Asian American History: Processes of Movement and Dislocation
History/Asian American Studies 160
EXAM 1 REVIEW SHEET - 200 points total
PART I - IDs: For each term, please clearly 1) define what it means; 2) develop its significance within the context of this course; and 3) use a specific example from assigned readings, lecture, or films shown in class to help explain the term, when applicable. 4 IDs; 20 points each for a total of 80 points [5 points for definition;
15 points for significance and example, when applicable]
Transcontinental Railroad racial capitalism divide and rule
racial scapegoat 1934 Tydings-McDuffie Act blood unionism
paper sons and daughters U.S. Nationals Picture Bride
Asian settler colonialism Angel Island unassimilable
Page Act of 1875 1924 Immigration Act colonization
PART II – SHORT ESSAYS: Please answer the following questions using specific examples from assigned readings to support your analysis. 4 Short Essays; 30 points each for a total of 120 points
1.As discussed in “Western European New World and the New Americans,” what were the Alien and Sedition
Acts and what was significant about these laws? [12 points] What was the 1864 Act to Encourage
Immigration and what was significant about this policy? [12 points] And finally, what three countries did the vast majority of immigrants in the U.S. come from during the nineteenth-century? [6 points]
2.In “Chinese Immigrants in Search of Gold Mountain,” author Erika Lee notes how popular opinion often
mischaracterized Chinese laborers in the U.S. as unfree coolies. According to Lee, how did most Chinese pay for their passage to the U.S.? [5 points] Lee also describes how the vast majority of early Chinese immigrants in the U.S. were male. Discuss two key reasons for why many Chinese women did not
immigrate to the U.S. during the nineteenth-century. [10 points] Lastly, describe three types of labor that Chinese immigrants engaged in during the late nineteenth-century. In your answers, explain why Chinese immigrants worked in these trades and what the working conditions were like. [15 points]
3.Judy Wu explains in “Bound Feet” the rise of Chinese prostitution in California. According to Wu, what
was the biggest difference between white and Chinese prostitutes in San Francisco? For Chinese prostitutes, how was work in parlor houses different from that in cribs? [10 points] What factors accounted for why a high percentage of Chinese women in San Francisco worked as prostitutes? [10 points] Finally, what were some “escape avenues” for these Chinese prostitutes? [10 points]
4.Ronald Takaki recounts in “Raising Cane: The World of Plantation Hawaii” that the housing pattern of
Hawaiian sugar plantations resembled that of a “pyramid.” Detail and discuss the racial structure of this housing hierarchy. How did planters benefit from dividing workers into separate ethnic camps? [10 points] Describe two important cultural celebrations and festivals that Asians immigrants brought over to Hawaii?
Why were these celebrations important for Asian plantation workers? [10 points] According to Takaki, over time workers from different nationalities began to develop a common language. What is that common language called and what is important about this new language? [10 points]
5. A central point of Dean Itsuji Saranillio’s article, “Why Asian Settler Colonialism Matters,” is that Asian
settlers in Hawaii both resisted and supported U.S. systems of violence. Please explain what Saranillio means by this analysis [6 points] and provide one example of how Asian settlers in Hawaii resisted U.S.
systems of violence and one example describing how Asian settlers supported U.S. systems of violence. [12 points each example]
6.According to Jack Chen, how did the economic context of California, the interests of labor unions, and the
national electoral politics contribute to the passing of a federal policy restricting the immigration of Chinese laborers in 1882? [10 points each example]
7.How did Eithne Luibheid in “A Blueprint for Exclusion” answer the question, “Why target Chinese
prostitution, in particular?” [8 points] Discuss two major techniques that immigration officials developed to differentiate “real” wives from prostitutes. [8 points each technique] What was significant about the
strategies that were developed to control the immigration of Chinese women? [6 points]
8.According to Erika Lee in “Chinese Exclusion and American Gatekeeping,” the passage of the Chinese
Exclusion Act laid the foundation for immigration regulation in the U.S. Discuss three ways that clearly show the impact that Chinese exclusion had on U.S. immigration regulation. Be specific in your answers [10 points]
9.In “Enforcement of the Exclusion Laws,” Erika Lee describes three ways in which immigration inspectors
relied on presumed “class” differences to differentiate Chinese merchants from Chinese coolies. What were these three assumed differences? [15 points] Lee also argues that Chinese exclusion affected the citizenship rights of many Chinese Americans. How did Chinese exclusion work to stigmatize the citizenship status of Chinese Americans? [5 points] Discuss the cases of Look Ting Sing and Wong Kim Ark and explain how exclusionists sought to challenge the citizenship status of Chinese Americans. [10 points]
10.According to Yuji Ichioka in “Struggle Against Exclusion,” why was U.S. assimilation so important for
Japanese immigrants? How did they distinguish between gaimenteki doka and naimenteki doka? What are some examples of each? [14 points] How did the ideal of assimilation spur on a debate among the Issei over the education of the Nisei? [8 points] Did assimilation help Japanese immigrants overcome the colorline in U.S. society? Why not? [8 points]
11.Following the passage of the Chinese Exclusion Acts, more laws were passed to turn Asians in the U.S. into
“indispensable yet undesirable” immigrants? Detail and discuss the significance of the Gentlemen’s
Agreement, the Alien Land Laws, and the 1917 Immigration Act. [10 points each law]
12.In “Filipinos in the U.S. Empire,” Erika Lee provided three reasons fueling the anti-Filipino movement in
the U.S. Discuss in detail each reason. [10 points each example]
13.What three examples did Mae Ngai use to examine the process by which Filipinos in the U.S. transformed
from colonial subjects to undesirable aliens? [10 points each example]
英国：最短学制2年高中+3年大学
英国的“高考”简称A-level考试，即普通教育证书高级考试。考试课程有英语语言、文学、数学、生物、化学、经济等课程。选修课有古英语、音乐、历史、地理等。学生选修的课目也要考试。只有在A－LEVEL考试中取得优异成绩的，才能被一流大学录取，进行深造。
英国高中A-level总共为两年时间，学生们可以根据个人兴趣和将来大学本科要攻读的专业，自己选读课程，由于高中就选修了专业课，所以英国的大学只有三年。较好的中学往往会开设20-30门以上的课程供选。而学生通常只要在第一年选修4门功课、第二年3门功课(是第一年课程的延续)。比如说，如果将来想攻读建筑，那么在A-level阶段最好就选择艺术设计、建筑学、数学、物理等。学生第一年各门功课和第二年各门功课的统考成绩(满分600分)都将按比例被计入总成绩换算，得出的最终结果就是A-level成绩，考试评分标准分8挡，从A、B一直到G，零分则用U表示。
申请大学：学生根据自己的A-level成绩，如AAA、ACB、CBD等填报大学申请(即UCAS表格)，一般为5所学校。每年，都有大批的学生拿着全A的成绩去申请牛津、剑桥、帝国理工等顶尖名校，而各校各专业录取的标准则不尽相同。
美国：4年高中多次“高考”取最高分
ACT考试与SAT考试均被称为"美国高考"，它们既是美国大学的入学条件之一，又是大学发放奖学金的主要依据。在中国更普及的是SAT考试。
包括通用考试(SAT1或NEW SAT)以及单科考试(SAT2)，学生可以多次参考，前三次取最高成绩，第四次开始取每次考试加和的平均成绩。
SAT1主要测写作、阅读和数学能力，每部分满分是800分，总分是2400分;
SAT2每科满分为800分。绝大部分美国名校只要求中国留学申请人提供SAT通用考试的成绩即可，个别院校及专业要求申请人提供SAT2的单科考试成绩。
ACT考试分为四个部分:
文章改错(English)，数学(Math)，阅读(Reading)，科学推理(ScienceReasoning)
另外，作文为选考。ACT成绩会被全美包括哈佛大学等常青藤名校在内的3000多所大学接受为本科入学标准。
加拿大：4年高中没有“高考”！！
加拿大没有统一的“高考”！！加拿大教育不是由统一的教育局管的，而是由各省政府进行教育投资以及教育质量的监督。
其次，在加拿大读四年中学，在申请大学的时候不需要雅思成绩
再次，加拿大没有高考，申请大学只需三个条件：
一，GPA
加拿大中学平均成绩的算法跟我们国家有所不同。例如学生的出勤率是占到总成绩的一定比率的。其次，学生的完成作业情况也是占分数的。再者，学生的课堂表现等等。具体的笔试考试只占到最终成绩的一小部分。这样的话，只要学生学习态度认真，拿到相对高的平均成绩是不难的。
二，语言成绩
在加拿大，学生是用全英文去学习和生活的，在经历的全英的课堂以及全英的生活氛围之后，学生考雅思和托福就相当容易了。
三，省考
加拿大教育由于是由省教育部监督的，所以每个省都有自己独立的毕业考试，也叫省考。以加拿大安大略省为例，安省的省考只有英语一门的考试。学生的这一门省考也不是个难题。