Photo--Ellis Island, 1933

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Immigrant attic laundry

Introduction

In this lesson, students will use textbooks and primary source documents to uncover facts, ideas, and concepts pertinent to the immigrant experience in the United States in the latter half of the 19th century. While this lesson accompanies a Gilded Age/Progressive Era Unit, which focuses on the New Immigration, students may research and include pre-Civil War, German and Irish immigration as well as conditions for immigrants in the 1920s. 

After collecting a data base of details, examples, and ideas, students will then analyze, draw conclusions from, and evaluate that data. 

Students will demonstrate their knowledge of the facts, and, the quality of their critical thinking by way of a "promotional pamphlet," written from an immigrant's point of view, designed either to encourage or disuade folks back home...
 
 
 
 

Standards Addressed

Eleventh Grade
Social Studies: Continuity and Change in the Twentieth Century

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

2. Describe the changing landscape, including the growth of cities linked by 
    industry and trade, and the development of cities divided according to race, 
    ethnicity, and class.
3. Trace the effect of the Americanization movement.
4. Analyze the effect of urban political machines and responses to them by 
    immigrants and middle-class reformers.
7. Analyze the similarities and differences between the ideologies of Social 
    Darwinism and Social Gospel (e.g., using biographies of William Graham 
    Sumner, Billy Sunday, Dwight L. Moody).

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Students will:

• ....team...coop...divide work =ly...
• analyze and evaluate primary-source texts, illustrations, and photographs.
• identify people, ideas, events, and organizations that had an impact on new immigrants.
• describe the effects that these people, ideas, events, and organizations had on new immigrants.
• analyze the extent to which these people, ideas, events, and organizations affected immigrants.
• appraise the... and express their opinions (in character) about the immigrant experience in America.
• Use software (Word, PageMaker, Illustrator, etc..) to compose a six-panel pamphlet.
• revise, edit, ....
• create a graph (bar, line, or ...) derived from U.S. Census Bureau Data. The graph will compare data for at least four different groups of people--by ethnicity, national origin, or region.

1. After viewing an animation of continental movement on a laser disk, students will be able to arrange the fit of the continents with continental puzzle pieces.
2. After analyzing information from an Encarta CD, students will be able to compare the distribution of fossils, rock types and ancient climatic zones on different continents as evidence for plate tectonics by fitting puzzle pieces marked by these special features.
3. Students will be able to draw a diagram of the earth’s layers.
4. After collecting information from The Earth CD, students will be able to locate earthquakes, volcanoes and mid ocean ridges as evidence for plate tectonics.
5. After viewing a laser disc geology chapter, students will be able to pass a true/false quiz on lithospheric plates and layers of the earth.
6. Students will be able to identify the major geologic events that result from plate motions in a Power Point multimedia presentation.
7. Students will be able to present their findings on the sixth grade plate tectonics and Earth’s structure standards in a Power Point multimedia presentation to an audience of peers and adults, including the World Geologic Society.
8. Students will be able to write, edit and revise their findings on the sixth grade plate tectonics and Earth’s structure standards using correct grammar, spelling and punctuation.

• Handout of terms/vocabulary: Jane Addams, bosses, political machines, nativists, Salvation Army, YMCA, settlement houses, social darwinism, Cardinal Gibbons, Dwight L. Moody, emigration, emigree,  Chinese Exclusion Act, immigration laws--1885 and 1886, "mongrelization," ...
• Concepts: push-pull factors, social consciousness, ironic role of political machines, immigrants rejecting immigrants, cultural differences, "melting pot," "stew," "salad bowl,"...
• ...
• Document Analysis Sheet: for Jane Addams excerpt (Christianity, democracy) and Nativist book introduction.
• ...
• Symbols of immigration:...
• Open Door Poem (based on and after studying Emma Lazarus's...):

Introductory Activity

Primary Source Inquiry: Thomas Nast Irish and Catholic cartoons, Populist Omaha platform, Chinese Exclusion Act, 

Enabling Activity(ies)
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Culminating Activity
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Introductory Activity
List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.

Enabling Activity
List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files.
 

Culminating Activity
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Etna High School
Etna, California
Mark Evans mevans@sisnet.ssku.k12.ca.us
Last Revised: 00/00/2000 (insert and update last revision date every time you work on this page)