, who believe in this theory, are more critical of ___________ ___________. They argue that
public schools have generally taught _________ history, values, and customs. WASP is an acronym, which
means _____________ ________-_________ _________________. Anglo-Saxons are people whose
ancestors originated in the __________ Isles. Protestants are Christians who are not _________
__________, Mormons, or members of an Orthodox faith. Therefore, most active Christian denominations
in the United States are _____________. They include B________, M___________,
P______________, E_____________, and L_____________. In reaction to Protestant domination of
public education in the United States, the Roman Catholic Church started _____________ schools.
Parochial schools are schools, which are run by ___________ groups. Roman Catholics did / did not want
their children to learn and practice Protestant values, history, and traditions.
Many immigrants experienced severe hardships and hostility when they arrived in America. For
example, they faced ________, ____________, and cultural prejudice. Examples of such prejudice
included ________ discrimination, ___________ discrimination, and discrimination in admission to
prestigious (having an excellent reputation) colleges and universities. Anti-immigrant feeling among nativeborn Americans caused Congress to pass two laws to _______ immigration. First, Congress passed the
____________ Exclusion Act in 1882, which intended to stop the immigration of Chinese laborers for the
next ten years. Congress passed this law in response to an anti-Chinese movement in the ______ during
the 1870s and 1880s. Many native-born white American workers blamed Chinese immigrants for taking
their _______ and undercutting their _________. After World War I, Congress passed the
______________ _______________ Act of _______. This law placed ________ on immigrants
according to their nationality or the nation from which they came. Quotas are ______________ limits.
The Immigration Restriction Act of 1921 particularly discriminated against immigrants from ___________
and _________ Europe and was followed three years later by an even stricter law. The immigration laws
passed by Congress during the 1920s effectively cut off most ______________ immigration to the United
States until after World War II.