1. Gilded Age & Progressive Reforms DBQ
CHART - What was the nature of each reform (pol, soc, or econ)? Explain.
Unit 5 Test (you will be responsible for addressing the following: Do you think this statement from Mark Twain about the Gilded Age is an appropriate/accurate description of this time period?
What was the nature of each reform (pol, soc, or econ?) explain.
Chart – Soc Political Econ
Why?
Do you think this statement from Mark Twain about the Gilded Age is an appropriate/accurate description of this time period?

2. Document A Columbia, the feminine symbol of
the United States, protecting a Chinese man against a gang of Irish and
German thugs.
What is the significance (meaning behind) of “Columbia” protecting the Chinese man? (1 point)
What is meant by the quote “Hands off –Gentlemen! America means fair play for all men.”? (1 point)
What does this quote say about the attitude’s portrayed by Irish and German immigrants towards the Chinese immigrants within the United States? (1 point)
"Hands off-Gentlemen! America
means fair play for all men."

3. Excerpt from the 1882 Chinese Exclusion Act
Document B
Chinese Exclusion Act
“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… the coming of Chinese laborers to the Untied States be, 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.”
What group of Chinese immigrants does this act specifically apply to? (1 point)
What jobs did the Chinese hold in the United States before? (1 point)
Excerpt from the 1882 Chinese Exclusion Act

4. Document C
Who are the figures in the cartoon? Explain the roles of each. (2 points)
Are these roles appropriate? Where should the power reside? (2 points)
Describe some of the common stereotypes against Chinese immigrants in the early 19th Century? (List at least 3) (3 point)
How did the United States’ Chinese Exclusion Act escalate/encourage these and other stereotypes? (2 points)

5. Document D
“The treatment of the Chinese in this country is all wrong and mean. . .
There is no reason for the prejudice against the Chinese. The cheap
labor cry was always a falsehood. Their labor was never cheap, and
is not cheap now. It has always commanded the highest market price.
But the trouble is that the Chinese are such excellent and faithful
workers that bosses will have no others when they can get them. If
you look at men working on the street you will find a supervisor for
every four or five of them. That watching is not necessary for
Chinese. They work as well when left to themselves as they do when
some one is looking at them.
It was the jealousy of laboring men of other nationalities — especially
the Irish—that raised the outcry against the Chinese. No one would
hire an Irishman, German, Englishman or Italian when he could get a
Chinese, because our countrymen are so much more honest,
industrious, steady, sober and painstaking. Chinese were persecuted,
not for their vices [sins], but for their virtues [good qualities].”
Describe the ‘wrong’ treatment of the Chinese according to the author. (1 point)
What aspects of the Chinese people’s work ethic made them targets for violence and discrimination? (1 point)
The passage above is from Lee Chew, “The Biography of a
Chinaman,” Independent, 15 (19 February 1903), 417–423.

6. Cameron Report (Modified)
Document E
Cameron Report (Modified)
To the PRESIDENT: Washington, July 8, 1876
“There have been certain wild and hostile bands of Sioux Indians in Dakota and
Montana. I refer to Sitting Bull's band and other bands of the Sioux Nation. These
Indians continue to rove at pleasure, attacking scattered settlements, stealing horses
and cattle, and murdering peaceful settlers and travelers.
The present military operations are not against the Sioux Nation at all, but against
certain hostile parts of it that defy the Government. No part of these operations are on
or near the Sioux reservation. The accidental discovery of gold on the western border of
the Sioux reservation, and the settlement of our people there, have not caused this war.
The young Indian warriors love war, and frequently leave the reservation to go on the
hunt, or warpath. The object of these military operations was in the interest of the
peaceful people of the Sioux Nation, and not one of these peaceful Indians have been
bothered by the military authorities.”
Very respectfully,
J. D. CAMERON, Secretary of War
Who wrote this report? What was his purpose? When was it written? (3 points)
According to this document, what was the cause of conflict between Indians of the Sioux nation and the U.S. Government? (1 point)
Why would Cameron write: “The accidental discovery of gold on the western border of the Sioux reservation, and the settlement of our people there, have not caused this war?” (2 points)
How does Cameron describe the Sioux Indians who he believes are attacking white settlements? (1 point)
Source: The President of the United States asked the Secretary of War, J.D. Cameron, for a report of the military actions leading up to the Battle of Little Bighorn.

7. Document F The Italian in New York
The Italian comes in at the bottom. In the slums he is welcomed as a
tenant who "makes less trouble" than the Irishman: is content to live in a
pig-sty and lets the rent collector rob him.
Ordinarily he is easily enough governed by authority—except for Sunday,
when he settles down to a game of cards and lets loose all his bad
passions. Like the Chinese, the Italian is a born gambler. His soul is in the
game from the moment the cards are on the table, and very frequently his
knife is in it too before the game is ended.
“When I came, I heard the streets were paved with gold, but upon arrival, they were not and I was expected to pave them”
Observation from a ‘random’ Italian immigrant
Why were Italian immigrants in New York favored more than the Irish immigrants? (1 point)
What were Italians plagued by? What other immigrant faces a similar issue/problem? (2 points)
What conclusions can you make about Italians immigrants and issue plaguing them? (i.e., is there a connection between their “problem” and what coming to America meant for immigrants?) (2 points)

8. Document G Describe tenements (i.e., what is a tenement?) (1 point)
What problems do the images by Riis portray about society? BE SPECIFIC!!! (2 points)
Why would Jacob Riis only take pictures of children – what emotions is he trying to elicit? (2 points)

9. Document H
“Several days before Christmas 1896 one of my Irish playmates
suggested that I go with her to a Christmas party at Hull-House. I
asked her if there would be any Jewish children at the party. She
said that there were Jewish children at the parties every year.
I then began to understand that things might be different in America.
In Poland it had not been safe for Jewish children to be on the streets
on Christmas.
At the party, the children of the Hull-House Music School sang some
songs, that I later found out were called “Christmas carols.” I shall
never forget the sweetness of those voices. I could not connect this
beautiful party with any hatred or superstition that existed among the
people of Poland.
As I look back, I know that I became an American at this party. I was
with children who had been brought here from all over the world, with their fathers and mothers, in search of a free and happy life. And we were all having a good time at a party, as the guests of an American, Jane Addams.”
Who is the creator of the Hull House? (1 point)
According to the author, what were immigrants looking for in America? (1 point)
Based on your knowledge of issues immigrant groups faced during this time period, why do you think the author was shocked and surprised at the lack of abuse she, a Jewish immigrant, did not witness at the party? (2 points)
Source: The document below was written by Hilda Satt Polacheck in the 1950s, in her book I Came a Stranger: The Story of a Hull-House Girl. She tells about her memories of Hull House from 1896.

10. Document I
Who is the person in the picture? What is his relevance to the time period? (1 point)
What is this person doing? (1 point)
What is the significance of his actions? (1 point)
Define ‘muckraker’. (1 point)

11. Document J Excerpt from “The Jungle”
“There was never the least attention paid to what was cut up for the sausage. There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption [tuburculosis] germs. There would be meat stored in great piles in rooms and the water from leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread, and meat would go into the hoppers together.”
Identify the author of this document. (1 point)
Explain the conditions in which packaged meat was handled according to the excerpt. (1 point)
What reform legislation did this initiate? (1 point)

12. Document K What event does this image depict? (1 point)
What is occurring in this image? (1 point)
What do the actions signify in terms of what was important to factory owners of this time period? (1 point)
Based on your understanding of the unit concepts, what happened as a result of this event? (1 point)