Chapter 6.2, 6.3 and 7.3- Immigration, Urban Life and Jim Crow, Quiz
|
|
- Angelina Goodwin
- 7 years ago
- Views:
Transcription
1 Chapter 6.2, 6.3 and 7.3- Immigration, Urban Life and Jim Crow, Quiz Multiple Choice Identify the choice that best completes the statement or answers the question. Chapter 6.2- People on the Move 1. During the late 1800s, the port of entry for the majority of immigrants was a. Boston. b. San Francisco. c. Philadelphia. d. New York City. 2. In the 1890s, immigration patterns shifted dramatically, with most immigrants now coming from a. northern European countries. b. southern and eastern European countries. c. Mexico and Central America. d. China and Japan. 3. What attracted many Asians to the United States in the late 1800s? a. repeal of the Chinese Exclusion Act b. the desire for free land c. jobs with American railroad companies d. the Gentlemen s Agreement 4. What development led to the first wave of Mexican immigration in the early 1900s? a. irrigation of southwestern lands b. lower steamship rates c. the founding of Los Angeles d. the building of a railroad through Texas 5. President Theodore Roosevelt reached the Gentlemen s Agreement in 1907, with the goal of a. ending all Japanese immigration to the United States. b. encouraging Chinese immigration to the United States. c. slowing the immigration of Japanese laborers. d. banning Asians from owning farmland. 6. During the late 1800s and early 1900s, immigration laws discriminated most against a. Asians. b. Europeans. c. agricultural workers. d. Mexicans. 7. Which of the following did not contribute to the Americanization of immigrants? a. Public Schools c. Birds of Passage b. American entertainment d. American media/newspapers Chapter 6.3- Challenge of the Cities 8. One reason that the United States became more urban during the late 1800s is that a. farm machines and factory-made goods reduced the need for farm labor.
2 b. nobody wanted to live on farms anymore. c. immigrants did not know how to do farm work. d. union organizing of farm workers had not yet begun. 9. Which of the following did not contribute to the growth of cities? a. migration to the suburbs b. improvements in transportation c. construction of skyscrapers d. immigration 10. Which of the following best characterizes urban areas by the early 1900s? a. slums and tenements b. a growing middle-class population c. open spaces, trees, and grass d. ethnically mixed neighborhoods 11. The term Ghetto refers to which of the following? a. A run down neighborhood c. An immgrant neighborhood b. An area segregated for African Americans d. An area populated by the poor 12. Why did many immigrants support city political machines? a. Political machines were free of corruption. b. Political machines provided them with jobs. c. Political machines put powerful bosses out of business. d. Political machines fought against crime in the slums. 13. What powerful position did William Marcy Tweed hold? a. head of the U.S. Immigration Bureau b. governor of New York State c. New York City s Democratic Party boss d. a political cartoonist in Cincinnati 14. Thomas Nast is known for helping to bring attention to political corruption with the cities, which of the following best describes the method he used? a. Writing articles criticizing corruption c. Leading a socialist revolution b. Lobbying Congress to pass reforms d. Publishing political cartoons Chapter 7.3- The World of Jim Crow 15. What did Booker T. Washington tell his students to focus on in school? a. political equality b. leadership skills c. economic security d. philosophy 16. W.E.B. Du Bois argued that African Americans should educate themselves so they could a. assimilate into white culture. b. provide leadership in the fight for civil rights. c. learn a trade. d. win acceptance from white politicians. 17. The Niagara Movement called for a. legal segregation.
3 b. an end to immigration. c. full civil liberties for African Americans. d. more women s colleges. 18. In the case of Plessy v. Ferguson, the Supreme Court a. declared segregation unconstitutional. b. established the separate-but-equal doctrine, upholding segregation. c. ordered public school districts to upgrade schools for African Americans. d. ordered universities to enroll more women and African Americans. 19. The act of lynching might best be described as a. seizure and execution of a person by a mob. b. imprisonment of a suspect without a trial. c. illegal search of a home or business. d. illegal seizure of property. 20. Why was the NAACP founded? a. to uphold segregation in the South b. to fight discrimination through the courts c. to design special voting restrictions d. to create business opportunities for African Americans 21. Which of the following provided self-help guidance for African Americans? a. the Niagara Movement b. the Civil Rights Act of 1875 c. the National Negro Business League d. all of the above Satire
4 22. What is the main claim of the cartoon portrayed above? a. Because of the Nativist movement America is discriminating against immigrants b. America offers an escape for immigrants fleeing oppression in their homelands c. Uncle Sam, representing America, is protecting immigrants from a huge flood d. Because of the Chinese Exclusion Act, the Chinese are not allowed in America 23. Which of the following is most likely true of the artist that created this cartoon? a. He was part of the Nativist Movement c. He was in favor of immigration b. He was a Xenophobe d. He would have supported the Chinese Exclusion Act 24. Which form of satire is most used to prove the main claim of the cartoon? a. Exaggerating of the problems in Europe by depiciting them as dark skies. b. Incongruity because a ghost or goblin doesn t really belong in the sky. c. Reversal, because most Americans did not support immigration d. Parody of the biblical story of Noah s Ark and the saving of the animals. 25. Which of the following is true of the two signs that are present in the cartoon? a. They both represent push factors b. The both represent pull factors c. The larger sign represents push factors while the smaller sign represents pull factors d. The larger sign represents pull factors while the smaller sign represents push factors.
5 Chapter 6.2, 6.3 and 7.3- Immigration, Urban Life and Jim Crow, Quiz Answer Section MULTIPLE CHOICE 1. ANS: D PTS: 1 DIF: Easy REF: 299 OBJ: STA: TOP: Immigration Geography NOT: Share the experiences of immigrants in the late 1800s and early 1900s. 2. ANS: B PTS: 1 DIF: Easy REF: OBJ: STA: TOP: Immigration Population 3. ANS: C PTS: 1 DIF: Easy REF: 301 OBJ: STA: HSS.HI.3 TOP: Asian immigration 4. ANS: A PTS: 1 DIF: Average REF: OBJ: STA: TOP: Immigration 5. ANS: C PTS: 1 DIF: Average REF: 302 OBJ: STA: HSS.HI.3 TOP: Asian immigration 6. ANS: A PTS: 1 DIF: Easy REF: OBJ: STA: TOP: Asian immigration 7. ANS: C PTS: 1 8. ANS: A PTS: 1 DIF: Average REF: OBJ: STA: TOP: Cities Manufacturing NOT: Find out why cities expanded in the late 1800s and early 1900s. 9. ANS: A PTS: 1 DIF: Average REF: OBJ: STA: TOP: Cities Expansion NOT: Review new developments that helped cities grow. 10. ANS: A PTS: 1 DIF: Average REF: OBJ: STA: TOP: Cities Expansion NOT: Learn how living conditions in cities changed. 11. ANS: C PTS: ANS: B PTS: 1 DIF: Average REF: 308 OBJ: STA: HSS.HI.3 TOP: Political machine NOT: State the results of city growth. 13. ANS: C PTS: 1 DIF: Average REF: 309 OBJ: STA: TOP: Cities Politics Boss Tweed NOT: State the results of city growth. 14. ANS: D PTS: ANS: C PTS: 1 DIF: Average REF: 324 OBJ: STA: TOP: Booker T. Washington Education NOT: Discover the views of Booker T. Washington and W.E.B. Du Bois regarding African American education. 16. ANS: B PTS: 1 DIF: Average REF: 324 OBJ: STA: TOP: Higher education African Americans NOT: Discover the views of Booker T. Washington and W.E.B. Du Bois regarding African American
6 education. 17. ANS: C PTS: 1 DIF: Challenging REF: 325 OBJ: STA: TOP: Niagara Movement African Americans Higher education NOT: Discover the views of Booker T. Washington and W.E.B. Du Bois regarding African American education. 18. ANS: B PTS: 1 DIF: Average REF: 334 OBJ: STA: TOP: Discrimination Plessy v. Ferguson NOT: Probe the kinds of discrimination encountered by African Americans after Reconstruction. 19. ANS: A PTS: 1 DIF: Easy REF: 334 OBJ: STA: HSS.HI.3 TOP: Racial discrimination Lynching NOT: Probe the kinds of discrimination encountered by African Americans after Reconstruction. 20. ANS: B PTS: 1 DIF: Average REF: 335 OBJ: STA: TOP: NAACP Racial discrimination Jim Crow NOT: Find out how African Americans resisted this discrimination. 21. ANS: C PTS: 1 DIF: Average REF: OBJ: STA: TOP: National Negro Business League Racial discrimination NOT: Find out how African Americans resisted this discrimination. 22. ANS: B PTS: ANS: C PTS: ANS: D PTS: ANS: B PTS: 1
AMERICAN HISTORY CHAPTER 7 WORKBOOK: IMMIGRANTS AND URBANIZATION
AMERICAN HISTORY CHAPTER 7 WORKBOOK: IMMIGRANTS AND URBANIZATION Immigrants and Urbanization The New Immigrants Terms and Names Ellis Island Inspection station for immigrants arriving on the East Coast
More informationbosses political machines mugwumps Pendleton Civil Service Act
Chapter 20 The Spirit of Reform (1868 1920) During the late 1800s widespread corruption in politics caused many people to seek reform. Reformers worked to improve living conditions, labor laws, the educational
More informationChapter 11 Quiz- The Roaring 1920s
Chapter 11 Quiz- The Roaring 1920s Multiple Choice Identify the choice that best completes the statement or answers the question. Ch. 11.1 The Republican Decade 1. Key features of Republican administrations
More informationCh. 15 Through Ellis Island and Angel Island: The Immigrant Experience/EQ: What was it like to be a an immigrant at the turn of the century?
Ch. 15 Through Ellis Island and Angel Island: The Immigrant Experience/EQ: What was it like to be a an immigrant at the turn of the century? 15.2 Why Europeans Immigrated to the United States Push factors
More informationGRADE 7 SOCIAL STUDIES. History
GRADE 7 SOCIAL STUDIES History Standard 1 Historical Thinking Skills Students use information and concepts to interpret, analyze, and draw conclusions about United States history from 1763 1877. 7.1.1
More informationChapter 15: The South After the Civil War
Chapter 15: The South After the Civil War The Economy of the South After the Civil War Three reasons the economy of the South was not very strong before the Civil War 1. Profits were made because labor
More informationHUMAN RIGHTS AND IMMIGRATION. Socials 11 Exam Review: Presentation 7
HUMAN RIGHTS AND IMMIGRATION Socials 11 Exam Review: Presentation 7 HUMAN RIGHTS IN CANADA Human Rights haven t always been acknowledged in Canada Canada did not formally list rights of citizens until
More informationJapanese Segregation in San Francisco Lesson Plan
Lesson Plan Central Historical Questions: Why did Teddy Roosevelt oppose the segregation of San Francisco s public schools? Materials: Copies Japanese Segregation Documents A-E Copies Japanese Segregation
More informationImmigration. (Some material adopted/adapted from Wood, John, Unit Plan, Growth and Change, 8 th Grade US History from 1880 )
Immigration (Some material adopted/adapted from Wood, John, Unit Plan, Growth and Change, 8 th Grade US History from 1880 ) Background: European immigrants began arriving at Ellis Island in the mid-1800.
More informationHow successful was the Civil Rights campaign in achieving its aims between 1950 and 1965? I have a dream...
How successful was the Civil Rights campaign in achieving its aims between 1950 and 1965? I have a dream... Civil Rights Aims Desegregation Voting Rights Civil Rights End to Discrimination Methods Legal
More informationSample Lesson Handout 1 Symbol and Metaphor
Sample Lesson Handout 1 Symbol and Metaphor TEACHING GUIDE The Cartoon: This cartoon on the drive for women s suffrage appeared along with an article in the magazine Judge, March 3, 1917. The cartoon shows
More informationVocabulary Builder Activity. netw rks. A. Content Vocabulary. The Bill of Rights
A. Content Vocabulary Directions: Fill in the Crossword Puzzle with content vocabulary words from Chapter 4. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 19 20 18 1 A. Content Vocabulary, Cont. Across 5.
More informationAddendum: American History II:
Addendum: American History II: On June 23, 2011, the North Carolina General Assembly passed The Founding Principles Act (SL 2011-273). This act calls for local boards of education to require, as a condition
More informationWriting Prompts US History
Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider
More informationFarmers were having trouble. Railroads were charging higher prices to ship their crops to market.
The Progressive Era Part 1: A Better Life for Americans The late 1800's and early 1900's were a time when America was making its power felt around the world. At the same time there were many problems causing
More information5th social studies core skills (5thsocstud_coreskills)
Name: Date: 1. On July 4, 1852 a writer was asked to speak at an Independence Day celebration in Rochester, New York. Below is a part of his speech. Fellow citizens Pardon me, and allow me to ask, why
More informationIrish Immigration Lesson Plan. Central Historical Question: Were the Irish considered white in the 19 th century?
Irish Immigration Lesson Plan Central Historical Question: Were the Irish considered white in the 19 th century? Materials: Copies of Documents A-D Copies of Guiding Questions Copies of Graphic Organizer
More informationCHAPTER 13 SECTION 2
CHAPTER 13 SECTION 2 Post-Civil War cities grew rapidly Urban population tripled from 1870 to 1900 NYC 800,000 in 1870 3.5 million in 1900 Chicago 109,000 to 1.6 million during the same period There were
More informationPlease note: Each segment in this Webisode has its own Teaching Guide
Please note: Each segment in this Webisode has its own Teaching Guide Although most immigrants shared a common belief system and work ethic with established Americans, the newcomers faced strong anti-immigrant
More informationCh.1. Name: Class: Date: Matching
Name: Class: Date: Ch.1 Matching Match each item with the correct statement below. a. technology e. democracy b. diffusion f. extended family c. exports g. interdependence d. climate 1. goods sent to markets
More informationBEFORE BROWN, THERE WAS MENDEZ PERSPECTIVES MARCH 2010 THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE FOR DESEGREGATION.
IMMIGRATION POLICY CENTER A M E R I C A N I M M I G R AT I O N CO U N C I L PERSPECTIVES BEFORE BROWN, THERE WAS MENDEZ THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE FOR DESEGREGATION By
More information1920s Document Based Question
NAME 1920s Document Based Question This question is based on the accompanying documents (1-7). This question is designed to test your ability to work with historical documents. Some of the documents have
More information1. Which of the following is NOT an argument in support of imperialism or expansionism?
U.S I Quarterly Assessment Practice Test Circle the best answer to each question. 1. Which of the following is NOT an argument in support of imperialism or expansionism? A. The United States should become
More informationCredit-by-Exam Review - US History A
separation of powers checks and balances individual rights popular sovereignty federalism separation of powers Mayflower Compact Thomas Paine's Common Sense abolitionists What was the difference in the
More informationcold war Short Answer
cold war Short Answer 1. Recognize Ideologies The banner carried by these East German demonstrators in the autumn of 1989 reads, Improve Politics--only with new Government. Explain the meaning of this
More informationPresented by Erin Cathey FOED 6022
Presented by Erin Cathey FOED 6022 Shifts in Language Policy Since the beginning of what is known as the United States of America, federal policies on serving English language learners (ELLs) in the public
More informationAPUSH IMMIGRATION REVIEW
Ancient and Early Colonial Era (25,000 BCE-1600) I. Early Migration a. Bering Land Bridge had Asians cross into Americas beginning in 25,000 BCE b. After ice melts, Americas established by Asian migrants
More informationPart I America Becomes an Imperial Power
Chapter 20 Theodore Roosevelt And Progressive Reform Part I America Becomes an Imperial Power The Monroe Doctrine 1823 President Monroe signs document which is meant to end imperialism in the Western Hemisphere.
More informationSample Lesson Handout 4 Stereotype and Caricature
Sample Lesson Handout 4 Stereotype and Caricature The Cartoon: This cartoon is a lithograph by Joseph Keppler expressing fears about the impact of Chinese immigrant labor. It appeared in Puck, August 21,
More informationChapter 5 and 6 Study Guide
Chapter 5 and 6 Study Guide Matching a. not an answer b. political party c. major parties d. not an answer e. split-ticket voting f. precinct g. pluralistic society 1. the smallest unit of election administration
More informationChapter 22: World War I. Four most powerful European nations in the early 1900s were Great Britain, France, Germany, Russia.
Chapter 22: World War I The Beginnings of World War I World War I was fought from 1914-1918. United States entered World War I in 1917. The Origins of Europe s Great War Nationalism Four most powerful
More informationKEY CONCEPTS BACKGROUND
REDISTRICTING TEXAS: A PRIMER Michael J. Gaudini Master of Public Affairs Candidate LBJ School of Public Affairs KEY CONCEPTS Redistricting. Political districts are redrawn after the decennial census in
More informationImmigration. The United States of America has long been the world s chief receiving
Non-fiction: Immigration Immigration The United States of America has long been the world s chief receiving nation for immigrants. An immigrant is a person who leaves his/her country to settle and remain
More informationChinese Immigration and Exclusion Lesson Plan. Central Historical Question: What factors contributed to the Chinese Exclusion Act?
Lesson Plan Central Historical Question: What factors contributed to the Chinese Exclusion Act? Materials: Railroad PPT (one slide) United Streaming Video Segment: Perilous Endeavor (from The West: The
More informationTitle Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes
Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes Lesson Overview Students will use an Immigration packet to take notes,
More informationIII. Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts.
Period 6: 1865 1898 Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and
More informationProgressive Era agrarian urban industrialization Trusts VOCABULARY Progressive Era: Agrarian: Urban: D Industrialization Trust
The Progressive Era began at the turn of the 20 th Century and lasted through World War I. This time period represented a time of economic and social reform. The landscape of America was rapidly changing
More informationThree Branches of Government. Lesson 2
Three Branches of Government The Executive Branch The President of the United States is the leader of the executive branch. The President s duties are to: Enforce federal laws and recommend new ones Serve
More informationELEVENTH GRADE UNIT OUTLINES
ELEVENTH GRADE UNIT OUTLINES In eleventh grade, students have the intellectual and social capacity to develop serious historical knowledge and perspective, geographic literacy, economic understanding,
More informationJames Meredith and Beyond
INTEGRATING James Meredith and Beyond A Production of 1 Integrating Ole Miss In conjunction with and in support of the upcoming MPB-produced documentary Integrating Ole Miss: James Meredith and Beyond,
More informationThe U.S. History EOC Assessment and sample questions and answers are based on the 2007 Next Generation Sunshine State Standards.
U.S. History End-Of-Course Assessment Sample Questions The intent of these sample test materials is to orient teachers and students to the types of questions on the U.S. History EOC Assessment. By using
More informationThe Gilded Age 1870-1900. Mark Twain Quotes
Wild West Review Diary or story relating to important information in the Wild West Chapter. Take a famous historical figure, or person found in the Wild West - maybe rancher, cowboy, railroad worker and
More informationGrade 4 Social Studies Standards And Curriculum Alignment
Dates Social Studies Standards LCS Adopted Resource Chapter and pg # Additional Resources 17 Days 1. Compare historical and current economic, political, and geographic information about Alabama on thematic
More informationImmigration and the United States Of Melting Pots and Border Fences. Dr. Markus Hünemörder, LMU München
Of Melting Pots and Border Fences Dr. Markus Hünemörder, LMU München The United States: A Nation of Immigrants the United States is literally a nation of immigrants ethnic and cultural diversity have shaped
More informationGovernor Edmund G. Pat Brown, NAACP attorney Nathaniel S. Colley and California Democratic Senator Clair Engle, Ca. 1962.
Governor Edmund G. Pat Brown, NAACP attorney Nathaniel S. Colley and California Democratic Senator Clair Engle, Ca. 1962. Nathaniel S. Colley Nathaniel S. Colley was born on November 21, 1918 in Carlowsville,
More informationGrade 4. Alabama Studies
Grade 4 Alabama Studies Fourth-grade students apply geographic concepts obtained in Grade 3 to a study of their own state and relate geography to history, economics, and politics in Alabama. They examine
More informationChapter 16: The Economy of the West after the Civil War
Chapter 16: The Economy of the West after the Civil War Labor Most people thought the West would be poor farmland, with extreme temperatures and little rain. They imagined the land had few trees. The West
More informationCORRELATION SUNSHINE STATE STANDARDS. 1 SE = Student Edition TE = Teacher Edition TR = Teacher Resources TECH = Technology
CORRELATION SUNSHINE STATE STANDARDS SUBJECT: Social Studies SUBMISSION TITLE: Prentice Hall Civics: Government and Economics In Action 2005 PUBLISHER: Pearson Prentice Hall GRADE: Grade 6-8 M/J Civics/
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The fourth grade student: Time, Continuity, and Change [History] knows different types of primary and
More informationBooker T. Washington and W.E.B. DuBois Lesson Plan
Lesson Plan Central Historical Question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B Dubois? Materials: Copies of Documents Transparency of Booker T. Washington Document
More informationWashington in the 60s Discussion Guide
Washington in the 60s Discussion Guide The decade of the 1960s in Washington was a time of dramatic transformation and an era of great tumult and uncertainty, as the sleepy southern town became a bustling
More informationQUANTIFICATION OF MIGRATION
QUANTIFICATION OF MIGRATION The Mexican-origin Population of the United States in the Twentieth Century Jennifer E. Glick & Jennifer Van Hook The Mexican-origin population in the United States has grown
More informationChinese Immigration in America 1850-1910. Mr. Glazier US History II
Chinese Immigration in America 1850-1910 Mr. Glazier US History II 1 Early History 1849 gold discovered at Sutter s Mill in California 1850 450 Chinese lured to US 1851 about 2,700 entered the US 1852
More informationWhat Do We Mean by Democracy and Freedom? (Speech scheduled for a Boston America First rally on December 12, 1941 that was never delivered)
What Do We Mean by Democracy and Freedom? (Speech scheduled for a Boston America First rally on December 12, 1941 that was never delivered) In the slogans and propaganda that have been hurled back and
More informationAddendum: American History I: The Founding Principles
Addendum: American History I: The Founding Principles On June 23, 2011, the North Carolina General Assembly passed The Founding (SL 2011-273). This act calls for local boards of education to require, as
More informationLife in America - Past and Present
Cities Grow Chapter 18 The Industrial City 1900 1 million NY Chicago Philadelphia Early cities trade Early industry rivers cities began to expand metropolitan areas Problems communication transportation
More informationReconstruction SAC Lesson Plan
SAC Lesson Plan Central Historical Question: Were African Americans free during? Materials: Copies of Timeline Copies of Documents A-E Copies of Guiding Questions Copies of SAC Graphic Organizer Plan of
More informationRemember the Alamo. The Changing Border of the Southwest
Remember the Alamo The Changing Border of the Southwest Interact: What do you think this picture shows? In the year 1820, the new country of the United States and the newer country of Mexico had a lot
More informationStudy Island. Generation Date: 04/01/2014 Generated By: Cheryl Shelton Title: US History Domestic Changes
Study Island Copyright 2014 Edmentum - All rights reserved. Generation Date: 04/01/2014 Generated By: Cheryl Shelton Title: US History Domestic Changes 1. Which person served as president of the United
More informationChapter 9: The Policies of Alexander Hamilton and Thomas Jefferson
Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson Department of State, Department of Treasury, Department of War, Attorney General, Postmaster General : 5 government departments established
More informationPaleoindians arrive in Texas (When?) Chp. 3-4 TEKS- 7.1AB, 7.2AB, 7.10AB, 7.22. Texas History Second Semester Textbook: Glencoe - Texas and Texans
Texas History - Scope and Sequence - Year at a Glance Texas History First Semester Textbook: - Texans Three Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks 4 th 3 weeks 5 th 3 weeks 6 th 3 weeks Topics/ Concepts
More informationChina: An Emerging Asian Power in Manufacturing Production Outsourcing
1 China: An Emerging Asian Power in Manufacturing Production Outsourcing Dr. Tiffany Jordan December 11, 2010 2 3 Abstract Among companies in developed nations all over the world, the trend of outsourcing
More informationMAKING MARTIN LUTHER KING JR S DREAM A REALITY
MAKING MARTIN LUTHER KING JR S DREAM A REALITY Martin Luther King Jr. Essay Contest 12.1.15 By: Camilla Smith As 1963 was not the ending but the beginning of Martin Luther King Jr s legacy, 1992 was the
More informationUSA - A Divided Union? - African American Civil Rights
USA - A Divided Union? - African American Civil Rights In 1865 slaves the Southern states of America were freed - however African Americans across America continued to face discrimination, especially in
More informationSOCIAL STUDIES TEST for e-lessons day 2
SOCIAL STUDIES TEST for e-lessons day 2 Name Directions: Use your own piece of paper as your answer document. Do not print off the test. You will need to only turn in your answer document. 29. The Cold
More informationFive Roles of Political Parties
It s a Party but not the kind with ice cream and cake (usually). Political parties are groups of people who share similar beliefs about how the government should be run and how the issues facing our country
More informationLatino Decisions Poll of Non-Voters November 2014
MAIN QUESTIONNAIRE 1. Even though you don t plan to vote, thinking about the 2014 election, what are the most important issues facing the [Latino/Hispanic] community that our politicians should address?
More informationAfrican American Civil Rights and the Republican Party. by Timothy Thurber State University of New York at Oswego
African American Civil Rights and the Republican Party by Timothy Thurber State University of New York at Oswego Historians and other scholars interested in the politics of the African American freedom
More informationThe Northern Economy and Industrialization Changes in the North
Chapter 17: The North After the Civil War The Northern Economy and Industrialization Changes in the North Population Two ways the U.S. changed between 1800 and 1860 = size & population Beginning of industrialization
More informationHistory of American Parties
History of American Political Parties History of American Parties Six party systems or historical eras Changes in the nature of the two parties Which voters support which party What issues each party adopts
More informationChapter 10: How Americans Settled the Frontier. The white settlers moving west into land that Native Americans lived : westward expansion.
Chapter 10: How Americans Settled the Frontier Multiple Perspectives and the Idea of a Frontier Frontier : The land west of where most white settlers lived. Native Americans lived on the frontier. The
More informationChapter 18. How well did Presidents Roosevelt, Taft, and Wilson promote progressive goals in national policies? Essential Question 18.
Chapter 18 Essential Question How well did Presidents Roosevelt, Taft, and Wilson promote progressive goals in national policies? 18.1 President Theodore Roosevelt tames the trusts. Theodore Roosevelt
More informationThe South feared that the North would take control of Congress, and Southerners began to proclaim states rights as a means of self-protection.
U.S. History to 1865 Study Guide HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING CURRICULUM FRAMEWORK 2008 (NEW) Reformatted version created by SOLpass www.solpass.org STANDARD USI.9A ISSUES DIVIDING
More informationName: Class: Date: Lesson Assessment: The Home Front
1. What was the effect of the wartime economy on the American home front? a) The economy expanded. b) Fewer goods were produced. c) It led to the Great Depression. d) The standard of living decreased.
More informationSUGGESTED UNIT OUTLINES FOR SOCIAL STUDIES GLES
SEVENTH GRADE UNIT OUTLINES In seventh grade, students become more proficient with the core concepts in social studies. There are two recommended contexts in which students can demonstrate this proficiency
More informationApproximate counts: NY: 24 DC: 25 LA: 12 SF: 16 Chicago: 8 Beijing: 2 Yes, in all listed offices.
Name of Organization Organization s Mailing Address Note: if you have multiple offices for which you are requesting Fellows, please include all addresses. Organization s Website Fellowship Contact Person
More informationCrete-Monee Middle School U.S. Constitution Test Study Guide Answers 2010-2011
Crete-Monee Middle School U.S. Constitution Test Study Guide Answers 2010-2011 1. What is the more common name for the first ten amendments to the constitution? Bill of Rights 2. The introduction to the
More informationThe Principle of Federalism: How Has The Commerce Clause Mattered?
The Principle of Federalism: How Has The Commerce Clause Mattered? Overview The principle of federalism and the battle between the power of the federal government and state governments has been debated
More informationRank Full Journal Title Total Cites
Rank Full Journal Title Total Cites Journal Impact Factor 1 HARVARD LAW REVIEW 4,274 6.567 2 YALE LAW JOURNAL 3,554 3.273 3 STANFORD LAW REVIEW 2,289 2.887 4 MICHIGAN LAW REVIEW 1,780 2.712 5 COLUMBIA
More informationCivil Rights. Civil Rights. The Declara9on of Independence 11/4/09
Civil Rights Keeping the Republic Chapter 5 Civil Rights the process by which all ci9zens a;empt to gain equality The Declara9on of Independence We hold these truths to be self evident, that all men are
More information8THE UNIVERSITY OF THE STATE OF NEW YORK
8THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 8 INTERMEDIATE-LEVEL Student Name School Name SOCIAL STUDIES TEST BOOKLET 2 DOCUMENT-BASED QUESTION (DBQ) JUNE 3, 2009 Print your name and the name of your
More informationSOCIAL STUDIES UNIT OUTLINES FIFTH GRADE
SOCIAL STUDIES UNIT OUTLINES FIFTH GRADE In fifth grade, students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States up
More informationDevelopment Studies and Global Political Economy Master List. Introductory courses:
Development Studies and Global Political Economy Master List Introductory courses: o Intro to Urban Studies (L18 101) o Intro to Microeconomics (L11 1011) o Intro to Macroeconomics (L11 1021) o Intro to
More informationTHE ENVIRONMENTAL CRIMINAL JUSTICE IN CHINA
1 THE ENVIRONMENTAL CRIMINAL JUSTICE IN CHINA WANG, SULI Director, Division of Legislation, Office of Policy and Legislation, the National Environmental Protection Agency of China, No. 115, Xizhimennei
More informationLESSON 5 Push-Pull Factors
LESSON 5 Push-Pull Factors LEARNING OBJECTIVE Students will describe reasons why immigrants leave their countries to seek citizenship in the United States. LESSON OVERVIEW This lesson allows students to
More informationImmigration in U.S. History: Through the Eye of Editorial Cartoons
Immigration in U.S. History: Through the Eye of Editorial Cartoons Grade Level: 9 th grade World and American studies I Content Standards/Benchmarks: (based on 2010 Academic Content Standards) World History:
More informationFifty Years Later: What Would King Say Now? Keith M. Kilty. On August 28, 1963, some 250,000 people marched on Washington, DC. The
Fifty Years Later: What Would King Say Now? Keith M. Kilty On August 28, 1963, some 250,000 people marched on Washington, DC. The platform for the speakers and singers program was set up on the steps of
More informationLift Every Voice and Sing and the Civil Rights Movement
Lift Every Voice and Sing and the Civil Rights Movement Rationale This 50-minute lesson is to be used in conjunction with What Was the Civil Rights Movement?. In this lesson, students will analyze the
More informationHistory. Bachelor of Arts Major in History. Objectives. Degree Offered. Major Offered. Minor Offered. International Studies.
History 123 History Thomas W. Taylor, PhD, Chair Objectives Defying classification as either humanity or social science, history functions as both. It focuses on the values, as well as the ideas, personalities,
More information2015 Legislative Session Wrap-Up Benjamin Feist, Legislative Director
2015 Legislative Session Wrap-Up Benjamin Feist, Legislative Director The 2015 session of the Minnesota Legislature was marked by the return of divided government and a focus on the State s biennial budget.
More informationUnit 10 Review Game The Progressive Era
Unit 10 Review Game The Progressive Era 1. As one progressive explained, the real heart of the progressive movement was to [A] to promote economic and social equality. [B] reinstate the policy of laissez-faire.
More informationStandard 2 Moving West!
Standard 2 Moving West! The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century
More informationMcCulloch v. Maryland 1819
McCulloch v. Maryland 1819 Appellant: James William McCulloch Appellee: State of Maryland Appellant s Claim: That a Maryland state tax imposed on the Bank of the United States was unconstitutional interference
More information1. Title: The Organizational Structure and Powers of the Federal Government as Defined in Articles I, II, and III of the U.S. Constitution Grade 5
Teacher s Name: Employee Number: School: SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II,
More informationGreat Depression - Practice Questions
Name: 1. In the United States, one of the basic causes of the Great Depression that began in 1929 was the Great Depression - Practice Questions 6. Which combination of factors contributed most to the start
More informationShays Rebellion. Central Historical Question: How did Americans react to Shays rebellion?
Central Historical Question: How did Americans react to Shays rebellion? Materials: PowerPoint on Articles of Confederation Copies of Textbook Excerpt on Copies of Thomas Jefferson Letter Copies of Guiding
More informationWHAT IS THE STORY? Two women with disabilities lived in Georgia. They lived in a nursing home. They did not like it.
WHAT IS THE STORY? Two women with disabilities lived in Georgia. They lived in a nursing home. They did not like it. They wanted to live in the community. They believed their life would be better in the
More informationHow To Study Political Science At Pcj.Edu
Political Science Courses-1 American Politics POL 110/American Government Examines the strengths and weaknesses, problems and promise of representative democracy in the United States. Surveys the relationships
More informationC ontents. How Does Culture Change? 17. Hunters and Gatherers 25. Early Agricultural Societies 49. The Industrial Revolution 81
Preface This book introduces a content-based approach to the teaching of English as a foreign language (EFL) reading skills and low-intermediate level discussion-based activities. It is believed that by
More information