ImmigrationtoH

awaii
March2 -16,2
017

2/27 2/28 3/1 3/2 3/3
Black
Unit 9HReview
istory BlackHistory CareerDay Immigrantorigins Adayonthe
Unit 9 Test
MonthLesson MonthLesson plantation
3/6 3/7 3/8 3/9 3/10
Working Plantationsimulation PidgintheVoiceof CLEANCARD Relationshipsand
Conditionsonthe Hawaii conditionsonthe
sugarplantation sugarplantation
3/13 3/14 3/15 3/16 3/17
Keepingthe Unitreview PidgintheVoiceof UnitExam LastDayofthe
workers Hawaii Quarter

Name:_
_____________________
ThisP
acketIsD
ueM
arch16!
 Lesson1:T
hursday,M
arch2
,2
017

DON
OW:W
hya
retheres
om
anyd
ifferente
thnicg
roupsinH
awaii?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

ImmigrantO
rigins

By the mid-1800s thousands of Hawaiians had died from diseases. Sugar
owners needed workers for their fields. Workers from all over the
world came to Hawaii to work. Once a group started asking to be paid
more money, plantation owners increased the labor supply (number of
workers) by bringing in a new group of workers from somewhere else.
Knowing they could be replaced so easily, the workers decreased their
wage demands. The following is the order that the groups came to Hawaii
andw
hytheyd
ecidedtoc
ome

Chinese: Chinese came to Hawaii looking to strike it rich. Their hope was to
send money back to their poor families or to return to China after afew
yearsw ithn ewlya
cquiredw
ealth.

Japanese: After a series of crop failures in their country, farmers and

peasantsf roms outhernJ
apanc
ametoH
awaiih opingtoe
arnh igherw
ages.

Portuguese: The majority of the Portuguese immigrants came to Hawaii

seeking a higher standard of living. Besides wanting to escape poverty, high
taxes, and the lack of economic advancement at home, many males
emigrated to avoid eight years of service in Portugal's army. Natural
disasters also stimulated many to seek opportunities to live and work
elsewhere

Puerto Ricans: On August 8, 1899,HurricaneSanCiriaco,withwindsofover

100 milesperhour,struckPuertoRicoand,onAugust22,anotherhurricane
followed. The floods caused by 28 days of continuous rain damaged the
agricultural industry and left 3,400 dead and thousands of people without

1
 shelter, food or work. As a result, Puerto Rican sugar plantations were
destroyed. Demand for sugar from Hawaii increased greatly. To meet the
demand, Hawaii plantation owners recruited the jobless laborers from
PuertoR icotow orkintheirf ields.

Koreans: Natural disasters, poverty, high taxes, and government oppression
causedK oreansh opingtob uilda
b
etterlifetoc
ometoH
awaii.

Filipinos:Filipinoshadharshlivingconditions,includingoverpopulation,andlimited
economic opportunities in their home country. They perceived Hawaii as a
paradise of happiness and prosperity. Many came to save money to return
homea ndlivec
omfortably.


1. Whyd
idH
awaiis
ugarp
lantationo
wnersn eedtob
ringinw
orkers
fromo utsideH
awaii?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. Whyd
idp
lantationo
wnersk
eepb
ringinginw
orkersf
romd
ifferent
places?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. Whatw
erethem
ostc
ommonr
easonsf
orimmigrantstoc
ometo
Hawaii?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________________________________________

WhyImmigrate?

Whythey China Japan Portugal PuertoR
ico Korea Philippines
lefttheir
country
toc
ome
toH
awaii

Social
reasons






Economic
reasons






Political
Reasons

3
 Lesson2
:F
ridayM
arch3
,2
017

DoN
ow:
1. WhatwasthemostcommonreasonsforimmigrantstocometoHawaii?
a. toavoidmilitaryservice
b. wantedtomakemoremoney
c. overpopulation
d. governmentoppression

2. WhydidHawaiisugarplantationownersneedtobringinworkersfrom
outsideofHawaii?
a. Hawaiiansdidntwanttowork
b. Hawaiiansdiedfromdiseases
c. Hawaiianswerepoorworkers
d. HawaiianscouldntspeakEnglish

3. Whydidplantationownerskeepbringingworkersfromdifferentplaces?
a. sotheycouldpaytheirworkerslessmoney
b. tohelppeoplefindjobs
c. toincreasethepopulationinHawaii
d. sotheycouldhaveavarietyofworkers

4. WhatwasapoliticalreasonwhyimmigrantsleftPortugaltocometoHawaii?
a. Naturaldisasters
b. toavoidmilitaryservice
c. Escapepoverty
d. Soughthigherstandardofliving

5. WhatwasasocialreasonwhyimmigrantsleftthePhilippinestocometo
Hawaii?
a. Tomakemoneyandreturnhomerich
b. hightaxes
c. overpopulation
d. governmentoppression

6. WhichofthesewasNOTacountrythatimmigrantscamefromtoworkon
thesugarplantations?
a. Portugal
b. Spain
c. Korea

7. WhatwasaneconomicreasonwhyimmigrantsleftKoreatocometoHawaii?
a. Escapehightaxes
b. overpopulation
c. Governmentoppression
d. sawHawaiiasaparadiseofhappinessandprosperity

4
 Ad
ayo
nthep
lantation

Atypicald ayinthelifeo
fa p lantationw orkera round1900:

4 am--Wake up. Women prepare breakfast and lunch, men tend to duties
aroundtheh ouse(ex.takingc areo fa
nimals)

5 am--Whistle blows for all laborerstowalktomill.Atthemilltheydothings

likelooka fterw orka nimalss ucha sm
ules

5:30a m--Waita td esignatedp lacef orluna,thenw alktof

ields

6:00a m--Workd ayb egins

11:00a m--30m inuteb reakf orlunch

3:30 pm--Work day ends. Whistle blows. Tend to work animals. Workers
returnh ome

4:30 pm--Bathe. Women prepare dinner and tend to household duties

(cooking, cleaning, laundry, sewing, taking care of the kids). Men tend to
farma nimals,v egetableg arden,a ndr epairs

8:00p m--Curfew/Lightso ut

Works chedule:
Thelaborerw ase xpectedtow ork10h oursa d
ay,6
d
aysa w
eek.

Typeo fw
ork:
Men and women worked in the fields. Tasks may include planting, ploughing,
loading cane, watering, weeding, stripping the cane of dryleaves,andcutting
seed cane. A typical worker would spend 4 hours at a time bent over
his/herw ork.

Women with babies had special considerations. If they had to work in the
field, they tied their baby to their backs. Younger children were left at
home with the older children or neighbors. Depending on their situation,
instead of working in the fields, women would try to do jobs like sewing,
laundryo rc ookings otheyc oulds tayh omew iththec
hildren.

Lunas were overseers. They carried whips, rode on horses and issued
orders to the workers. Most lunas were Portuguese. All positions higher
than luna were reserved for the American born and Whites (which the
Portuguesew eren otc onsidereda p
arto f).

5
 JournalE
ntry

Directions: Using everything you learned in class, take the perspective of a
sugar plantation worker and write a journal entry describing yourdayusing
thee
ighte
ventsf
romthetypicald
ayinthelifeo
fa
p
lantationw
orker.

Rubric:
roficiency
Exceedsp roficiency
Meetsp roficiency
Approachesp Noty
eta
pproaching
proficiency

Describesthee ighte
vents Describesthee
ight Describess eveno
fthe Describess ixo
rf
ewer
clearlya
ndina
c
reative learly.
eventsc learly.
eventsc eventso
fthee vents
manner. clearly.

Writingc learlys
eemslike Writings eemslikea
Writings omewhats eems Writingd oesn ots
eemlike
ntry
ajournale ntry
journale likea ntry
journale ntry
ajournale

________________________________________________________________________
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6
 Lesson3
:M
ondayM
arch6
,2
017
DoNow:

1. WhichwasNOTtrueabouttheluna?
a. carriedwhipsandrodehorses
b. issuedorderstotheworkers
c. anyonecouldbealuna
d. mostlyPortuguese

2. Howwaslifeonthesugarplantationdifferentforwomencomparedto
men?
a. Womencouldbeluna,whilemencouldnt
b. Womenwerentallowedtoworkinthefields.
c. Sometimeswomenwouldstayhomeandworkfromthere.
d. Womenhadtodochoresaroundthehousewhilemendidnt.

3. Whatweresomeofthedutiesoftheplantationworkers?
a. planting
b. weeding
c. ploughing
d. alloftheabove

4. Howlongwastheaveragelaborerexpectedtowork?
a. eighthoursaday,fivedaysaweek
b. tenhoursaday,fivedaysaweek
c. tenhoursaday,sixdaysaweek
d. eighthoursaday,sevendaysaweek

5. Whatdidthewhistlesignal?
a. Timeforlunch
b. Timetostartwalkingtothemill
c. Theworkdayisover
d. b&c

6. Whatethnicity/raceheldthehighestpositionsatthesugarplantation?
a. Portuguese
b. Hawaiian
c. Filipino
d. White

7. WhatwasNOTpartofthedayinthelifeofanaverageplantation
worker??
a. Waitingforthelunaandwalkingtothefields
b. Takingcareofworkanimals
c. Plantingandwateringsugarcane
d. 60minutelunchbreak

7
 WorkingC
onditions

Camps where workers lived were dirty, filthy, and unsanitary.
Workers often complained of inadequate wages, poor housing, abusive
plantation foreman (luna), strict plantation police, and isolation. Plantation
work was extremely difficult since it involved planting, hoeing, and carrying
sugar cane. Workers were notusedtothisrigid,punishingworkingschedule.
Where theycamefrom,theydidnothavetoworkasmanyhoursandwere
not subject to a strict system, where the luna went around with a black
whip and forced them to work hard for so many hours. The luna was
backedb
ya
p
olicef
orcec
apableo
fb
reakingd
ownw
orkersr
esistance.
Sugar plantation owners adopted a divide and rule policy where they
pitted workers of different ethnicities against each otherinordertokeep
wages down. One of the main ways they did this was by separating their
workers into groups by race. There were Japanesecamps,Chinesecamps,
Filipino camps, Puerto Rican camps, etc. If one ethnicgroupwentonstrike,
another ethnic group would be brought in to replace them. Living
arrangements, job assignments, and wages were based on ethnicity. Whites
were higher paid, andassignedsupervisorypositions.liketheplantationpolice.
The non-white workers were lower paid and had to do the backbreaking
workinthef
ields.
Workers used many differenttacticsinordertogetbetterworking
conditions. Their tactics included disobedience such as working more slowly
and purposelybeinglazyanddoingabadjob.Workerstookturnslookingout
for the luna as their friends stopped working, smoked, and talked. They
sometimes even resorted toviolencelikecommittingarsonandassaultingthe
luna.
Striking was another way workers tried to improve their working
conditions. In 1909, Japanese workers went on strike to demand higher

8
 wages and an end to the being paidalowerwagebecauseoftheirethnicity.
In response, plantation owners started bringing in workers from the
Philippinestor
eplacethem.
In 1920, a larger, more organized strike occurred in Oahu. This time
both Japanese AND Filipino workerswentonstriketodemandhigherwages.
After six months, the strike ended with workers receiving higher wages
thatw
eree
qualtotheo
there
thnicg
roups.

9
!!!!!!!!!!!Date:___________________________________________Star!Advertiser!!
!!!!!!!Workers!Strike!!!by:!

Failed Oahu Strike 1909:

Who? What? Where? When? and Why? Name:_____________Date___________________Period____
______________________________ Design Eye catching Headline
Picture
______________________________
______________________________
______________________________ !!Harsh!Working!Conditions!! Sketch Japanese woman in
!!!!!!!!Write!article!describing!plantation!conditions! the field
______________________________
______________________________ _____________________________
______________________________ _____________________________
______________________________ _____________________________
______________________________ _____________________________
______________________________ _____________________________
_____________________________
_____________________________
Successful Oahu Strike of 1920:
Who? What? Where? When? and Why? _____________________________
Picture
_______________________________ _____________________________
_______________________________ _____________________________
_______________________________ _____________________________
_______________________________ _____________________________
_______________________________ Sketch a Filipino man loading cane ___________________________
_______________________________ ___________________________
_______________________________ ___________________________
_______________________________ ___________________________
_______________________________ ___________________________
____________________________________________ ___________________________
____________________________________________

!
!
!
!
!
10
!!!!!!!! !
!!!!!!!!!!Date:__________________________________Washington_Post! Date:________________________________________Washington_Post!

!!!!!!Worker!Resistance!! !!!!!!Enforcers!in!the!Field!!!
!!!!!!!By:!! !!!!!!!!!By:!!
!
Workers Growing Frustrated Police: Describe the role of plantation police
Explain why workers were growing frustrated in Hawaii
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Types of Resistance Describe each in detail

Picture
Disobidience:____________________
______________________________
______________________________
______________________________
______________________________
______________________________

Luna Lookout:___________________
!
______________________________
Picture
Luna: Describe the role of Lunas
______________________________
______________________________
______________________________
______________________________
______________________________

Violent Resistance:_________________
Picture
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
11


Lesson4
:T
uesdayM
arch7
,2
017

DON
ow:

1. Whyd idthes trikeo f1909f ail?

a. morethano nee thnicg roupw ento ns
trike
b. workersw erea skingf ortoom uchm oney
c. plantationo wnersd idnth avem oneytop aytheirw orkersm ore
d. onlyo nee thnicg roupw ento ns
trike

2. Whyd idthes trikeo f1920s ucceed?
a. workersa skedf orlessm oneythanin1909
b. onlyo nee thnicg roupw ento ns
trike
c. morethano nee thnicg roupw ento ns
trike
d. plantationo wnersh adm orem oneythanin1909

3. Whichw asN OTs omethingp lantationw orkersd idino
rdertog et
betterw orkingc onditions?
a. assaultedtheluna
b. stoles ugarc ane
c. stoppedw orkingw hiletheirf riendslookedo utf ortheluna
d. setf ires

4. Whatc onditionsd idw
orkerso ftenc omplaino f?
a. isolation
b. poorh ousing
c. inadequatew ages
d. allo
fthea bove

5. Whyd idp
lantationo wnerss eparatew orkersintog roupsb ye thnicity?
a. becausethec ampsw eretoos malltop utthemtogether
b. sotheyw ouldntg ettogethera nds trike
c. becausetheyd idntw anttolivetogether
d. becaused ifferente thnicg roupsw antedd ifferenttypeso f
housing

6. Whichs tatementistrue?
a. Non-whitesw ereh igherp
aida
ndw
eres upervisors
b. Alle
thnicg roupsh adthes
ameh ousing
c. Ifo
nee thnicg
roupw ento
ns
trike,a
nothere thnicg roupw
ould
replacethem
d. whitew orkersw erelowerp aida
ndh adtod
othetougherjobs

12
 PlantationS
imulationR
.A.F.T.
Wheng ivena
R
.A.F.T.a ssignment,itsimportante mpathizew ithy
our
character.T rytop
uty ourselfintheirs
hoes!T
hinka stheythink,f
eela
s
theyf eel,a
ndw
ritea stheyw
ouldw rite.

Role:P lantationW orker

Audience:N otebook
Format:JournalE ntry
Topic:Writea b
riefjournale ntry.Ino
nep
aragraph,f romthep erspective
ofy
oure thnicg roup,d escribey ourc urrentlifeo nthes ugarp lantationin
detail.
August 15th 1890
Dear Journal,
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________

13
Role:PlantationW orker
Audience:N otebook
Format:JournalE ntry
Topic:Writea b
riefjournale
ntry.Inthef
irstp
aragraph,d escribew
hyy our
strikew ass
uccessful.Inthes econdp aragraph,d escribew hatw
ouldh ave
likelyh appenedifo nlyy
oure
thnicg
roupw ento ns
trike.

August 16h 1891
Dear Journal,
________________________________________________________________________
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14
 Lesson5 :M
arch8 &
152
017
Pidgin:T
heV oiceo
fH
awaii

DON
OW:H
owd
oy
outhinkthed
ifferente
thnicg
roupsthatc
ametoH
awaii
communicated?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Directions-
Nof ogetf
od od esek ines
tuffsb umbyey og
radeg
oin
bejunk:
Ansaa lld
aq
uestions.
Restated aq
uestions.
Nom akejusa nyk
ines
hortk
inea
nsa.


1. Writed
ownf
ourp
idginw
ordsa
longw
iththeirm
eanings.

________________________________ __________________________________

________________________________ __________________________________

2. Whatisp
idgin?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. Listthreeb
enefits(+)o
fs
peakingp
idgin?

*____________________________________________________________________

*____________________________________________________________________

15
*____________________________________________________________________

4. Listthreed
rawbacks(-)o
fs
peakingp
idgin?

*____________________________________________________________________

*____________________________________________________________________

*____________________________________________________________________

5. Whyisitimportanttob
ea
bletos
witchb
acka
ndf
orthb
etween
pidgina
nds tandardE
nglish?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

6. Doy
outhinkp
idgins
houldb
etaughtins
chools?W
hy/whyn ot?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

7. Woulditb
ea
s
hameifp
idgind
iedo
ut?W
hy/whyn ot?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

16


Lesson6
:F
ridayM
arch10,2
017

DON
ow:

1. Whatd oeso nom ean?

a. pig
b. thing
c. delicious
d. alright

2. Whatisp
idgin?
a. alanguagethatisa
m
ixtureo fm
anylanguages,w
hichimmigrantsto
Hawaiiu sedtoc
ommunicate
b. theo fficiallanguageo fH
awaii
c. theH awaiianw rittenlanguage
d. alanguageinventedb ym
issionariestoc ommunicatew ithH
awaiians

3. Whicho ftheseisN OTtrueo fs peakingp idgin?
a. youc ans aythingsw ithf
ewerw ords
b. everyonew illw
anttoh irey ouf ora job
c. youc anc ommunicatew ithlocalp eople
d. youc ans peakina k indo fc ode

4. Whicho ftheseisN OTtrueo fs peakingp idgin?
a. peoplethinky oua reghettoa ndu nintelligent
b. somep eoplec antu nderstandy ou
c. itish ardtog eta job
d. teachersloves tudentsthatw ritea nds peakp idgin

5. Whyisitimportanttos witchb acka ndf orthb etweenp idgina
nd
standardE nglish?
a. Ify ouc ant,y oum ightn otg eta cceptedb yc
ertaing roupso f
people
b. Youm ightn otb ea bletog eta jobify ouc ant
c. Youm ightn otb ea bletod ow ellins
choolify ouc ant
d. Allo fthea bove

6. Accordingtothev ideo,w hyw oulditb es ob adifp
idgind
iedo
ut?
a. Teachersw ouldb eu psetb ecauses tudentsn olongers pokeitin
class
b. PeopleinH awaiiw ouldh aven ow ayo fc ommunicatinga nymore
c. Itisp arto fH awaiisc ulture
d. Studentsw ouldg etlowertests cores.

17
 Relationshipsa
ndc
onditions

18


19
 Directions:O nthen exttwop ages,c
ompletetheg
ridu
singtheR
elationships
andC
onditionso ntheS
ugarP lantationr eading.
Yous houldh aveo ned
rawinga nds
ummaryp ern umberedp aragraphin
ther
eading

1. Picture 1. Explanation

2. Picture 2. Explanation

3. Picture 3. Explanation

20
 4. Picture 4. Explanation

5. Picture 5. Explanation

6. Picture 6. Explanation

7. Picture 7. Explanation

21
 Lesson7
:M
ondayM
arch13,2
017
DON
ow:

1. Howweretheworkersontheplantationsegregated?
a. Withinrace
b. byrace
c. byhowmuchtheywerepaid
d. alloftheabove

2. Whatthingswerebasedonethnicity?
a. Jobassignments
b. Livingarrangements
c. wages
d. alloftheabove

3. Whichtwoethnicitieswereseparatedtopreventconflict?
a. ChineseandFilipinos
b. JapaneseandChinese
c. JapaneseandKoreans
d. JapaneseandFilipinos

4. WhatwasNOTabenefitforplantationsthatdidnotsegregatethedifferentethnic
groups?
a. therewasnojealousybetweenraces
b. workerswouldnotgoonstrike
c. differentracesdidntfight
d. differentracesrespectedeachother

5. Whatweretheconditionsofthecampswheretheworkersliveddependenton?
a. Howmuchmoneytheplantationownersmade
b. howmuchmoneytheworkersmade
c. howwelltheworkersdecoratedthecampsaccordingtotheirethniccustoms
andtraditions
d. alloftheabove

6. Whichofthefollowingcorrectlydescribeswhatalunalookoutwas?
a. Peoplethatwouldlookforpeoplewhowantedtobecomelunas
b. lunaswhowouldlookoutforworkerscausingtrouble
c. policemenwhowouldhelplunasdotheirjobs.
d. someonewhowouldwatchforthelunawhiletheotherworkersstopped
working

7. Duringthestrikeof1920,whydidntplantationownersreplacetheJapaneseand
Filipinoworkerswhowentonstrike?
a. Plantationownerswereworriedthattheywouldcauseviolence.
b. Replacingsomanyworkersatonetimewouldhavebeentoodifficult
c. Plantationownersfeltsorryforthem
d. JapaneseandFilipinoworkerswerethebestworkers

22
 Keepingthew
orkers

The picture bride system
was extremely important to
the Japanese immigrants
duringthee
arly1900s.

Itwasasystemthatallowed
Japanese men in the United
States to find wives from
overseas in order to start
families. Japanese bachelors
would mail their self
portraits to a matchmaker
in Japan who then matches
the picture with other
potential brides. Once the
matchmaker finds asuitable
match, they are married
and the bride is sent over
on a one-way trip to the
UnitedS
tates.

Quite often, the only photo that the men had access to were portraits of
them when they were much younger. Most often the women in Japanwere
duped into thinking that their future husband in America is as young as they
were in the picture; however this was not the case. The brides later found
out as soon as they meet their husband for the first time that they are
much older than and not as attractive as they once were. In the portraits
the bachelors were young, however in reality they have aged from the
laborious work of agriculture and the psychological stress of social
marginalization. One would assume that the bride could easily just go back
home to Japan but because they lacked the funds for aridebackandalso
because of their culture, it is important to have pride and save face and
deal with the circumstances on their own in order to prevent shaming the
family.

Picture brides gave the Japanese in America social mobility and family
formation all due to the enacting of the Gentlemens agreement which
allowed for Japan to issue passports to the wives in Japan. The picture
bride system and the Gentlemens agreement were a way to maneuver
aroundthes tricta nti-immigrationlawsa
gainstA
sians.

23
 Reflection

1. Describethep
ictureb
rides
ystem.

2. Whyd
ids
ugarc
ompaniesu
sep
ictureb
rides?

3. Thep
ictureb rides
ystemw
ass
uccessful.W
hate
videnceisthere
todaythatp
rovesthis?

4. Howd
idy
ouf
eelw
heny
ouf
irstm
etu
pw
ithy
ourp
artner?

24
 Lesson8
T
uesday,M
arch14,2
017

DoN
ow:

1 .W
hatisa p ictureb ride?
a. womanw hoa ppearsina p hotobooko fw omenf orm entoc
hoosea
wife
b. womanw hod rawsa p
ictureo fh erselfa nds endsittoa

matchmaker
c. womanw hoh ash erp hototakeno nh erw eddingd ay
d. aw omanw hos endsa p
hotoo fh erselftoa m
atchmaker

2 .W
hyd ids
ugarp lantationo wnerse ncouragethep ictureb ride
system?
a. theyw antedtok eeptheirm alew orkersf romr eturningh ome
b. theyw antedtob ringo verw omentow orko nthep lantations
c. theyf elts orryf ortheirm alew orkers
d. theyw antedtor ewardtheirm alew orkers

3 .W
hatisN OTtrueo fthep ictureb rides ystem?
a. meno ftenu sedp ictureso fthemselvesw hentheyw erey ounger
b. meno ftenu sedp ictureso fo therm en
c. womena ndm ens entp icturestoa m atchmaker
d. mena lwaysu sedc urrentp ictureso fthemselves

4 .W
hatw asthem ainr easonw hyw omenp articipatedinthep icture
brides
ystem?
a. theyc ouldn'tf indh usbandsintheirh omec ountries
b. theyw anteda c hancea ta
b etterlife
c. matchmakersp aidthemlargea mountso fm oney
d. theyw erelonely

5 .H
owd ow ek nowthatthep ictureb rides ysteme ndedu pw
orking?
a. plantationw orkerss toppedg oingo ns trike
b. morem ens tartedc omingtoH awaiijusttof indp ictureb rides
c. Hawaii'ss ocietyb ecamem ulti-cultured
d. plantationw orkerss tartedm akingm orem oney

6 .W
erep ictureb ridem arriagess uccessful?
a. Yes.T hetwop eoplea lwayslovede acho ther.
b. Somew erea nds omew eren ot
c. No.T hew omena lwayse ndedu pg
oingb ackh ome.

25
 UnitR
eview

1. Whatw
asthep
ictureb
rides
ystem?

________________________________________________

________________________________________________

2. Whatw
asthep
urposeo
fthep
ictureb
rides
ystem?

________________________________________________

________________________________________________

3. Whyw
eres
omep
ictureb
ridesu
nhappyw
iththeirm
atches?

________________________________________________

________________________________________________

4. Whyd
idp
lantationo
wnersn eedtob
ringinimmigrantsf
romo
ther
countriestow orko nthep
lantations?
________________________________________________

________________________________________________

5. Listthes
ixc
ountriesthatm
osto
fthes
ugarp
lantationw
orkers
camef rom:

_____________________
____________________

_____________________
____________________

_____________________
____________________

6. Listo nes
ocial,o
ne,e
conomic,a ndo
nep
oliticalr
easonw hyimmigrants
lefttheirc ountriestoc ometoH
awaiitow
orko nthes
ugar
plantations
Reason Reason
Social

Economic

26
 Political



7. Describetheluna.

________________________________________________

________________________________________________

________________________________________________

8. Describethew
orkingc
onditionso
nthes
ugarp
lantation.

________________________________________________

________________________________________________

________________________________________________

9. Howw
eres
ugarp
lantationo
wnersa
bletok
eepthew
ageso
ftheir
workersd
own?

________________________________________________

________________________________________________

________________________________________________

10. Howw
eres
ugarp
lantationw
orkersa
bletoe
ventuallyg
etb
etter
workingc
onditions?

________________________________________________

________________________________________________

________________________________________________

27