8_Worksheet_EIGHT
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Worksheet Eight
A Different Mirror: A History of Multicultural America
Instructions:
These questions are based on Ronald Takaki’s Part III, chapters
9 to 13.
Submit completed copy by
Sunday November 5
th
@ 11:59 pm
.
Feel free to extend the number of pages as needed. Please see rubric at the
end of the worksheet.
Name: Michael Thompson
Chapter Nine: “The ‘Indian’ Question”: From Reservation to
Reorganization
1.
What happened at Wounded Knee? How was it related to the “social
engineering projects” to wipe-out “savagery?
At Wounded Knee, in 1890, U.S. troops massacred hundreds of Lakota Sioux, marking the end of
armed resistance by Native Americans. This event was related to "social engineering projects" as it
aimed to eradicate perceived "savagery" and force Native Americans into assimilation by suppressing
their cultural practices and traditional way of life.
2.
What was the Dawes Act? What was its original intent? Assess its success and
failure from both the
Indigenous Indians perspective and from the Anglos’
perspective.
The Dawes Act (1887) aimed to assimilate Native Americans by dividing tribal lands into individual
allotments. Its intent was to encourage farming and private landownership. However, it led to the loss
of tribal land, cultural erosion, and economic hardships for Indigenous Indians. From the Anglo
perspective, it was seen as a success in promoting agricultural practices and "civilizing" Native
Americans.
3.
What was the “Indian Reorganization Act”?
Assess its success and failure
from both the Indigenous Indians’ perspective . Include the varying
perspectives from the different tribes.
The Indian Reorganization Act (1934) aimed to reverse the Dawes Act's damage by restoring tribal
lands and encouraging self-governance. Its success from the Indigenous Indians' perspective varies
among tribes, with some benefiting from increased autonomy, while others faced challenges in
implementation.
Chapter Ten: Pacific Crossings: From Japan to the Land of ‘Money Trees’”
4.
What were “Blood Unions”? What was the original intent of forming and
joining these unions? What was the outcome of Blood Unions?
"Blood Unions" were informal networks formed by Japanese immigrants in the U.S. to establish
connections and provide support. The original intent was to create social and economic support
systems within the community. The outcome was a sense of solidarity but also reinforced ethnic
divisions and limited integration.
5.
How did the formation of “Hawaiian Pidgin English” facilitate interethnic
relationships in Hawaii?
"Hawaiian Pidgin English" developed as a creole language, facilitating communication between
various ethnic groups in Hawaii. It played a crucial role in fostering interethnic relationships and
understanding, contributing to a unique cultural blend.
6.
What was the “Alien Law”? Why did California pass it?
The "Alien Law" was passed in California in 1913, prohibiting Japanese immigrants from owning
land. It was driven by economic competition and racial prejudice against the Japanese, reflecting the
anti-Asian sentiment prevalent at the time.
Chapter Eleven: The Exodus from Russia: Pushed by Pogroms
7.
Why did Russian Jews immigrate to the U.S.?
Russian Jews immigrated to the U.S. to escape persecution, particularly pogroms (organized,
violent attacks) against Jewish communities in Russia.
8.
What was their experience like in the U.S.?
In the U.S., Russian Jews faced challenges such as discrimination, language barriers, and socio-
economic struggles. However, they also found opportunities for economic advancement and religious
freedom.
Chapter Twelve:
El Norte: Up from Mexico
9.
What causes and conditions drove the Mexicans out of Mexico into “El
Norte”?
Mexicans migrated to "El Norte" due to economic hardship, lack of opportunities, and political
instability in Mexico.
10.
In what part of the employment sector did the new Immigrants work?
Describe their employment work cycle.
The new immigrants often worked in low-wage labor sectors, such as agriculture and manual
labor. Their employment cycle involved seasonal work patterns, moving between agricultural regions
to meet labor demands.
Chapter Thirteen: To “the Land of Hope”: Blacks in the Urban North
11.
Why do the African Americas’ begin to migrate from the South to the
Midwest and Northeast?
African Americans began migrating from the South to the Midwest and Northeast during the Great
Migration (1916-1970) in search of better economic opportunities, escape from racial segregation, and
to participate in the industrial job market.
12.
How were the African Americans treated when they arrived in their new
cities and states?
When they arrived in new cities and states, African Americans faced racial discrimination,
segregation, and limited access to housing and employment opportunities.
13.
Why is the history of Harlem considered important for African
Americans?
The history of Harlem is considered important for African Americans because it became a cultural
and intellectual center during the Harlem Renaissance. It provided a platform for artistic expression,
cultural pride, and the development of a distinct African American identity. Harlem symbolizes
resilience, creativity, and the struggle for civil rights within the African American community.
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Grading Rubric:
Fully
Developed
20 – 17 pts
Responded to/Addressed each question on the worksheet with
openness that reveals your questions, curiosity, and personal
insights.
Developed
16 – 13 pts
Responded to/Addressed each question on the worksheet with
openness; responses lack reflection/questions/insights.
Adequate
12 – 9 pts
Responded to/Addressed majority of questions in a general
way; does not question/reflect/or share insights.
Can be
Improved
8 – 5 pts
Responses are abbreviated without much personal
insights/reflection/inquiry, raising questions of what you
meant.
Incomplet
e
4 – 1 pts
Several questions left with no response or addressed with few
words. Responses show lack of curiosity to explore
questions/insights or reflection.