Part A

Short-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document

in the space provided.

Document 1

1. Based on the graphs, identify two conditions in their native countries that caused immigrants to come

to the United States. __________________________________________________________________________________________

_______________________________________________________________________________________

2 . Based on the graphs, identify one situation in the United States that led to an increase of

immigrants coming into the nation.

__________________________________________________________________________________________

______________________________________________________________________________________

Document 2

In order to feed the masses moving to cities moving to attain Industrial Jobs was the end of the so-called "open field system" during the Enclosure Movement in England during the 18th Century. Many families lost their traditional holdings and ultimately drifted into the growing industrial cities in search of work. 1. What does the illustration above depict?

_______________________________________________________________________

___________________________________________________________________________________

Document 3

The Naturalization Act of 1790 limited who could become a U.S. citizen. The

Naturalization Act of 1790 limited citizen- ship to free white people of “good moral

character.”

1. Give 2 populations that this act excluded

_______________________________________________________________________

___________________________________________________________________________________

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Document 4

In 1798, the United States passed a series of laws known as the Alien and Sedition Acts.

Previously a new immigrant would have to reside in the United States for five years before

becoming eligible to vote, but a new law raised this to 14 years. The Sedition Act. In essence, this

Act prohibited public opposition to the government. Fines and imprisonment could be used against

those who "write, print, utter, or publish . . . any false, scandalous and malicious writing" against

the government. These laws made it easier for the government to deport immigrants

1. What amendment did this Act violate?

__________________________________________________________________________________________

_______________________________________________________________________________________

Document 5

http://www.pewhispanic.org/files/2015/09/2015-09-28_modern-immigration-wave_REPORT.pdf

1. Where did most US Immigrants come from between 1840-1889?

2. What branch of the Indo-European language family did they speak?

3. What branch of Christianity did most practice?

Document 6

1862, the Homestead Act encouraged Western migration by providing settlers 160 acres of public land. In

exchange, homesteaders paid a small filing fee and were required to complete five years of continuous

residence before receiving ownership of the land. After six months of residency, homesteaders also had the

option of purchasing the land from the government for $1.25 per acre.

1. Why was the US government giving away land?

__________________________________________________________________________________________

_______________________________________________________________________________________

Document 7

1. How did the Transcontinental Railroad, which was completed in 1869, effect migration?

2. (Refer to document 5) Which major ethnic groups immigrated to the US?

3. What economic activity were they interested in engaging in?

Document 8

The Times in a classified ad on Nov. 10, 1854: 1. What ethnic group did this ad discriminate against?

Document 9

Caption: "Welcome to All!" Source: Puck Date: April 28, 1880 Artist: J. Keppler

The sign to the left of Uncle Sam reads: "Free education, free land, free speech, free ballot, free

lunch." The sign near the center of the image reads: "No oppressive taxes, no expensive kings,

no compulsory military service, no knouts or dungeons."

1. What sentiment does this cartoon express?

2. Where are the immigrants coming from in this cartoon?

Document 10

Source: Chinese Exclusion Act

May 6, 1882. CHAP. 126.-An act to execute

certain treaty stipulations relating to

Chinese.

WHEREAS, IN THE OPINION OF THE

Government of the United States the coming

of Chinese laborers to this country endangers

the good order of certain localities within the

territory thereof: Therefore, Be it enacted by

the Senate and House of Representatives of

the United States of America in Congress

assembled, That from and after the expiration

of ninety days next after the passage of this

act, and until the expiration of ten years next

after the passage of this act, the coming of

Chinese laborers to the United States be, and

the same is hereby, suspended; and during

such suspension it shall not be lawful for any

Chinese laborer to come, or, having so come

after the expiration of said ninety days, to

remain within the United States.

1. What was happening when this cartoon was made?

2. What issue do you think this cartoon is about?

3. What do you think the cartoonist’s opinion on this issue is?

4. What imagery does the cartoonist use to persuade the audience?

Document 11

This cartoon is from 1882

Document 12

The American History “Herald” – Welcome to America, Steck-Vaugh, January 2, 1892, “

1. Often working conditions for immigrant children were horrible. List two hardships these working

immigrant children faced.

Document 13

With increased immigration in the mid-1800s, open hostility towards foreigners was

expressed in the form of anti-immigration pamphlets such as this one, dated 1885.

1. Based on this document, identify one reason many native-born Americans in the late 1800s

were in favor of restricting immigration.

Document 14

The shadows of immigrant origins loom over Nativist protesters showing the hypocrisy over

immigration. Citation: J. Keppler cartoon. Puck Magazine, January 11, 1893

1. What was happening when this cartoon was made?

2. What issue do you think this cartoon is about?

3. What do you think the cartoonist’s opinion on this issue is?

4. What imagery does the cartoonist use to persuade the audience?

Document 15

http://www.pewhispanic.org/files/2015/09/2015-09-28_modern-immigration-wave_REPORT.pdf

1. Where did most US Immigrants come from between 1890-1919?

2. What branches of the Indo-European language family did they speak?

3. What branch of Christianity or other religions did these immigrants practice?

Document 16

In his 1911 book, Heredity in Relation to Eugenics, Dr. Charles Benedict Davenport cautioned, that

"the population of the United States will, on account of the great influx of blood from South-eastern

Europe, rapidly become darker in pigmentation, smaller in stature, more mercurial, more attached to

music and art, [and] more given to crimes of larceny, kidnapping, assault, murder, rape and sex-

immorality" and that "the ratio of insanity in the population will rapidly increase."

1. What group does this excerpt from the book “Heredity in Relation to Eugenics” discriminates

against?

Document 17

Political cartoon from 1894 shows Archbishop Francesco Satolli casting a shadow over the

United States.

1. What is the intent of this cartoon?

2. What was happening when this cartoon was made?

3. What issue do you think this cartoon is about?

4. What do you think the cartoonist’s opinion on this issue is?

5. What imagery does the cartoonist use to persuade the audience?

Document 18

A group of poor men hold signs given to them by eugenics supporters on Wall Street, New York, c. 1915

1. Give 2 reasons why these poor men hold signs that discriminated against themselves?

Document 19

This is part of an interview with Catherine Moran McNamara, an Irish immigrant,

who arrived in the United States around 1900.

. . . There was twelve in our family. The oldest died and the other one went to

Australia with my uncle. I was about five when she went. So there was ten of us,

you might say, in our family. We had to pay every cent we possibly could produce

to taxes. Every war England had she had you pay her part, even though you just

had nothing, and you had to pay on your land some expenses of it. . . .

My mother kept house and my father had no work but just the bit of land we had, to

work it, and give the cream of the milk to England for everything. They had to get the

big rent, and then if the year was bad and the stuff didn’t grow, we suffered on that.

The Irish lived under awful stress. I’ve seen the family thrown out. I recall that

distinctly because we took them in our barn. They had no place for their bed, for

anything. I seen the little child, this is God’s truth, I’ll never forget this, it was just

about a year and a half, put out in the little cradle. I see the pots put out and the coals

of fire put into the iron oven they used to bake with. Everything they had, put into the

yard. If they were caught in that yard that night they’d be shot or somethin’.

England did this, of course, and her regime. She had certain ones to do it. The

landlord, he was English, and the English owned Ireland then. . . .

Source: June Namias, First Generation: In the Words of Twentieth-Century American Immigrants,

Beacon Press, 1978

Based on this document, state two reasons many Irish citizens immigrated to the United

States around 1900. (1)

(2)

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Document 20

Polish immigrants in 1908 with signs demanding an end to unfair child labor practices that affected

Poles and other groups of immigrants in the United States.

1. Where does child labor happen today?

Document 21

Source: Lewis W. Hine, November 1912, Library of Congress

1. Based on this photograph, identify one reason that living in a tenement was often difficult

for immigrants.

[9]

Document 22

Photograph of New York City Garment Workers, 1913

Source: Historical Atlas of the United States, National Geographic Society, 1988

1 Based on this photograph, identify one goal of this protest by immigrant workers.

Document 23

This is part of a letter from a Polish immigrant, who came to the United States in 1913.

I’m in this country for four months.

I am a polish man. I want be american citizen . . . But my friends are polish people—I must

live with them—I work in the shoes-shop with polish people—I stay all the time with

them—at home—in the shop—anywhere. I want live with american people, but I do not know anybody of american. I go 4 times to

teacher, and must pay $2 weekly. I wanted take board [to live] in english house, but I could

not, for I earn only $5 or 6 in a week, and when I pay teacher $2, I have only $4—$3— and

now english board house is too dear [expensive] for me. Better job to get is hard for me,

because I do not speak well english and I cannot understand what they say to me. The

teacher teach me—but when I come home—I must speak polish and in the shop also. In

this way I can live in your country many years—like my friends—and never speak—write

well english—and never be good american citizen. . . .

Source: Report of the Commission on Immigration on the Problem of Immigration in Massachusetts, 1914 (adapted)

1. Based on this document, state two reasons it was difficult for this Polish immigrant to fit into

American society.

Document 24

If you don’t like your Uncle Sammy, Then go back to your home o’er the sea,

To the land from where you came, Whatever be its name,

But don’t be ungrateful to me!

If you don’t like the stars in Old Glory,

If you don’t like the Red, White and Blue,

Then don’t act like the cur in the story,

Don’t bite the hand that’s feeding you!”

—Lyrics from “Don’t Bite the Hand That’s Feeding You,” a popular 1916 song

1. What is the intent of this song?

2. What was happening when this song was made?

3. What do you think the cartoonist’s opinion on this issue is?

Document 25

This is part of an interview with George Kokkas, a Greek immigrant, who arrived in the

United States in 1969.

. . . Work over there was very bad. In those days [1967], a worker in Greece made about

five dollars a day, when a worker’s pay in the United States was about thirty dollars a day.

But the reason I came to the United States was because the situation in Greece was bad.

And I was concerned about the education of my kids. Greece in those days had only one

university, and if you had kids who wanted to go to the university it was very hard to get

the chance. Source: Gladys Nadler Rips, Coming to America: Immigrants from Southern Europe, Delacorte Press

3 Based on this document, identify two reasons that led this Greek immigrant to move to the United

States.

1. What is the Ellis Island official doing in this photograph? 2. Why is the official doing this?

Document 26

Medical Inspection at Ellis Island early 190

Document 27

1. What is the largest immigrant group in the US today?

Document 28

2005-2010

1. What has net migration between Mexico and the US been in the years between 2005-2010?

Document 29

1. Do US citizens or recent arrivals have higher rates of bachelor’s degree attainment?

Document 30

1. What is the largest source of US Immigrant arrivals in the last 5 years?

Document 31

1. What was happening when this cartoon was made?

2. What issue do you think this cartoon is about?

3. What do you think the cartoonist’s opinion on this issue is?

4. What imagery does the cartoonist use to persuade the audience?

Document 32

1. Over time what is occurring to the US with respect to ethnicity?

2. Do you feel that the US is a melting pot or a tossed salad? Support your answer.

Follow-up

FRQ 2005 #2

http://apcentral.collegeboard.com/apc/public/repository/_ap05_frq_human_geogr_45433.p

df

FRQ 2009 #1

http://apcentral.collegeboard.com/apc/public/repository/ap09_frq_human_geography.pdf