8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

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1 UEH Seminar Topic: The Roaring Twenties Title: Limits on Immigration: Yes or No? Grade Levels: 11 Time Frame: minute lessons Links to Massachusetts History and Social Studies Frameworks: Concepts and Skills, History and Geography 8-12: 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) 8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) 9. Distinguish intended from unintended consequences. (H, E, C) U.S. History II, Reconstruction to the Present, : USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. (H) A. the Boston police strike in 1919 B. the Red Scare and Sacco and Vanzetti C. racial and ethnic tensions D. the Scopes Trial and the debate over Darwin s On the Origins of Species E. Prohibition Essential Objectives: Students should be able to explain the main arguments on each side of the immigration debate of the early 1920s. Students should be able to argue effectively either in favor of or in opposition to placing limits on immigration in the context of the early 1920s. Students should be able to recognize the difference between accurate and flawed lines of reasoning when debating the issue of immigration restriction in the early 1920s. Students should be able to explain how the debate over immigration restriction of the early 1920s can be viewed as an example of the conflict between traditionalism and modernity of that era. Essential Questions: Which arguments in favor of tight limits on immigration were valid? Which arguments in favor of loose limits on immigration were valid? How did the debate over immigration exemplify the tension between tradition and modernity of the 1920s?

2 Procedure: This lesson would be conducted at some point during a general unit on the 1920s whose central theme is the clash of ideologies that manifested itself during that time. Students should already have studied immigration of the late 19 th and early 20 th centuries, including looking at early movements to limit immigration led by groups such as the nativists. Students should be aware that demands to limit immigration grew louder in the years after World War One. Before beginning this lesson, students should have read their textbook s treatment of the immigration debate of this era. Day One: 1) Introduce the lesson by reviewing what students already know about immigration restriction in the 1920s. Tell them that they will be simulating a debate over passage of the 1924 Bill. Without entertaining discussion on its implications, examine the wording of the bill to assure understanding of its basic provisions: The Immigration Act of onactof1924.htm 2) Distribute the following primary documents to students. If possible, take students to a computer lab, where they will have direct access to the links. Instruct students to make two lists as they examine/read each document: arguments used in favor of passing the bill (and limiting immigration) and arguments used against passing the bill. Literacy Test m Maps of Europe Keep on Guarding the Gates egates.htm Guarding the Gates Against Undesirables atesagainstundesirables.htm Shut the Door : A Senator Speaks for Immigration Restriction An Un-American Bill : A Congressman Denounces Immigration Quotas 3) Divide the class into two groups. Explain tonight s homework: One half of the class will be preparing arguments in favor of passing the Immigration bill and the other half will prepare arguments in opposition to passing the bill. Using the notes that they have taken in class (and finding more at home if

3 necessary), each student should write a speech in support of the point of view to which they have been assigned. Tell students that they will be delivering this speech to a small group of students as part of an in-class debate. Speeches should be at least one page long, typed if possible. Day Two: 1) Prepare the class for the debate. Form groups of five to six students four debaters (two on each side) and one or two judges. Judges may be students who were absent the day before, students who didn t do their homework, and/or students who are randomly chosen from among those who prepared for the debate. 2) Distribute Debate Procedure (attached) to all students, and discuss. 3) As debaters prepare for their debates, gather the judges together and give them Debate Ballot (attached). Discuss. 4) Tell judges to take charge of their groups and to have them begin debate when everyone is ready. Judges are responsible for following debate procedure and for keeping time within their groups. 5) When debate procedure is complete, judges should take time to add up their points and consult with each other if necessary. They should then discuss their verdicts with debaters in the group. 6) When all groups have finished, ask each group s judge(s) to describe the high points of their debate and the reasons behind their verdicts. 7) Finish the lesson with a whole-class discussion of ways in which this debate shaped itself around the general tensions between tradition and modernity that were evident during this time period. Students should be encouraged to consider the types of people who were in favor of restricting immigration, parts of the country in which more people favored passage of the bill, and so on. The discussion may lead to a discussion of current debates over immigration. 8) Discuss the follow-up assignment as explained on the debate procedure sheet. Links to UEH Seminar: Dr. Austin s seminar touched on the debate over immigration as one aspect of the tradition/modernity tensions of the time. Assessment: Students speeches will be graded as homework. Students follow-up assignments will be graded as homework. Test on the 1920s will include questions on the debate over immigration restriction. Primary Documents Used:

4 The Immigration Act of onactof1924.htm Literacy Test m Maps of Europe Keep on Guarding the Gates egates.htm Guarding the Gates Against Undesirables atesagainstundesirables.htm Shut the Door : A Senator Speaks for Immigration Restriction An Un-American Bill : A Congressman

5 Debate: Procedure Resolution: The Immigration Restriction Act of 1924 is necessary to the preservation of the American way of life. 1-2 Judges per group/judges moderate and keep time 1) Affirmative: Constructive speech. In a constructive speech, debaters construct their arguments by reading their position statements to their opponents. Opponents and judges take notes as these speeches are delivered. 2) Negative: Constructive speech In a constructive speech, debaters construct their arguments by reading their position statements to their opponents. Opponents and judges take notes as these speeches are delivered. (Maximum 2-minute break for teammate consultation) 3) Affirmative: Rebuttal (limit: 3 minutes) Using notes they took during the constructive speeches, debaters attempt to break down their opponents arguments by calling into question the points they made. Opponents and judges take notes as these rebuttals are delivered. 4) Negative: Rebuttal (limit: 3 minutes) Using notes they took during the constructive speeches, debaters attempt to break down their opponents arguments by calling into question the points they made. Opponents and judges take notes as these rebuttals are delivered. (Maximum 2-minute break for teammate consultation) 5)Affirmative: Cross Examination (limit: 2 minutes) Using notes they took during both sets of speeches, debaters ask questions of their opponents; their purpose is to call their opponents arguments and evidence into question. Judges take notes of questions and answers. 6) Negative: Cross Examination (limit: 2 minutes) Using notes they took during both sets of speeches, debaters ask questions of their opponents; their purpose is to call their opponents arguments and evidence into question. Judges take notes of questions and answers. OVER>>>>

6 7) Judges Decisions: Judges take time to look over their notes and award points. Judges should be prepared to explain their decisions to the class. Follow up: 1)Create a political cartoon that comments on the influence of corporations over your life. Neatly drawn, include a caption. On the back, write one-two sentences explaining the message of your cartoon. OR: 2) Write a 1-2 page personal statement evaluating the influence of Carnegie, Rockefeller, and other early industrialists. Formal essay format; but handwritten is ok.

7 DEBATE BALLOT Judge Name Debate Topic Debate Teams: Affirmative 1) 2) Negative 1) 2) Please take notes in the space below as each side delivers its arguments. AFFIRMATIVE NOTES: NEGATIVE NOTES:

8 Please award up to ten points to each side in each category listed below. A 10 would mean that the debaters had done an exceptional job in this area, a 9 a very good one, and so on. AFFIRMATIVE NEGATIVE Constructive Speeches: Constructive Speeches: Argument (10) Argument (10) Constructive Speeches: Constructive Speeches: Use of Evidence (10) Use of Evidence (10) Rebuttal (10) Rebuttal (10) Cross-Examination (10) Cross-Examination (10) TOTAL (40) TOTAL (40) WINNER: