478 C
HAPTER 15
CHAPTER ASSESSMENT
TERMS & NAMES
For each term or name below, write a sentence explain-
ing its connection to immigration and urbanization.
1. Ellis Island 6. graft
2. Gentlemen’s Agreement 7. Boss Tweed
3. Americanization movement 8. patronage
4. Jane Addams 9. Rutherford B. Hayes
5. political machine 10. Pendleton Civil
Service Act
MAIN IDEAS
Use your notes and the information in the chapter to
answer the following questions.
The New Immigrants (pages 460–465)
1. What trends or events in other countries prompted
people to move to the United States in the late 19th
and early 20th centuries?
2. What difficulties did many of these new immigrants
face?
The Challenges of Urbanization
(pages 468–472)
3.Why did cities in the United States grow rapidly in the
decades following the Civil War?
4. What problems did this rapid growth pose for cities?
5. What solutions to urban problems did the settlement-
house movement propose?
Politics in the Gilded Age (pages 473–477)
6. Why did machine politics become common in big
cities in the late 19th century?
7. What government problems arose as a result of
patronage?
8. Summarize the views of Grover Cleveland and
Benjamin Harrison on tariffs.
CRITICAL THINKING
1. USING YOUR NOTES In a diagram like the one below,
show one result of and one reaction against (a) the
increase in immigration and (b) the increase in
machine politics.
2. EVALUATING In the 1860s, Horace Greeley—editor of
the New York Tribune—remarked, “We cannot all live in
the cities, yet nearly all seem determined to do so.”
Why do you think this was true at the end of the 19th
century? Do you think it is still true? Why or why not?
3. COMPARING How were politicians like Boss Tweed
similar to industrial magnates like Carnegie and
Rockefeller?
Result Reaction
Increased
Immigration
Increased
Machine Politics
IMMIGRANTS AND URBANIZATION
VISUAL SUMMARY
POLITICS
Political machines develop to
take advantage of the needs of
immigrants and the urban poor.
City politicians use fraud and
graft to maintain political power.
Corruption in national politics
results in the call for civil
service jobs to be awarded on
the basis of merit.
Big business’s growing influence
on politics defeats tariff reform
that would aid wage-earners.
The influx of immigrants and
migrants causes a population
boom in cities.
City services, such as housing,
transportation, water, and
sanitation, are stretched to the
limit.
Reformers try to fix urban
problems through education,
training, charity, and political
action.
URBANIZATION
IMMIGRATION AND MIGRATION
Poverty and persecution cause
millions of people to leave
Europe, China, Japan, the
Caribbean, and Mexico for the
United States.
Immigrants are forced to adapt
to a new language and culture.
Changes in agriculture cause
people to migrate from the
rural U.S. to the cities in
search of work.
Many immigrants and
migrants face discrimination
in their efforts to find jobs
and housing.
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Immigrants and Urbanization 479
ALTERNATIVE ASSESSMENT
1. Recall your discussion of
the question on page 459:
What would you do to improve
conditions?
With what you have learned about the challenges
faced by immigrants in the 19th century, consider
how you would revise your answer. Discuss the
following issue:
• What were the best solutions attempted by
government and reformers in the 1800s?
Create a pamphlet promoting the reform,
improvement, or government solution you chose.
2. LEARNING FROM MEDIA View the
American Stories video, “From China
to Chinatown: Fong See’s American Dream.”
Discuss the following questions with a small
group; then do the activity.
How did Fong See overcome the difficulties facing
Asian immigrants in America during his lifetime?
• What did Lisa See learn about living in a diverse
society from her great-grandfather’s experience?
Cooperative Learning Activity Share stories of
immigration or the experiences of recent
immigrants to the U.S. that you have heard or
read about. With the group, create a multimedia
presentation of these stories. Use pictures, text,
and sound to represent the stories.
INTERACT
INTERACT
WITH HISTORY
WITH HISTORY
Standardized Test Practice
Use the quotation and your knowledge of U.S. history
to answer question 1.
The Chinese . . . ask for fair treatment. . . .
Since the first restriction law was passed the
United States has received as immigrants more
than two million Austro-Hungarians, two million
Italians and a million and a half Russians and
Finns. Each of these totals is from five to seven
times the whole amount of Chinese immigration
of all classes during thirty years of free
immigration. . . . The question is not now of the
admission of laborers, but whether other Chinese
who are entitled to come under both law
and treaty shall receive the same courtesies as
people of other nations, and shall be relieved
from many harassing regulations. They must no
longer be detained, photographed and examined
as if they were suspected of crime.
—Ng Poon Chew, from The Treatment of the Exempt
Classes of Chinese in the United States
1. The information in the passage supports which
one of the following points of view?
A European immigration should be restricted.
B Chinese laborers should be allowed to
immigrate.
C All immigrants are treated like criminals.
D Chinese immigrants and European immigrants
should be treated the same.
Use the cartoon and your knowledge of U.S. history
to answer question 2.
2. The cartoon suggests that Boss Tweed (the large
figure at left) —
F was solely responsible for stealing the people’s
money.
G did not steal the people’s money.
H had help from his associates in stealing the
people’s money.
J was loyal to his associates.
ADDITIONAL TEST PRACTICE, pages S1–S33.
TEST PRACTICE
CLASSZONE.COM
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