Subject Area: United States & Virginia History Grade/level: 11

Transcription

1 Teacher Name: Amy Davenport School: George C. Marshall HS Subject Area: United States & Virginia History Grade/level: 11 Adventure of the American Mind Northern Virginia FCPS Virginia and U. S. History Lesson Plan Era Era 4: Rise of Industrial America, Topic Lesson Title Instructional Time Essential Learning What is the concept to be learned? What is the big picture? SBI Objectives POS/SOL by number and descriptor. Immigration and the Growth of Cities Immigration and American Society 1 instructional block, 90 min. As a result of this lesson, students will know: STANDARD VUS8.a: Summarize the following information related to immigration to America from the end of Reconstruction through the early twentieth century: Prior to 1871, most immigrants to America came from northern and western Europe (Germany, Great Britain, Ireland, Norway, and Sweden). During the half-century from 1871 until 1921, most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia, and present-day Hungary and Yugoslavia), as well as Asia (China and Japan) the East. They often worked for very low pay and in dangerous working conditions to help build the nation s industrial strength. During this period, immigrants from Europe entered America through Ellis Island in New York harbor. Their first view of America was often the Statue of Liberty, standing nearby, as their ships arrived following the voyage across the Atlantic. Immigrants began the process of assimilation into what was termed the American melting pot. While often settling in ethnic neighborhoods in the growing cities, they and their children worked hard to learn English, adopt American customs, and become American citizens. The public schools served an essential role in the process of assimilating immigrants into American society. Despite the valuable contributions immigrants made to building America during this period, immigrants often faced hardship and hostility. There was fear and resentment that immigrants would take jobs for lower pay than American workers, and there was prejudice based on religious and cultural differences. Mounting resentment led Congress to limit immigration through the Chinese Exclusion Act of 1882 and the Immigration Restriction Act of These laws effectively cut off most immigration to America for the next several decades; however, the immigrants of this period and their descendants continued to contribute immeasurably to American society. STANDARD VUS8.a: The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union. POS: Benchmark 8.2: The student analyzes the ways that cultural and economic change redefined American ideals at the turn of the 20th century. POS: Benchmark 8.3: The student analyzes factors that fueled the modern industrial 1

2 economy: industrialization, urbanization, immigration and available natural resources. Assessment How will you know that the lesson was successful? Describe what type of student assessments you will use to evaluate understanding. Attach a copy of student instructions or assessment instrument. Procedure Describe step by step procedure. Include opener, teacher presentation and student activities. ESSENTIAL QUESTIONS SOL Curriculum Framework 1. What factors influenced American growth and expansion in the late nineteenth and early twentieth century? FCPS Program of Studies 2. In what ways did changing patterns of immigration to the United States and the movements of people within the country create new patterns and conflicts? 3. What significant shifts in immigration patterns occurred at the turn of the 20 th century? 4. How did US immigration policies respond to the challenges of the new wave of immigrants? ASSESSMENT 1. Formative Assessment: 5 question open-note quiz at the end of the block. 2. Summative Assessment: Multiple Choice Test at the end of the unit 3. Performance Assessment: Essay on unit test. 4. Performance Assessment: Collaborative Group Project: In groups of two, students will explored the American Memory Timeline, Rise of Industrial America and complete the primary source analysis hand out. Students will use the hand out for the checks for understanding, summative assessment, and performance assessment. I. Preliminary Instruction: Students should complete a lesson on the rise of industry in the U.S. before they complete this lesson. There are 4 industrial review questions included at the beginning of the Era 4: Immigration and American Society activity hand out. II. Unit Hook, 10 minutes: Students will view primary source photographs of Ellis Island and the No Chinese and No Irish allowed sign. Excellent photographs can be found at: Ask students the following photograph analysis questions: 1. What are your observations? (ages, gender, clothing, place, etc.) 2. What are your interpretations? (immigrants, processing, etc.) 3. What are the possible push factors for these immigrants? 4. What are possible pull factors drawing the immigrants to the United States? 5. What possible economic, social, or political conditions existed to create signs such as this? III. Performance Assessment: Collaborative Group Project, 65 minutes: In groups of two, students will explore the American Memory Timeline, Rise of Industrial America and complete the Era 4: Immigration and American Society group activity hand out. The hand out includes step by step instructions on how to navigate through the timeline including cut and pasted symbols from the website for visual learners. Review student answers in a class discussion. The hand out can be collected for a grade after the open-note quiz. Students can use the hand out for the formative assessment, summative assessment, and performance assessment. IV. Formative Assessment, Open-Note Quiz, 15 minutes: Students will complete a opennote quiz using the Era 4: Immigration & American Society hand out. Students will switch papers for a peer check. Students will discuss answers while teacher clarifies questions and correct answers. Materials/Resources 1. The American Memory Timeline was developed to help teachers and students use the vast online collections of the Library of Congress. The links to the right will lead you to sets of selected primary sources on a variety of topics in United States 2

3 History. The sets are arranged by chronological period 2. Era 4: Immigration & American Society hand out 3. Open-Note Quiz 4. Photographs of immigration for interest hook activity. Differentiation Include strategies for re-teaching and special populations such as GT, ESOL and special education. 1. Special education students and ESOL students can use an adapted Era 4: Immigration & American Society. Possible adaptations could include fill in the blanks, word bank, or vocabulary list. 2. Port of Entry: Immigration is a sample lesson highlighting the immigrant experience in American life. Students assume the role of historical detective and travel back in time to the turn of the century. As historical detectives, they search for clues to the past in images and primary source documents from the American Memory collections. This website includes the same essential content but could be given as alternative or supplemental assignment for advanced learners. 3

4 ERA 4: IMMIGRATION AND AMERICAN SOCIETY Open Internet Explorer and go to the following URL: ml American Memory Timeline: Click on the following link: Copyright Library of Congress, The Learning Page Read the overview and answer the following questions: 1. What are the types of industries that expanded in the decades following the Civil War? 2. Describe how industrial growth transformed American society. 3. Describe working conditions of the Industrial era. 4. What are some of the advancements in technology during the Industrial Era? Click on the following link: 5. What was the principle source of immigration before the Civil War? copyright Denver Public Library, Colorado Historical Society, and Denver Art Museum

5 6. What pull factors drew Chinese immigrants to the United States? 7. What happened as a result of the fear and resentment towards Chinese immigrants? 8. How does Twain describe the work ethic of the Chinese immigrants? 9. How does Twain describe the resourcefulness of the Chinese immigrants? 10. Who does Twain principally blame for the oppression and injustice dealt to Chinese immigrants in the West?

6 11. Read the fourth point. What industries do the Chinese representatives say Chinese are employed? 12. What did the mayor of San Francisco and the governor of California do in response to increasing Chinese immigration according to the representatives? Click on the Back button and then: 13. Why did many immigrants come to the United States? 14. Describe how immigrants were processed once they arrived at Ellis Island. 15. Click on this picture: What are some of the things an immigrant aboard an ocean liner would see as they arrived at Ellis Island? 16. What two groups of people contributed to the growth of cities at the turn of the century?

7 17. Describe how industrial expansion and population growth rapidly changed the faces of American cities. 18. What do you think a political boss is and how did he seek to care of his neighborhood residents? 19. Why do you think buildings are built up instead of out? 20. In order for skyscrapers to be functional, what other advancements do you think were created?

8 ERA 4: IMMIGRATION AND AMERICAN SOCIETY ANSWER KEY Open Internet Explorer and go to the following URL: ml American Memory Timeline: Click on the following link: Copyright Library of Congress, The Learning Page 1. What are the types of industries that expanded in the decades following the Civil War? a. Old industries expanded and many new ones, including petroleum refining, steel manufacturing, and electrical power, emerged. Railroads expanded significantly, bringing even remote parts of the country into a national market economy. 2. Describe how industrial growth transformed American society. a. It produced a new class of wealthy industrialists and a prosperous middle class. It also produced a vastly expanded blue collar working class. The labor force that made industrialization possible was made up of millions of newly arrived immigrants and even larger numbers of migrants from rural areas. American society became more diverse than ever before. 3. Describe working conditions of the Industrial era. a. Many workers were typically unemployed at least part of the year, and their wages were relatively low when they did work. This situation led many workers to support and join labor unions. Meanwhile, farmers also faced hard times as technology and increasing production led to more competition and falling prices for farm products. Hard times on farms led many young people to move to the city in search of better job opportunities. 4. What are some of the advancements in technology during the Industrial Era? a. Electric light bulbs, steam-powered locomotives, electric trolley cars, gasoline-powered automobiles. Click on the following link: Read the overview and answer the following questions: 5. What was the principle source of immigration before the Civil War? a. During the 1870s and 1880s, the majority came from Germany, Ireland, and England- -the principal source of immigration before the Civil War. Even so, a relatively large group of Chinese immigrated to the United copyright Denver Public Library, Colorado Historical Society, and Denver Art Museum

9 States betw een the start of the California gold rush in 1849 and 1882, when federal law stopped their immigration. 6. What pull factors drew Chinese immigrants to the United States? a. At first, they were attracted to North America by the gold rush in California. Many prospected for gold on their own or labored for other miners. Soon, many opened their own businesses such as restaurants, laundries, and other personal service concerns. After the gold rush, Chinese immigrants worked as agricultural laborers, on railroad construction crews throughout the West, and in low-paying industrial jobs 7. What happened as a result of the fear and resentment towards Chinese immigrants? a. With economic competition came dislike and even racial suspicion and hatred. Such feelings were accompanied by anti-chinese riots and pressure, especially in California, for the exclusion of Chinese immigrants from the United States. The result of this pressure was the Chinese Exclusion Act, passed by Congress in How does Twain describe the work ethic of the Chinese immigrants? a. A disorderly Chinaman is rare, and a lazy one does not exist. So long as a Chinaman has strength to use his hands he needs no support from anybody; white men often complain of want of work, but a Chinaman offers no such complaint; he always manages to find something to do. Chinamen make good house servants, being quick, obedient, patient, quick to learn and tirelessly industrious. They do not need to be taught a thing twice, as a general thing. They are imitative. 9. How does Twain describe the resourcefulness of the Chinese immigrants? a. In California they rent little patches of ground and do a deal of gardening. They will raise surprising crops of vegetables on a sand pile. They waste nothing. What is rubbish to a Christian, a Chinaman carefully preserves and makes useful in one way or another. He gathers up all the old oyster and sardine cans that white people throw away, and procures marketable tin and solder from them by melting. 10. Who does Twain principally blame for the oppression and injustice dealt to Chinese immigrants in the West? a. and then the officers come down on him once a month with an exorbitant swindle to which the legislature has given the broad, general name of "foreign" mining tax, but it is usually inflicted on no foreigners but Chinamen. This swindle has in some cases been repeated once or twice on the same victim in the course of the same month--but the public treasury was no additionally enriched by it, probably.... Only the scum of the population do it--they and their children; they, and, naturally

10 and consistently, the policemen and politicians, likewise, for these are the dust-licking pimps and slaves of the scum, there as well as elsewhere in America. 11. Read the fourth point. What industries do the Chinese representatives say Chinese are employed? a. Our people in this country, for the most part, have been peaceable, lawabiding and industrious. They performed the largest part of the unskilled labor in the construction of the Central Pacific Railroad, and also of other railroads on this coast. They have found useful employment in all the manufacturing establishments of this coast, in agricultural pursuits, and in family service. While benefiting themselves with the honest reward of their daily toil, they have given satisfaction to their employers, and have left all the results of their industry to enrich the State. They have not displaced white laborers from these positions, but have simply multiplied industries. 12. What did the mayor of San Francisco and the governor of California do in response to increasing Chinese immigration according to the representatives? a. These great men gathered some twenty thousand of the people of this city together on the evening of April 5, and adopted an address and resolutions against Chinese immigration. Click on the Back button and then: 13. Why did many immigrants come to the United States? a. Fleeing crop failure, land and job shortages, rising taxes, and famine, many came to the U. S. because it was perceived as the land of economic opportunity. Others came seeking personal freedom or relief from political and religious persecution. 14. Describe how immigrants were processed once they arrived at Ellis Island. a. immigrants underwent medical examinations and answered questions about their work, money situations, and destinations. Later a literacy test was also administered.

11 15. Click on this picture: What are some of the things an immigrant aboard an ocean liner would see as they arrived at Ellis Island? a. Statue of Liberty, Processing Center, New York City skyline, other boats 16. What two groups of people contributed to the growth of cities at the turn of the century? a. Immigrants and migrants from rural areas 17. Describe how industrial expansion and population growth rapidly changed the faces of American cities. a. Noise, traffic jams, slums, air pollution, and sanitation and health problems became commonplace. Mass transit, in the form of trolleys, cable cars, and subways, was built, and skyscrapers began to dominate city skylines. New communities, known as suburbs, began to be built just beyond the city. Commuters, those who lived in the suburbs and traveled in and out of the city for work, began to increase in number. 18. What do you think a political boss is and how did he seek to care of his neighborhood residents? a. A corrupt politician who provides services in return for votes. He gave them jobs. 19. Why do you think buildings are built up instead of out? 20. In order for skyscrapers to be functional, what other advancements do you think were created? a. Elevators, escalators

12 ERA 4: IMMIGRATION AND AMERICAN SOCIETY Open-Note Quiz 1. Why did many immigrants come to the United States? 2. Where did most immigrants come from during the half century from 1871 until 1921? 3. During this period, immigrants from Europe entered through in New York harbor. 4. Describe the working conditions of the Industrial Era that many immigrants endured. 5. Mounting resentment led Congress to limit Chinese immigration through the. Industrialization, Immigration, & The Growth of Cities Open-Note Quiz Answer Key 1. Why did many immigrants come to the United States? a. Fleeing crop failure, land and job shortages, rising taxes, and famine, many came to the U. S. because it was perceived as the land of economic opportunity. Others came seeking personal freedom or relief from political and religious persecution. 2. Where did most immigrants come from during the half century from 1871 until 1921? a. During the 1870s and 1880s, the majority came from Germany, Ireland, and England--the principal source of immigration before the Civil War. Even so, a relatively large group of Chinese immigrated to the United States between the start of the California gold rush in 1849 and 1882, when federal law stopped their immigration. 3. During this period, immigrants from Europe entered through in New York harbor. a. Ellis Island 4. Describe the working conditions of the Industrial Era that many immigrants endured. a. Many workers were typically unemployed at least part of the year, and their wages were relatively low when they did work. This situation led many workers to support and join labor unions. Meanwhile, farmers also faced hard times as technology and increasing production led to more competition and falling prices for farm products. Hard times on farms led many young people to move to the city in search of better job opportunities. 5. Mounting resentment led Congress to limit Chinese immigration through the. a. Chinese Exclusion Act

13 ERA 4: IMMIGRATION AND AMERICAN SOCIETY SAMPLE MULTIPLE CHOICE & ESSAY QUESTIONS What encouraged immigrants to leave their native countries? A B C D former slaves settled in their countries by the United States promises of lifetime employment and free land epidemics of disease poor farming, relaxed emigration laws, and political and religious persecution During the half-century from 1871 until 1921, most immigrants came from A southern and eastern Europe B northern and western Europe C Asia D A & C Immigrants from Europe entered America through in New York harbor where they saw the Statue of Liberty. A Angel Island B Ellis Island C Verranzano Island D Hawaiian Islands Which of the following are characteristics of the growth of cities? I. New constructions such as the Brooklyn Bridge and skyscrapers. II. Need for new public services such as sewage and water systems. III. Migration of workers from farms to the cities. IV. New transportation systems such as trolley cars and the subway in New York City. A. I, II B. I, II, III C. I, II, III, IV D. I, II, IV Which of the following is true of the Chinese Exclusion Act? A. It decreased Chinese immigration B. It resulted in segregated classrooms. C. It was agreed to by Chinese immigrants and the United States. D. It prohibited Chinese Americans from working in industrial jobs. Essay Questions (Taken from the US/VA SOL Curriculum Framework & FCPS Program of Studies) 1. What factors influenced American growth and expansion in the late nineteenth and early twentieth century? 2. In what ways did changing patterns of immigration to the United States and the movements of people within the country create new patterns and conflicts? 3. What significant shifts in immigration patterns occurred at the turn of the 20 th century? 4. How did US immigration policies respond to the challenges of the new wave of immigrants?