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Intermediate School 125 America’s Choice Social Studies Curriculum Unit Gnecco & Sangirardi Page 1 of 77

Thomas J. McCann Middle School Intermediate School 125

Woodside, NY 11377 New York City Department of Education-Region Four

Reyes Irizarry, Regional Superintendent Lillian Druck, Local Instructional Superintendent

John-Paul Bianchi, Regional Instructional Specialist Judy Lynn Mittler, Principal

Theresa Conte, Assistant Principal-Social Studies

America’s Choice Design Model

“The United States… a Diverse Society”

Social Studies Curriculum Unit Written by: Mr. Arthur Gnecco 8th Grade Social Studies Teacher Student Government Advisor Mr. Michael Sangirardi 8th Grade Social Studies Teacher Econ Bowl Advisor


Table of Contents

Page Number

Introduction ........................................................................................................................................... 3 About the Unit....................................................................................................................................... 3 Materials for Lesson Planning .............................................................................................................. 5 Lesson 1 Why did push and pull factors lead to the migration of the United States? .......................... 6 Lesson 2 How did Americans view immigration differently? ............................................................... 7 Lesson 3 How did immigrants contribute to the diverse society in America? ...................................... 8 Lesson 4 What was the immigration experience really like? ............................................................... 9 Lesson 5 How did immigrants cope with the change in their life? .................................................... 10 Lesson 6 Why was immigration important to the Industrial Revolution (Historian Circles)? .......... 11 Lesson 7 Why did so many immigrants settle in New York City? ....................................................... 12 Lesson 8 How were the living conditions in early cities? .................................................................. 13 Lesson 9 How have artists depicted immigration? ............................................................................. 14 Lesson 10 Should the United States limit immigration? .................................................................... 15 Lesson 11 How can we develop a standard setting document based essay using documents from immigration? ....................................................................................................................................... 16 Word Walls ......................................................................................................................................... 17 Word Splashes .................................................................................................................................... 18 Word Map ........................................................................................................................................... 19 Suggested Forms of Unit Review ....................................................................................................... 20 Potential Review Documents .............................................................................................................. 21 Statistical Immigration Research ........................................................................................................ 21 End of Unit Summary ......................................................................................................................... 28 New York State Social Studies Core Curriculum ............................................................................... 29 Historian Circles ................................................................................................................................. 34 Historian Circles Responsibilities ....................................................................................................... 35 Appendices A .......................................................................................................................................................... 39 B .......................................................................................................................................................... 41 C .......................................................................................................................................................... 43 D .......................................................................................................................................................... 47 E .......................................................................................................................................................... 49 F .......................................................................................................................................................... 55 G .......................................................................................................................................................... 62 H .......................................................................................................................................................... 64 Bibliography ....................................................................................................................................... 73


Introduction

As part of our ongoing effort to raise the level of functional literacy for all students, the Social

Studies teachers of I.S. 125 have implemented the reader’s and writer’s workshop into each classroom.

The National Council on Economic Education (NCEE) and America’s Choice offer specific ways school

districts can build their levels of literacy through standards based instruction. Both workshops have

proven effective in the English Language Arts classrooms. There is no doubt that the strategies for

success, along with the generated rituals and routines provide students with the necessary tools for

continued growth. Thus, the America’s Choice model has been adapted into our classrooms with careful

attention made to specific literacy skills, the principles of learning and the English Language Arts

standards.

This unit is a collaborative piece that focuses on standards based instruction using the Scope and

Sequence for New York State Social Studies. Since there are no National Standards for Social Studies,

these lessons are aligned with the New York State Social Studies Standards.

About the Unit

The melting pot, salad bowl, assimilation, “streets paved in gold”, the American Dream, all

phrases that were associated with immigration. Illegal aliens, the 9/11 terrorist attacks, cheap labor,

border patrol, Homeland Security, these have become phrases that are now synonymous with

immigration. The United States has been a nation of immigrants since its inception. Immigrants have

come to the United States in search for a better life. We would not be the society today without the

contributions of the various groups that have entered our county. The question lies should the “gates”

finally be closed?

Well over ninety percent of all Americans ancestors are immigrants or immigrants themselves.

"Give me your tired, your poor, your huddled masses yearning to breathe free…I lift my lamp beside the


golden door"(Lazarus, 2005, p.5)! Everyone can relate a story of immigration to these well-articulated

words that sit at the base of the symbol of our diverse society, the Statue of Liberty.

However, some feel that these “golden doors” should be shut permanently. “Wide open and

unguarded stand our gates named of the four winds, North, South, East and West; portals that lead to an

enchanted land of cities, forests, fields of living gold… In street and alley what strange tongues are loud,

accents of menace alien to our air, voices that once the Tower of Babel knew! O Liberty, white

Goddess! Is it well to leave the gates unguarded? On thy breast fold Sorrow's children, soothe”

(Aldrich, 1895, p.83).

Both selections present interesting perspectives from both sides of immigration. When that

mental image of the Statue of Liberty comes into your head all you can hear are the lyrics of Neil

Diamond’s Coming to America. You reminisce of stories of your ancestors, their struggles in their

country of origin, and how they are proud to be Americans. Then you relive the painful nightmare of

September 11th. Watch the planes go into the North and South Tower again and again, only to watch

them crumble. Your rage takes over and you wonder how we could let people like this in?

It is through differentiation and the America’s Choice program that we, as educators, will invoke

such an analytical thought process. This accompanying unit will do just that.


Materials for Unit Plan

Sourcebooks

Overhead projector

Specific overhead transparencies from the History Alive resources

Television/VCR-DVD

o With specific Documentaries/Videos

Slide projector

Laptop with LCD Projector

Chart paper

o Specific charts posted with literacy strategies addressed

Word Walls

Word Splashes

Word Maps


Lesson 1 Aim: How did push and pull factors lead to the migration of the United States? Mini Lesson: Today we will examine the ways and reasoning behind one of the most significant times in United States history, Immigration. We are a country of immigrants and each of our families have all, at one time or another made the journey to the United States for a number of reasons. Today we will explore those reasons. I will play the song, Far (Coming to America) and your purpose for listening is to be able to identify the most important reasons for an immigrant’s journey to the United States. Be prepared to turn and talk with your partner. Students will then share out their turn and talk responses as a whole group. The teacher will chart the results of the Turn and Talk on a “T Chart” citing the “Push” and “Pull” factors. On Level Readers-Work Period:

We have analyzed the reasoning behind the large move of migrants to the United States in the late 1800’s and early 1900’s. At this time, I will distribute the lyrics and I would like you as a group to make the following inferences and cite evidence from the song telling how you know this to be true in an accountable discussion. Each group will be given a different question:

A. What reasoning did they have for this life-altering journey? B. Was it the problems they faced in their homeland (Push Factors) that caused them to leave? C. Was it the benefits that the United States had to offer (Pull Factors) that encouraged them to

come? Steps for differentiation: Accelerated: Students will activate prior knowledge, concentrate and analyze the progression of immigration for the early Colonial English settlements to the present day. Collaborative Team Teaching (CTT): Students will complete the on level task independently with the rotation of the co-teachers around the room during the work period. *English Language Learners (ELL): Working individually students will make a text-to-self connection with regards to the following question: Why did your family come to the United States? (Beginner ELL-list three reasons; Advanced ELL-list five reasons) Striving Readers: Same work period as On Level Readers

Materials – Radio, Neil Diamond’s Far, and lyrics Closing: Each group will share their responses to the questions by making inferences and citing evidence from the text. Other students will be given the opportunity to “say something” in response. Summary: Students will reflect on the Aim.

* Steps for the ELL lesson differentiation provided by Mrs. Foteyne Mouzakitis Model ELA Teacher

Resources to follow in Appendix A


Lesson 2 Aim: How did Americans view immigration differently? Mini Lesson: During this period, we will discuss and consider the two varying perspectives regarding immigration. There are some that feel everyone should have the same opportunities that this country offered to them and their family. There are others that feel the gates should be closed to the United States, and only destruction of the American way of life will result from further immigration (nativists). Listen while I read the following two poems aloud. Take notes with a focus on the author’s approach and beliefs concerning immigration, be sure to use evidence from the text top support your findings On Level Readers-Work Period: We have now heard two very different perspectives regarding the question of immigration. There are questions individually listed on index cards and each group will have four minutes to discuss each of the following questions/statements:

1. Which of the two authors has a better perspective on immigration? Why? 2. What do you think Aldrich is afraid of? 3. This country consists of immigrants; Lazarus’s point of view on immigration is the correct one. 4. Whose perspective do you agree more with? Why?

Steps for differentiation: Accelerated: Students will be given three minutes to discuss the questions listed above after a brief discussion of the contributions that immigrants have made to the United States as well as the aftermath of the 9/11 attacks. CTT: Students will work on one of the listed questions and then present their findings to the class. ELL: Students will rotate the first three questions listed above for a period of five minutes each, while making a connection to their own personal experiences concerning the question and charting their responses with a graphic organizer. Striving Readers: Same work period as On Level Readers Closing: Each group will share their responses and we will determine whether the “golden door” should remain open. Summary: Students will determine the reasoning behind the different perspectives of immigration and recapitulate the Aim.

Resources to follow in Appendix B


Lesson 3 Aim: How did immigrants contribute to the diverse society in America? Motivational Activity: How does each picture describe the interaction that occurs between groups (overhead projector)? Mini Lesson: Today we will compare and contrast the various types of effects that immigrants had on the American Culture. The foremost ways that American Culture was formed was through assimilation and diffusion (students will record and log the definitions of the two terms into their word walls). Each ethnic group in our society has contributed their culture to America (diffusion) these contributions range from holidays to ethic foods. In contrast, each ethnic group has taken parts of the American Culture and made it their own (assimilation). During the work period, we will explore how the various ethnic groups affected American Society. On Level Readers-Work Period: Each group will choose from one of the following ethnic groups: Irish, Jews, Italian, Chinese, or Mexican, (these groups can be altered in order to meet the ethnic background of your school). You will then complete a T Chart dividing the cultural aspects that were diffused or assimilated. You will then answer the accompanying questions with regards to their selected group:

1. Did this group assimilate or diffuse more? Cite evidence to support your answer. 2. Which of the two do you believe is better for society? Why?

Steps for differentiation: Accelerated: Students will then complete an additional question for class discussion: Do you believe that ethnic communities had more of a positive or negative effect on the immigrant experience? Why? CTT: Students will work in pairs, instead of groups and each pair will construct two reflection sentences based on the accompanying questions. ELL: TWO PERIOD LESSON- Day One Activity: Students will answer the following: Does your family blend (assimilate) or do you diffuse more? Students will also create a word map or word web on one/both of the following words: assimilate or diffusion. Day Two Activity: Students share their T Charts with their groups and compare them with the results of the current work period activity. Striving Readers: In order to further improve literacy skills after the group is done completing the graphic organizer they will each construct an informative paragraph based on their findings and the graphic organizer. Closing:

Can we ever really claim that there is a unique American Culture? Summary: Students will reflect on the contributions that these various ethnic groups have made to American Society.

Resources to follow in Appendix C


Lesson 4 Aim: What was the immigration experience really like? Motivational Activity:

Record your feelings with regards to the following quote a recent immigrant made upon his arrival to the United States: “First, the streets were not paved in gold. Second, they were not paved at all. Third, they expected me to pave them” (Davidson & Stoff, 1995, p.554). Mini Lesson: Today we will we will investigate the unique perspectives of the journey from a far away land to the United States. There are two sides to every story today we will explore both. We will view two clips of movies based on the immigrant experience, The Godfather Part II (clip 3 min 13 seconds) and Gangs of New York (clip 4 min 53 seconds). On Level Readers-Work Period:

Each of these video selections presents two very different perspectives of the immigrant experience. Your job is to determine which of the videos present a more accurate portrayal. Based on your knowledge of immigration and the video presentations, each group will create a narrative from the point of view of one of the characters. Each narrative must include answers/address the following:

1. How will I survive? 2. Why is everyone different from me? 3. Is this worth the life change? 4. This is exactly what I expected…OR… I never thought the United States could be this bad.

Steps for differentiation: Accelerated: Students will also address the following question: Does your perspective agree or disagree with the quote presented in the Motivational Activity? CTT: Students will work on one of the listed questions/statements and then present their findings to the class. ELL: Students will relate the movie clips to their own lives. Which of the two viewpoints do you agree with more? Free Write about you family’s experience on coming to this country. Striving Readers: Same work period as On Level Readers Materials: The Godfather Part II, Gangs of New York & TV/VCR/DVD Closing: Students will present their narratives to the class. Summary: Which of the two clips present the more accurate portrayal of the immigrant experience? .


Lesson 5 Aim: How did immigrants cope with the change in their life? Motivational Activity:

Record something that you or a family member missed after a major change in their life. What feelings did you have? Mini Lesson: A move or a tremendous change in life can have a dramatic effect on an individual and their family. That same is true of the mass migration made to the United States by immigrants of the past, present and future. Through your readings and class knowledge, we will now list and discuss aspects an immigrant could have longed for upon their arrival to the United States. Today we will examine something that an immigrant named Milly and her family missed upon their arrival to the United States. Today I will conduct a Read Aloud, Think Aloud, Talk Aloud (RATATA), of Milly and the Macy’s Parade. Be sure to reflect and activate any prior knowledge or experiences that you may have on the subject. Guided questions posed during the RATATA can include the following:

• How did the parade come to America? • What were some Polish ideas brought to America?

On Level Readers-Work Period: Working independently record your answers to the following questions:

1. What cultural practices has your ethnic background brought to the United States? 2. How has the United States changed your culture?

Upon completion of the RATATA, please Turn and Talk with your partner the following topics: What aspects did Milly diffuse into her new culture? What aspects did Milly assimilate into her new culture? Steps for differentiation: Accelerated: Students will discuss with their partners how an immigrant dealing with their change of life has changed over the past hundred years. CTT: Students will work on one of the listed questions for presentation to the class. ELL: Students will relate the text to their own lives. Free Write about one of your customs that you would like to diffuse into your new society? Striving Readers: Same work period as On Level Readers Materials: Milly and the Macy’s Parade by Shana Corey Closing: Students will present their findings to the class for an accountable class discussion Summary: Has technological advancements such as email, eased the pain of this dramatic change in life? .


Lesson 6 Aim:

Why was immigration important to the Industrial Revolution? (Using Historian Circles) Mini Lesson:

Today we will use Historian Circles to examine they ways in which immigrants contributed to American Industry. In the Historian Circles, students will examine the ways in which an event is viewed through the eyes of a Historian. Different kinds of historians view an event through with a different point of view. As theories are put together a clear interpretation of an event can be experienced. We will use pictures that portray the jobs that immigrants took in order to promote American Industry. Watch as I model how a Political Scientist acts using this image.

Teacher Models Teacher Says

On Level Readers-Work Period: Now you will act like a certain kind of historian by asking questions and creating ideas that are

similar to different Points of View. 1. Read your assign task in the historian circle and keep the slip in your sourcebook for future

lessons. 2. Create one question that corresponds to the thought of a historian. 3. Create one statement that corresponds to the thought of a historian.

Steps for differentiation: Accelerated: Each group will receive one image (or document) from the assigned set and each group member will receive a different kind of historian to model. The teacher can choose any of the theories that are appropriate for the students. CTT: Each group will receive a different document from the document set and each group member will be given the same historian model. At the end of the lesson and share out the different groups can guess what historian model was used to create the question. ELL: * Please note, prior to the start of this type of lesson, students would have discussed and explored in detail the meaning of a historian, (a word map is suggested). Each group will receive a different document from the document set and allow the group to choose one historian model that they want. In the share other groups will guess the model that was used. Striving Readers: Each group will receive a different document from the document set and allow the students to choose the historian model that they want. In the share other groups will guess the model that was used. They will have to explain why they chose the model in the share out.

Materials:

Images of events, description list of historian circle Closing:

Students answer the Aim with a reflective response. Summary:

Why is it important to examine the even through different historical models.

Resources to follow in Appendix D

Political Science (Political Scientist) - the study of government of national and local areas as to how the rulers rule the people. A political scientist would ask, what is the role of government? How does the government treat the people?

(Read Aloud definition) According to a political scientist my interpretation of this image is……………


Lesson 7 Aim:

Why did so many immigrants settle in New York City? Mini Lesson: New York City was just one of the places where immigrants arrived in this country. The driving question however is why did they stay here? (The ELA listening scores for the eighth graders decreased last year. Working in a supportive role, the students will conduct a note-taking exercise that simulates the listening portion of the ELA examination.) Today we will view portions of the documentary, Urban Growth in America. First, we will view a two-minute portion of the documentary and I will model for you proper note taking procedures. Work period:

We will view the portions twice in order to simulate the listening section of the ELA exam that will take place in January. Please remember the note taking skills discussed in ELA and Social Studies, while viewing and note taking on the portion of Urban Growth in America.

After the viewing and note taking exercise, I will share the notes that I took on the overhead projector. We will then compare and contrast the essential components of the documentary. (Emulating the ELA test again, only after the viewing will the essential questions be posed to the class for cooperative discussion.) Essential Questions:

1. Why was New York City considered a trade center in the 1800’s? 2. What was the most significant aspect of New York society as presented? Present supportive

evidence from the video. 3. Given the presented evidence what were the key contributing factors as to the reasoning behind

the settlement of immigrants in New York City. Steps for differentiation: Given the fact that each student will need to take the ELA examination there will be no real differentiation for this lesson. Where mandated, students will receive graphic organizers and a possible reiteration of the essential components of the documentary to ensure understanding of the content as well as the reinforcement of the note taking and listening skills. Materials: The Urban Growth in America documentary & TV/VCR/DVD Closing: Students will determine whether their notes were sufficient to answer the essential questions. They will share their strengths in note taking in order to improve their note taking skills. Summary:

Students will rank, in order of importance, the reasons why most immigrants settled in New York City.


Lesson 8 Aim:

What were the living conditions like in early cities? Motivational Activity: What are three words that describe your city or community? Mini Lesson: Today we will describe the how immigrants were affected by the growth of cities. We have already learned why ethnic communities were formed and how different groups assimilated and diffused into an American culture. Immigrants faced many difficulties in their quests to becoming American. Today during the work period, we will explore how Jacob Riis used literature to describe how cities affected immigrant life. On Level Readers-Work Period:

Read the excerpts that were selected from The Battle with the Slum record the problems that Jacob Riis described within the immigrant setting while living cities. Steps for differentiation: Accelerated: Each student will be assigned a reading passage and answer the questions at the end. When the reading is completed show the students videos from Discovery student will describe how each clip that matches the appropriate reading and explain why to the other group members. CTT: Have students read one passage at a time and show the matching video. Students will write one sentence that answers, how are the readings a video similar? English Language Learners (ELL): Each group will be assigned a reading passage and answer the questions at the end. When the reading is completed show the students videos from Discovery. After viewing both samples, create and act out a scene that explains situations. Striving Readers: Each group will be assigned a reading passage and answer the questions at the end. When the reading is completed show the students videos from Discovery, each group will choose the clip that matches their reading and explain why. The Battle With the Slum Discovery Video On Whom Shall We Shut the Door America’s Changing Face The Mills Houses From the Old World The Outworks of the Slum Taken Getting out of the Slum The Genesis of the Gang Gangster Pshyche

Materials:

Excerpts from the Jacob Riis’s The Battle with the Slum and video clips from Discovery Channel. Closing:

Students will discuss the following: 1. How did New York grow as new people moved in? 2. How are these videos similar/ different to what we have learned?

Summary: Give a reflective response of the Aim

Resources to follow in Appendix E


Lesson 9 Aim: How have artists depicted the immigrant experience in their artwork? Mini Lesson: Immigrants to the United States contributed to American culture. They were the key contributing factors of the United States’ industrial growth. Today we will explore some of the industrial might that the United States has and determine which of these industrial keys immigrants had the greatest impact on. On Level Readers-Work Period: You will take a tour through our immigrant experience museum. View each of the paintings/photos with their captions, when you find the picture that best depicts the immigrant contribution to American society, support you decision with on the artwork with relevant outside information. After this reflection, each newly formed group will assemble their arguments and decide what the three (3) BEST REASONS for their support of the photo. *If after viewing each photo/picture you are still unable to determine which piece of artwork best supports the true immigrant impact, return to your seat and list what your ideal piece of artwork should have to fit this description. Steps for differentiation: Accelerated: Students will create a reflective-persuasive paragraph. CTT: Students will view the museum through a slide show presentation, and will then be paired for their presentation. ELL: ***As the lesson’s prior homework assignment, students will bring in a family photo that represents their immigrant experience. Students will list one reason for their support of the artwork Striving Readers: Same work period as On Level Readers Materials: Replicas of various pieces of artwork depicting immigrant contributions Closing:

Students in their groups will then present their argument to the class with intention of swaying their classmate’s viewpoints as to which of the photos/pictures, encompasses the immigrant impact on American society best. Summary: Can artwork successfully represent real life?

Resources to follow in Appendix F


Lesson 10 Aim: Should the United States limit immigration? Mini Lesson: Throughout this unit, we have explored various contributions and perspectives on immigrants. Immigrants were an essential component of the Industrial Revolution and made the United States what is. However is Aldrich right, should the doors be finally closed? Yes, immigrants have contributed to the social, economic, and political growth of the nation, but in the “Land of Opportunity” some have taken the opportunity to terrorize us. On Level Readers-Work Period: Divide the class into four separate groups and the teacher will act as the moderator.

Round Pro-Immigration Anti-Immigration Round 1: Defend Your Position! Alternate points of view Pause Take notes that compare your view with the other team Round 2: Reply State why the other team’s perspective is wrong Judges Round One and Two- Ask two questions that you want proven to you by

both sides. Each judge will give a point EACH time someone speaks. If you like/agree with what is stated give a point to that team if not give it to the other team. If member des not speak the other team gets a point.

For Immigration

Round One -Each member will provide an argument why they are defending this position and take notes about what the other team is stating and alternate. Round Two – Each member will address a point that was made by the other side that is disagreed with as to why the position is incorrect and alternate

Against Immigration Witnesses Round One- Listen to the points made by each group only give a point to the

side has a speaker. DO NOT GIVE POINTS to the other team if you disagree with the speaker. Round Two- Ask two questions that you want proven to you by both sides. Follow the same point system mentioned in round one.

* To find the side that won, add up all of the points that were given by all of the judges to all of the points that were given by the witnesses. Essential Debate Questions:

• How is immigration a problem/benefit? • How do immigrants help/hurt the United States? • Should limits on immigration exist, why or why not?

Steps for differentiation: Accelerated: For homework, students will complete a persuasive essay concerning their point of view on the subject of immigration. CTT: Students will choose one of the essential debate questions and answer it independently for an accountable discussion. ELL: Revisiting the documents of the unit, students will reflect back on everything they have learned in the unit and create a writing piece expressing/telling their opinion about the question posed in the Aim (Beginner ELL-will create one paragraph; Advanced ELL- longer piece of writing or accountable discussion). Striving Readers: Same work period as On Level Readers Materials: Primary sources used in the previous lessons & current events issues regarding immigration Closing: Students will reflect and answer the Aim.


Lesson 11 (Two-Day lesson) Aim: How can we develop a standard setting document based essay using scaffolding questions and documents from immigration? Mini Lesson: Today we will create a standard based essay in preparation for the New York State Test. Listen as I read aloud the directions for the essay and consider what you might have to do to prepare for the essay. Our goal today will be to create an outline using a graphic organizer for your essay. We will also complete the scaffolding questions in Part 2. Work period: Day One: I will model the test taking skills that are required for answering document based questions, and complete question 1. Students will then complete the remaining questions and create an outline for the essay, (a similar outline will be modeled/displayed on the board).

Day Two: In order to meet or exceed the standard for this essay, the following criteria for success are necessary:

Introduction that engages the reader and states the intention of the purpose Body Paragraphs that include 4 or more documents A conclusion that addresses the task

Steps for differentiation: Given the fact that each student will need to take the New York State Social Studies examination there will be no real differentiation for this lesson. Where mandated, students will receive graphic organizers and a possible reiteration of the essential components of the documentary to ensure understanding of the content as well as the reinforcement of the note taking and listening skills. Materials: Documents of Appendix G Summary: Day One: What test taking skills have you learned? Which have you improved on?

Day Two: Could your essay have been more detailed? Share out with class.

Resources to follow in Appendix G


Immigration Word Wall

Week 1 Week 2

Push Factor Chinese Exclusion

Act Pull Factor Quota System Immigration Ethnic Community Emigration Tenement

Emma Lazarus Old Immigrants Ellis Island New Immigrant

Angel Island Assimilation (Melting Pot)

Cultural Diffusion (Salad Bowl)

Nativist


Immigration Word Splashes

Immigrant

Statue of Liberty

A person who moves to another country from their native land.

Ellis Island Angel Island

Push Factor Pull Factor

Culture

The language, customs, ideas, practices, and art of a particular group of people.

Assimilate Diffusion

Ethnic Neighborhoods

Salad Bowl

“Americanized”

Melting Pot


Immigration Word Map

Word Map Organizer - © Great Source Publishing Reading advantage: Student journal

My Definition: A person who comes from another country to live here.

Vocabulary Word: Immigrant

What does the word remind me of? 1. The song we heard in Mr. Sangirardi’s class.

How might the word be used? 1. That word describes me and my family.

What does the word remind me of? 2. The picture book that Mrs. Mouzakitis read to us in class.

How might the word be used? 2. That word describes the people that we saw in the picture by the

Statue of Liberty in Mr. Gnecco’s class.


Suggested Forms of Unit Review

Somebody wanted but so…

Procedure- The “Somebody Wanted, But, So” approach in the Social Studies Classroom takes historical personalities or groups of people and allows a culminating activity to take place while reviewing point of view and experiences of the different ideas in the Social Studies Classroom. Examples of persons can be added as well as events and laws with minor changes in the titles in the top of the column.

Person Somebody wanted But So (this happened) Immigrants Stayed in America Had difficult times

assimilating and created the life that they wanted

So they had to work harder by forming ethnic communities and waiting for their culture to diffuse.

Triple Journal Entry

Procedure- In the Triple Journal Entry, use any documents that were discussed in this unit and fill in the appropriate columns that are necessary. As students describe the main idea of the text they will be able to evaluate by explaining, why someone would agree or disagree with the text/document. DOCUMENT

What is the Main Idea of the Cartoon?

Who would agree with this cartoonist? Why?

Who would disagree with this cartoonist? Why?

1

Standard Lesson Implementation

Procedure pose the following Aim to the class: Which part of the unit is most important and why? Students choose which part of the unit is most important to them. They are to refer to the materials and documents that they think are the most important, and why. Students will cite evidence that supports their reason for thinking.


Potential Review Documents



Document

What is the Main Idea of the document?

Who would agree with this document? Why?

Who would disagree with this document? Why?

1

2

3

4


Statistical Immigration Research





End of Unit Summary

There are several facets that students will explore while examining the unit “The United States

…a Diverse Society”. These facets vary from the Social Studies and Literacy standpoints. Upon

completion of these activities students will be able to:

• Determine the causes and effects of Immigration throughout the nation’s history

• Describe the living conditions and experiences as a whole, that immigrants faced in their

homeland and upon arrival to the United States

• Recognize and discuss the various perspectives Americans had/have on Immigration

• Determine the impact that immigrants had on the Industrial revolution and the Progressive Era

• Recognize the contributions immigrants made to America

• Determine the reasoning behind the mass settlement by immigrants of major American cities,

such as New York City.

The Literacy, Listening and Speaking Skills each student would further enhance are charted with

each respective lesson in the accompanying chart:

Skill Lessons that Address Analyzing 11 Cause & Effect 1,4,7,11 Critical Thinking 1,2,3,4,6,8,9,11 Compare & Contrast 2,3,4,7,8,11 Debating 2,3,4,9,10,11 Evaluating 2,3,4,5,6,7,8,9,10,11 Making Connections 1,2,3,4,9 Making Inferences/Drawing Conclusions 1,2,3,4,5,6,7,8,9 Point of View 2,3,5,6,7,9,11 Read Aloud/Think Aloud/Talk Aloud 2,5,6 Turn and Talk 1,4,5,9

Every lesson was created with certain skills already in mind therefore: analysis, discussing, drawing conclusions, inferencing, and main idea are addressed in every lesson.


New York State Social Studies Core Curriculum

Unit Seven: An Industrial Society

Learning Objectives:

I. To understand how industrialization led to significant changes in the economic patterns for

producing, distributing, and consuming goods and services II. To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing

scarce capital, natural, and human resources III. To understand how people in the United States and throughout the world are both producers and

consumers of goods and services Content Outline:

A. Problems and progress in American politics: Framework for a changing United States i. New problems created a changing role for government and the political system

B. The United States developed as an industrial power i. Changes in the methods of production and distribution of manufactured goods

1. Transportation developments and their effects on economic developments, 1865-1900

2. Industrial technology, 1865- 1900 Increase in the number and size of firms engaged in manufacture and distribution of goods

ii. Increase in the number and skill level of workers; new labor markets iii. Expansion of markets for manufactured goods iv. The growth and emerging problems of the cities

C. Changing patterns of agricultural organization and activity in the United States and New York State

i. Unprecedented growth in agriculture ii. Efficient use of resources combined with competition and the profit motive to

improve methods of productionD. Occurrence of many significant and influential changes

i. Communities grew in size and number ii. Interdependence increased

iii. Perceptions of time became more formal, e.g., railroad schedules iv. Political machines influenced daily life

E. The response of labor to industrialization i. Industrialization created a larger workforce and more complex work

ii. Working conditions underwent extensive change, which often placed hardships on the workers; roles of women, children, minorities, disabled changed

iii. Early attempts to unionize the workforce met with resistance and failure, e.g., the Knights of Labor and the Haymarket Riot, American Railway Union, the Industrial Workers of the World

iv. Roots of modern labor unionism, e.g., the American Federation of Labor v. Labor as a reform movement in other aspects of society

F. The response of the farmer to industrialization i. Expanding agricultural production and railroads


Essential Questions

• What are the causes and effects of scarcity? • How did the United States respond to the three basic economic questions in the late 1800s? • What goods and services shall be produced and in what quantities? • How shall goods and services be produced? • For whom shall goods and services be produced?

Classroom Ideas

• In 1876, the nation celebrated its 100th birthday. Describe an event or invention of this period that changed methods of transportation, communication, business, or manufacturing. • Analyze photographs of city slums, such as those taken by Jacob Riis. Describe conditions, speculate about causes, and suggest solutions. • Compare the industrialization, urbanization, and reforms of the last half of the 19th century to similar developments during the first half of that century.

.

Learning Objectives

I. To understand how industrialization altered the traditional social pattern of American society and created a need for reform

II. To consider the sources of historic documents, narratives, or artifacts and evaluate their reliability

Content Outline:

A. The immigration experience i. Two distinct waves occurred, from the 1840s to the 1890s, and from the 1890s to

the early 1920s; migration streams over time ii. Differences were based on national origins, cultural patterns, and religion

iii. Similarities included motivations for coming and patterns of community settlement

iv. Initial clashes ended in varying degrees of acculturation v. Occupational and political experiences varied

B. Case studies of the immigrant experience in the United States and New York State—population characteristics

i. A comparison of European immigrants and the black slave experience—human migration’s effects on the character of different places and region

ii. Immigrants as rural settlers in the Midwest iii. The Chinese experience in the Far West iv. Mexicans in the Southwest v. New York City’s ethnic neighborhoods

vi. French-Canadian settlement in northern New York State vii. Immigration patterns and experiences throughout New York State

viii. Irish immigration: Mass starvation in Ireland, 1845-1850


ix. Immigrants in the local community C. Legal basis for citizenship in the United States

i. Citizenship by the “law of the soil” ii. Citizenship by birth to an American parent

iii. Citizenship through naturalization D. Responsibilities of citizenship

i. A citizen should be: 1. Knowledgeable about the process of government 2. Informed about major issues 3. A participant in the political process

ii. Legal: A citizen should: 1. Be knowledgeable about the law 2. Obey the laws 3. Respect the rights of others 4. Understand the importance of law in a democratic society

iii. The changing role of the citizen E. Westward settlement

i. The disappearance of the frontier—physical limits of geography F. America developed as a consumer society

i. Continually rising expectations G. Leisure activities reflected the prevailing attitudes and views of the time

i. Greater variety of leisure activities became available as less time was spent on work

ii. Leisure activities reflected general characteristics of modern society, i.e., organized use of technology, emphasis on the individual role, and reliance on experts

Essential Questions

• Is there an American culture? • How is cultural diversity both a benefit and a problem? • How did massive immigration lead to new social patterns and conflicts? • Why do some people view the same event differently? • Why was the United States a magnet to so many people?

Classroom Ideas

• Using census data from 1850 to 1900, graph the growth of population in the United States. Use maps to show the shift in the center of population. • Select one of the changes listed in the content outline and find before-and-after pictures. • Compare child labor in the 1800s to that which occurs today. Present findings as a photo collage, skit, news report, or video. • Examine pictures of people doing different jobs in the late 1800s. Which show self-sufficiency and which show interdependence? • Compare labor unions in the past with unions that exist today. What are differences and similarities?


• Read accounts of the lives of an upstate farmer, a Midwest farmer, and a Southern sharecropper. Role play a meeting in which they discuss their lives. • Write a letter as a new immigrant back to your homeland. How has America met your expectations? • Explain the “push-pull” theory of immigration. • Do a case study of a particular immigrant group. Use demographic information, maps, and interviews. Determine the effect this group had on American society and culture. • Essay topic: Compare immigration past and present. Compare countries of origin, reasons for emigration, and degree of acceptance by Americans. • Interview a recent immigrant to the United States. Suggested Document: Chinese Exclusion Act, 1882 • Investigate the steps to becoming a United States citizen. • Explain and rewrite the naturalization oath. • Explain the conflict between Native Americans, farmers, and cowboys over scarce resources in the West. What was the role of the cavalry and Buffalo Soldiers? • Show how the movement of people from one geographic area to another creates both opportunity and conflict. • Research a particular activity of the time period or provide a demonstration. Some suggestions might be vaudeville, amusement parks, Buffalo Bill shows, a particular fad of the time, or dime novels.

Suggested Documents:

• Emma Lazarus, “The New Colossus” artwork, photographs from Jacob Riis, How the Other Half Lives

Learning Objectives

I. To understand how industrialization led to a need for reevaluating and changing the traditional role of government in relation to the economy and social conditions

II. To investigate key turning points in New York State and United States history and explain why these events or developments are significant

III. To gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

IV. To classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious

V. To describe historic events through the eyes and experiences of those who were there Content Outline:

A. Social ills i. The Muckrakers—exposing corruption and abuses in industry, government, and

urban living conditions ii. Fighting racial discrimination, e.g., the formation of the NAACP


iii. Temperance and prohibition iv. Settlement houses

B. Efforts to reform government and politics

i. Need for responsive government, e.g., primary elections, the initiative, the referendum, the recall election

ii. Progressive leaders, e.g., LaFollette, Theodore Roosevelt, Taft, Debs iii. The Socialist Party challenges the political establishment iv. Direct election of Senators—the 17th Amendment v. Women’s suffrage—the 19th Amendment

C. Economic reform efforts i. Labor- related legislation, e.g., minimum wage laws, workmen’s compensation

insurance, safety regulations, child labor laws ii. Prosecuting trusts

iii. Government regulation of the railroads iv. The Federal Reserve Act v. Graduated income tax—the 16th Amendment

Essential Questions

• What specific social, economic, and political problems needed reform in the late-19th century? • How can an individual help to bring about change in society? • What is the amendment process? • How did the federal government help the reform movement through amendments and legislation? • Do these problems exist today? To what extent? • Content Standards Concepts/Themes Connections

Classroom Ideas

• Select one reform movement, identify leaders, and create a broadside inviting people to one of their meetings. • Create mock interviews of reformers of the time period. • Research organizations and individuals who are seeking to reform conditions in the United States today and compare them to reformers in the past.

Suggested Documents:

• Upton Sinclair, The Jungle • Ida Tarbell, The History of the Standard Oil Company; artwork, photographs from Jacob Riis,

How the Other Half Lives


Historian Circles

In the Social Studies Classroom teachers and students always ask how did a certain person feel

about how they were treated, common know as Point of View. The Historian Circle uses the Point of View rational, however displaces the historical figure and puts the Historian at its center. History is the combination of many Social Studies into one subject. In the Historian Circle many points of view about social studies come together such as political, science, economy, sociology, anthropology, archaeology, psychology, philosophy.

In the Social Studies classroom many different questions are asked to students on a daily basis. As these questions are asked the lead historian (the teacher) in the class asks questions from multiple perspectives. The historian circles explain the point of view that each question is coming from and why each question is asked.

The historian circles can work in multiples ways in the classroom, it can be done in a jigsaw

model, numbering heads, round robin brainstorm, think pair share, or any other variation that assigns any historical POV to any part of the lesson.

Material needs for the lesson Primary source & descriptions of the Historian Circles Secondary source & descriptions of the Historian Circles Real life situation & descriptions of the Historian Circles Example from any historical Era & descriptions of the Historian Circles The way the lesson works

1. Using any one of the materials above distribute to each group any over the above documents. As the students see the documents they will be developing their own thoughts and interpretations of the event.

2. Assign to each student or group a different personality listed below. At this point instruct the

students to read the description about that POV and be that person.

3. Students will use the document for the whole period and be responsible to reporting the find thoughts about that POV for the share out part of the class.


Historian Circles Responsibilities

1) Political Science (Political Scientist) – the study of government national and local areas as to how the rulers rule the people. A political scientist would ask, what is the role of government? How does the government treat the people? 2) Economy (Economist) – the study of business, trade, use of resources to promote efficiency and productivity. An economist would ask, how much did it cost? How was this more efficient? 3) Sociology (Sociologist)- that branch of philosophy which addresses issues of the constitution and the interaction of the people with each other. A sociologist would ask, how do people act? Why do people do things this way? 4) Anthropology (Anthropologist)- the study of how culture is formed through physical and nonbiological characteristics. An Anthropologist would ask, why do people act like this? How did they use this item? 5) Archaeology (Archeologist)- the science or the study of items from long ago, such as prehistoric artifacts, monuments, writings, tools, and the remains of buildings. An archeologist would ask, when was this written or created? Who was supposed to read/hear it? 6) Psychology (Psychologist) the study of human thoughts and actions as to why humans act in certain ways. A Psychologist would ask, why did the event take place? Why did this happen? 7) Philosophy (Philosopher) the study of beliefs as to how people feel their lives’ should be or how to deal with a situation. A philosopher would ask what do people believe is right? How do people develop thought about this situation. 8) Law (Lawyer) the laws and legal ideas that govern the way a society acts. A lawyer would ask, does this have equal affects on all people? What are the written rules? Is this equitable fair and equal?


AN OVERVIEW OF COOPERATIVE LEARNING

Roger T. and David W. Johnson

Figure 1. Outcomes of cooperation

Class Activities that use Cooperative Learning

1. Jigsaw - Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other. (Wood, p. 17) Tests or assessment follows.

2. Think-Pair-Share – Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.


3. Three-Step Interview – Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.

4. Round Robin Brainstorming - Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.

5. Three-minute review - Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.

6. Numbered Heads - A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.

7. Team Pair Solo - Students do problems first as a team, then with a partner,


and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

8. Circle the Sage - First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.

9. Partners - The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.


Appendix A

"To you, O Sun, the people of Dorian Rhodes set up this bronze statue reaching to Olympus when they had pacified the waves of war and crowned their city with the spoils taken from the enemy. Not only over the seas but also on land did thy kindle the lovely torch of freedom."

- 25 windows in the crown represent: "natural minerals" of the earth - Toga represents: The Ancient Republic of Rome - Torch represents: Enlightenment - Chains underfoot represent: Liberty crushing the chains of slavery - Location of alternate entrance: Sole of Liberty's right foot


America

Neil Diamond 1980 Stonebridge Music (ASCAP)

Far We've been traveling far Without a home But not without a star

Free Only want to be free We huddle close Hang on to a dream

On the boats and on the planes They're coming to America Never looking back again They're coming to America

Home, don't it seem so far away Oh, we're traveling light today In the eye of the storm In the eye of the storm

Home, to a new and a shiny place Make our bed, and we'll say our grace Freedom's light burning warm Freedom's light burning warm

Everywhere around the world They're coming to America Every time that flag's unfurled They're coming to America

Got a dream to take them there They're coming to America Got a dream they've come to share They're coming to America

They're coming to America They're coming to America They're coming to America They're coming to America Today, today, today, today, today

My country 'tis of thee Today Sweet land of liberty Today Of thee I sing Today Of thee I sing Today

Identify Push Factor or Pull Factor

________There is not enough food. ________There are many jobs. ________The country does not dispose of the garbage. ________My family is very sick and cannot find a cure. ________There are good doctors. ________All people go to school. ________The government takes care of it people. ________People are punished for disagreeing with the government. ________I cannot find work. ________The streets are paved with gold. ________There are many wars.


Appendix B

Unguarded Gates

Wide open and unguarded stand our gates, Named of the four winds, North, South, East and West; Portals that lead to an enchanted land Of cities, forests, fields of living gold, Vast prairies, lordly summits touched with snow, Majestic rivers sweeping proudly past The Arab's date-palm and the Norseman's pine-- A realm wherein are fruits of every zone, Airs of all climes, for lo! throughout the year The red rose blossoms somewhere--a rich land, A later Eden planted in the wilds, With not an inch of earth within its bound But if a slave's foot press it sets him free. Here, it is written, Toil shall have its wage, And Honor honor, and the humblest man Stand level with the highest in the law. Of such a land have men in dungeons dreamed, And with the vision brightening in their eyes Gone smiling to the fagot and the sword. Wide open and unguarded stand our gates, And through them presses a wild motley throng-- Men from the Volga and the Tartar steppes, Featureless figures of the Hoang-Ho, Malayan, Scythian, Teuton, Kelt, and Slav, Flying the Old World's poverty and scorn; These bringing with them unknown gods and rites, Those, tiger passions, here to stretch their claws. In street and alley what strange tongues are loud, Accents of menace alien to our air, Voices that once the Tower of Babel knew! O Liberty, white Goddess! Is it well To leave the gates unguarded? On thy breast Fold Sorrow's children, soothe

The New Colossus

Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!"

Apply the following questions to both passages:

1. How does the author feel about immigration? 2. What evidence shows how the author feels about immigration? 3. Why do you think the author feels this way?



Appendix C

• John Hughes, A Lecture on the Antecedent Causes of the Irish Famine in 1847 • Teaching the Famine • Lands of Exile: U.S.

Review of Noel Ignatiev, How the Irish Became White (New York: Routlege, 1996)

Irish Immigration: Interpreting the Irish Famine (1845-1855)

During the mid-nineteenth century, as the potato blight spread throughout Ireland, thousands of Irish fled to the United States. Few historians doubt that this wave of mass immigration was inspired by the specter of widespread starvation, but the causes of the famine remain subject to debate. While some historians focus on the significant quantities of food that were exported to England during this period, others stress that the "Great Hunger" was a symptom of overpopulation and, therefore, not the result of any deliberate policy or political action.

In any case, over two million people emigrated from Ireland between 1845 and 1855. According to some estimates, almost one-fourth of the population of Ireland fled to the U.S. during these ten years. While most Irish immigrants remained in the Eastern United States, the Irish became the largest foreign-born ethnic group in California during the 1870's.

Italian Immigration

Between 1880 and 1920, four million Italian immigrants traversed the Atlantic to the United States. These Italians came in search of the "American Dream." They were seeking a life that they could never have within the borders of poverty stricken Italy.

For centuries in Italy, the Italian peninsula was divided into feuding states, with foreign powers often ruling one or several of the states. In this chaotic situation, the feudal system ruled the economic system. The feudal system allowed hereditary land possession to determine one s political power and social status, so many poor Italians had almost no opportunity to improve their lives. The Italians in southern Italy suffered more hardships than those in the North. Due to their higher level of industrialism, northern peasants experienced less poverty, discrimination and agricultural difficulties than those in the South. Yet, the Italian population was booming and overcrowding and was becoming more and more of a problem for everyone in Italy. Thus, in the late nineteenth century, some ambitious northerners emigrated to the U.S. By 1900, even the poorer, more conservative southerners were making the voyage. By the beginning of World War I, Italy was losing over 500,000 people per year to emigration.

Originally, almost all of the emigrants from the south were men between the ages of eighteen and forty five. These Birds of Passage planned to remain in the U.S. for a year or two, and then return to Italy with money. By 1900, more and more of the immigrants were women and children. Families came with the hope of settling down in the United States and creating a new life that would be continued for generations to come. The new immigrants usually settled into cities such as New York City and Chicago. Italians developed completely Italian neighborhoods which slowly grew as more Italian


immigrants arrived. These "Little Italys" blossomedin most of America's large cities. Newly arriving immigrants were also known to seek out those who had emigrated earlier from their same town in Italy. In New York City, some tenement houses were inhabited almost entirely by immigrants from the same Italian Village. Boston North End, New York City s Mulberry Bend and Chicago Near West Side were all wellñknown Italian districts.

In colonial times, Jews settled along the Atlantic coast and in several southern states. During the 17th century, Rhode Island was the only New England colony which allowed a permanent Jewish community. That settlement was in Newport, where the Touro Synagogue, built in 1773, still stands as a memorial to the patriot and philanthropist Judah Touro.

The second period in American Jewish history was dominated by German Jewry. Coming out of an assimilated, emancipated background, German Jews were prompted to emigrate by the scarcity of land, rural poverty and government restrictions on marriage, domicile and employment. Although there were German Jews in America before the early 19th Century, it is after that time that they became the predominant Jewish cultural group. Coming to America in a period of rapid geographic expansion, the German Jews became part of the developing Midwest. They spread west, following the route of the Erie Canal. Communities were established in Chicago, Cincinnati, Indianapolis and St. Paul. Wherever they settled, they formed a congregation and bought land for a cemetery.

The first German Jews to emigrate were mostly young men. They entered thinly scattered networks which consisted of relatives and neighbors from the same European communities. The second group came after the failed German revolution (1848). They were somewhat older than the first and more educated. These German Jews often went into peddling and petty trade, endeavors calling for small outlays of capital. From small starts, many went on to build substantial businesses andy were absorbed into the American middle class.

The third wave of Jewish immigrants into the United States was also the largest. Jews fleeing restrictions and extreme persecutions (pogroms) came from Poland and Russia. In 1904, the Tsarist Government established the Pale of Settlement, an area stretching from the Baltic Sea to the Black Sea. Jewish settlement in the Empire was restricted to that area. These Jews were largely urban, having lived in towns and villages, called shtetls. Among such communities were Warsaw, Odessa, Lodz and Vilna -- names later to be obliterated by the Holocaust. Jews in the Pale also had restrictions placed on their means of employment; the majority were merchants, shopkeepers and craftsmen.

Arthur Avenue, Bronx, New York Arthur Avenue bills itself the 'Bronx's Little Italy'. Although few Italians still live in the neighborhood, their bakeries, markets, and restaurants remain. Several Albanian stores have opened, as the Albanian community has grown in recent years. Astoria, Queens, New York A diverse neighborhood, Astoria is the focus of New York's Greek community. This is evident in the numerous Greek delis and cafés along 31st Street, Broadway, and Steinway Avenue. Bensonhurst, Brooklyn, New York Bensonhurst could be considered New York City's true 'Little Italy', as its Italian population dwarfs that of Little Italy in Manhattan. 8th Avenue is Bensonhurst's main street, where one can find Italian sports clubs, restaurants, and bakeries.


Brighton Beach, Brooklyn, New York In southern Brooklyn by the Atlantic Ocean, Brighton Beach is often referred to as Little Odessa. Little Italy, Baltimore, Maryland Baltimore's Little Italy is a 12-block enclave between the Inner Harbor and Fell's Point. Italians began immigrating here in the mid 19th century. Today the neighborhood is home to numerous Italian restaurants, and hosts several ethnic festivals during the summer. Little Italy, Manhattan, New York Little Italy is quickly becoming overtaken by neighboring Chinatown. Few Italians still live in Little Italy, but its history maintains it as the focus of Italians in America. Each September thousands pay homage to the Italian spirit at the Feast of San Gennaro, named for the patron saint of Napoli (Naples). Solvang, California Due to it authentic Danish atmosphere, Solvang has earned its title as the 'Danish Capital of America'. Visitors to Solvang are greeted by windmills, horse-drawn carriages and Danish bakeries. Solvang is also home to the Elverhoj Danish Heritage and Fine Arts Museum and the Hans Christian Andersen Museum. Woodlawn, Bronx, New York This north Bronx neighborhood has a large Irish-American population. The commercial stretch includes several Irish pubs and food shops. Woodlawn is bordered by Van Cortlandt Park, the Bronx River Parkway, Woodlawn Cemetery, and the city of Yonkers.

“Why do I have to Languish in this jail? It is because my country is week and my family is poor.

My parents wait in vain for news; My child and wife wrapped in their quilt, sigh with loneliness.” Naturalization Oath of Allegiance to the United States of America 1) Oath: "I hereby declare, on oath, that I absolutely and entirely renounce and abjure(to give up) all allegiance and fidelity to any foreign prince, potentate(one who has great power), state or sovereignty, of whom or which I have heretofore been a subject or citizen; that I will support and defend the Constitution and laws of the United States of America against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I will bear arms on behalf of the United States when required by the law; that I will perform noncombatant service in the armed forces of the United States when required by the law; that I will perform work of national importance under civilian direction when required by the law; and that I take this obligation freely without any mental reservation or purpose of evasion; so help me God."


2) "I actually had a really good time at Angel Island, maybe because I was too young to understand the hardship." "I made friends at the playground. The swing was broken but somebody had tried to replace it by tying a knot in a rope so we could slip our feet into the loophole and swing anyway." "The inspectors' questions took me away from playtime. I was kind of mad at them for that." "One day we were playing tag. I ran into a bunk and hit my head. I felt the blood. I cried. The men must have finally realized I was alone because no one claimed me. An older man came forward and helped me clean up. He kept a close eye on me the rest of the time. We had meals together and I slept in a bunk close to him." "I bought apricots at the little store on the island every afternoon. For 10 cents, I got a lunch-sized paper bag of them. They were so juicy! So golden! I had never eaten anything like it. I haven't found such juicy apricots in the U.S. since then, either." --- Beck H. Gee

3) "My cousin and I had spent at least a year practicing for the interrogation even before we left for America. My father had written a book of questions and answers for me. There were diagrams of our village, our house. It even had a drawing of my uncle's hand and description of his moles and marks." "We studied about an hour a day. We studied on the ship (across the Pacific Ocean) and we kept studying once we got to Angel Island, too. I was nervous." "The questions were tough. Not just how many people were in my family, but where do they sleep? What picture is hanging on which room of the house?" "I met an older man in the barrack, he was in his 30s or 40s. He seemed well- educated and articulate but he had gotten stuck at Angel Island because he didn't have the right papers. We called him "Number One" because he knew the guards really well." "All of us -- all we wanted was to stay in this country." --- Henry S. H. Gee


Appendix D

A)

B)


C) History of the Needlecraft Industry (1938), by Ernest Feeney, High School of Fashion and Industry. A mural commissioned by the International Ladies

Garment Workers Union (ILGW).

D)


Appendix E

The Battle with the Slum

Jacob A. Riis The slum is the enemy of the home. Because of it the chief city of our land came long ago to be called “The Homeless City.” When this people comes to be truly called a nation without homes there will no longer be any nation. How the Other Half Lives together with its sequel Battle with the Slum reveal through Riis’s sensationalist prose and photography the appalling living conditions in the Lower East Side of turn-of-the-century New York City.

1. Battling against Heavy Odds 2. The Outworks of the Slum Taken 3. The Devil’s Money 4. The Blight of the Double-Decker 5. “Druv into Decency” 6. The Mills Houses 7. Pietro and the Jew 8. On whom shall we shut the Door? 9. The Genesis of the Gang 10. Jim 11. Letting in the Light 12. The Passing of Cat Alley 13. Justice to the Boy 14. The Band begins to play 15. “Neighbor” the Password 16. Reform by Humane Touch 17. The Unnecessary Story of Mrs. Ben Wah and her Parrot

A) On Whom Shall we Shut the Door? Jacob A. Riis (1849–1914). From The Battle with the Slum. 1902. THE Jew and the Italian have filled the landscape so far, because, as a matter of fact, that is what they do. Yesterday it was the Irishman and the Bohemian. To-morrow it may be the Greek, who already undersells the Italian from his pushcart in the Fourth Ward, and the Syrian, who can give Greek, Italian, and Jew points at a trade. The rebellious Slovak holds his own corner in our industrial system, though never for long. He yearns ever for the mountain sides of his own Hungary. He remembers, where the Jew tries only to forget. From Dalmatia comes a new emigration, and there are signs that the whole Balkan peninsula has caught the fever and is waiting only for cheap transportation to be established on the Danube to the Black Sea, when there is no telling what will be heading our way. I sometimes wonder what thoughts come to the eagle that perches over the great stone gateway on Ellis Island, as he watches the procession that files through it into the United States day after day, and never ends. He looks out of his grave, unblinking eye at the motley crowd, but gives no sign. Does he ask: “Where are the Pilgrim Fathers, the brave Huguenots, the patient Puritans, the sturdy priests, and the others that came for conscience’ sake to build upon this continent a home for freedom? And these, why do they come with their strange tongues—for gold?” True, eagle! but look to the roster of those who fought and died for the freedom those pioneers planted, who watered the tree with their life blood, and see how many you find inscribed there who came through that gate. Go to the public school and hear their children speak the tongue that is sweet to your ear; hear their young voices as they salute the flag that is theirs:………


1) What did the immigrants experience? 2) Why is this title appropriate for the chapter?

B) The Mills Houses Jacob A. Riis (1849–1914). From The Battle with the Slum. 1902. SITTING by my window the other day, I saw a boy steering across the street for my little lad, who was laying out a base-ball diamond on the lawn. It seems that he knew him from school. “Hey,” he said, as he rounded to at the gate, “we’ve got yer dad’s book to home; yer father was a bum onct.” Proof was immediately forthcoming that whatever the father might have been, his son was able to uphold the family pride, and I had my revenge. Some day soon now my boy will read his father’s story 1 himself, and I hope will not be ashamed. They read it in their way in the other boy’s house, and got out of it that I was a “bum” because once I was on the level of the Bowery lodging house. But if he does not stay there, a man need not be that; and for that matter, there are plenty who do whom it would be a gross injury to call by such a name. There are lonely men, who, with no kin of their own, prefer even such society as the cheap lodging house has to offer to the desolation of the tenement; and there are plenty of young lads from the country, who, waiting in the big city for the something that is sure to turn up and open their road to fortune, get stranded there. Beginning, perhaps, at the thirty-cent house, they go down, down, till they strike the fifteen or the ten cent house, with the dirty sheets and the ready club in the watchman’s hand. And then some day, when the last penny is gone, and the question where the next meal is going to come from looms larger than the Philippine policy of the nation, a heavy-browed man taps one on the shoulder with an offer of an easy job—easy and straight enough in the mood the fellow is in just then; for does not the world owe him a living? It is one of the devil’s most tempting baits to a starving man that makes him feel quite a moral hero in taking that of which his more successful neighbor has deprived him. The heavy-browed fellow is a thief, who is out recruiting his band which the police have broken up in this or some other city. By and by his victim will have time, behind prison bars, to make out the lie that caught him. The world owes no man a living except as the price of honest work. But, wrathful and hungry, he walks easily into the trap………..


C) The Outworks of the Slum Taken Jacob A. Riis (1849–1914). From The Battle with the Slum. 1902. I SAID that we got our grip when the civic conscience awoke in 1879. In that year the slum was arraigned in the churches. The sad and shameful story was told of how it grew and was fostered by avarice that saw in the homeless crowds from over the sea only a chance for business, and exploited them to the uttermost; how Christianity, citizenship, human fellowship, shook their skirts clear of the rabble that was only good enough to fill the greedy purse, and how the rabble, left to itself, improved such opportunities as it found after such fashion as it knew; how it ran elections merely to count its thugs in, and fattened at the public crib; and how the whole evil thing had its root in the tenements, where the home had ceased to be sacred,—those dark and deadly dens in which the family ideal was tortured to death, and character was smothered; in which children were “damned rather than born” into the world, thus realizing a slum kind of foreordination to torment, happily brief in many cases. The


Tenement House Commission long afterward called the worst of the barracks “infant slaughter houses,” and showed, by reference to the mortality lists, that they killed one in every five babies born in them. The story shocked the town into action. Plans for a better kind of tenement were called for, and a premium was put on every ray of light and breath of air that could be let into it. It was not much, for the plans clung to the twenty-five-foot lot which was the primal curse, and the type of tenement evolved, the double-decker of the “dumb-bell” shape, while it seemed at the time a great advance upon the black, old packing-box kind, came with the great growth of our city to be a worse peril than what had gone before. But what we got was according to our sense. At least the will was there. Money was raised to build model houses, and a bill to give the health authorities summary powers in dealing with tenements was sent to the legislature. The landlords held it up until the last day of the session, when it was forced through by an angered public opinion, shorn of its most significant clause, which proposed the licensing of tenements and so their control and effective repression. However, the landlords had received a real set-back…………


D) The Genesis of the Gang Jacob A. Riis (1849–1914). From The Battle with the Slum. 1902. JACOB BERESHEIM was fifteen when he was charged with murder. It is now more than six years ago, but the touch of his hand is cold upon mine, with mortal fear, as I write. Every few minutes, during our long talk on the night of his arrest and confession, he would spring to his feet, and, clutching my arm as a drowning man catches at a rope, demand with shaking voice, “Will they give me the chair?” The assurance that boys were not executed quieted him only for the moment. Then the dread and the horror were upon him again. Of his crime the less said the better. It was the climax of a career of depravity that differed from other such chiefly in the opportunities afforded by an environment which led up to and helped shape it. My business is with that environment. The man is dead, the boy in jail. But unless I am to be my brother’s jail keeper merely, the iron bars do not square the account of Jacob with society. Society exists for the purpose of securing justice to its members, appearances to the contrary notwithstanding. When it fails in this, the item is carried on the ledger with interest and compound interest toward a day of reckoning that comes surely with the paymaster. We have heard the chink of his coin on the counter, these days, in the unblushing revelations before legislative investigating committees of degraded citizenship, of the murder of the civic conscience, and in the applause that hailed them from the unthinking crowd. And we have begun to understand that these are the interest on Jacob’s account, older, much older, than himself. He is just an item carried on the ledger. But with that knowledge the account is at last in the way of getting squared. Let us see how it stands…….. What did the immigrants experience? Why is this title appropriate for the chapter?


E) Excerpt from The Jungle by Upton Sinclair

All this while that he was seeking for work, there was a dark shadow hanging over Jurgis; as if a savage beast were lurking somewhere in the pathway of his life, and he knew it, and yet could not help approaching the place. There are all stages of being out of work in Packingtown, and he faced in dread the prospect of reaching the lowest. There is a place that waits for the lowest man--the fertilizer plant! The men would talk about it in awe-stricken whispers. Not more than one in ten had ever really tried it; the other nine had contented themselves with hearsay evidence and a peep through the door. There were some things worse than even starving to death. They would ask Jurgis if he had worked there yet, and if he meant to; and Jurgis would debate the matter with himself. As poor as they were, and making all the sacrifices that they were, would he dare to refuse any sort of work that was offered to him, be it as horrible as ever it could? Would he dare to go home and eat bread that had been earned by Ona, weak and complaining as she was, knowing that he had been given a chance, and had not had the nerve to take it?--And yet he might argue that way with himself all day, and one glimpse into the fertilizer works would send him away again shuddering. He was a man, and he would do his duty; he went and made application--but surely he was not also required to hope for success! The fertilizer works of Durham's lay away from the rest of the plant. Few visitors ever saw them, and the few who did would come out looking like Dante, of whom the peasants declared that he had been into hell. To this part of the yards came all the "tankage" and the waste products of all sorts; here they dried out the bones,--and in suffocating cellars where the daylight never came you might see men and women and children bending over whirling machines and sawing bits of bone into all sorts of shapes, breathing their lungs full of the fine dust, and doomed to die, every one of them, within a certain definite time. Here they made the blood into albumen, and made other foul-smelling things into things still more foul-smelling. In the corridors and caverns where it was done you might lose yourself as in the great caves of Kentucky. In the dust and the steam the electric lights would shine like far-off twinkling stars--red and blue-green and purple stars, according to the color of the mist and the brew from which it came. For the odors of these ghastly charnel houses there may be words in Lithuanian, but there are none in English. The person entering would have to summon his courage as for a cold-water plunge. He would go in like a man swimming under water; he would put his handkerchief over his face, and begin to cough and choke; and then, if he were still obstinate, he would find his head beginning to ring, and the veins in his forehead to throb, until finally he would be assailed by an overpowering blast of ammonia fumes, and would turn and run for his life, and come out half-dazed.




Appendix F

A)

B)


C) The Boat Builders, 1873 Winslow Homer

D) Gulfstream, 1886 Winslow Homer


"Bandits' Roost" (1888) at 59 1/2 Mulberry Street, was a refuge for criminals and considered the most

dangerous place in New York City. The language of contempt says "These people are different from me and what is different is unfriendly, inferior, without value!" But Jacob Riis, the artist, shows they have in them the structure of all reality--a oneness of opposites. Just as we can be suspicious and welcoming, so

can the people in this photograph. For example, three women lean with varying degrees of assertion from the windows on the right; directly below them are two men partially facing us, giving us appraising looks from under their hat brims. On the two porches, men and women stand formally or lounge at their

ease. And if you look into the depth of the alley, you will see others standing casually, kneeling, or peeking out through the slats of the porch on the right. The perspective lines of this picture create an X that joins the foreground and background, expanding and contracting, the way the self does. There is a

transcendent, almost religious quality as the luminous alley floor merges with the hazy brightness of the laundry above. We see light and dark, high and low, hope and despair--opposites in us all, made one.

The "acquisitive, protective, grudging self" which is the cold heart of profit economics, is powerfully criticized in Jacob Riis' photograph "Dens of Death" (ca. 1898) taken on Baxter Street in the lower East

Side of Manhattan.


The older girl's eyes look critically out as her cheek rests tenderly against the baby's round head. The

angle of the molding to the right of the girl's face adds force to her piercing look, while the baby appears dazed and withdrawn. The barrel to the left has roundness like the baby, and the metal straps encircling

it are like the arms of the older girl encircling the infant. Is reality, through Jacob Riis, telling us: "If you can clasp your arms around a dear, rotund being and see that what you are hugging is related to what is distant from you, can it make things more bearable: does it show the world has a structure that is kind?"


Pennsylvania Station Excavation

Accession # 67.205.1 Artist George Wesley Bellows Title Pennsylvania Station Excavation Date ca. 1907-1908

Medium Oil on canvas Dimensions 31 3/16 × 38 1/4 in. (79.2 x 97.1 cm) Credit Line A. Augustus Healy Fund

Location American Identities: Modern Life


www.brooklynmuseum.org/.../ 76.79_2629-tl.jpg


Francis Guy (American, 1760–1820). Winter Scene in Brooklyn, circa 1817–20. Oil on canvas. Brooklyn Museum, Gift of the Brooklyn Institute of Arts and Sciences, 97.13

1) http://radio.cbc.ca/programs/thismorning/sites/people/images/trianglepainting_big_010225.jpg

History of the Needlecraft Industry (1938), by Ernest Feeney, High School of Fashion and Industry. A mural commissioned by the International Ladies Garment Workers Union (ILGW).


Appendix G

Mass Immigration Cost American Taxpayers $69 Billion Net and 2 Million Jobs in 1997 Study by Dr. Donald Huddle Reports Legal Immigration of over 1 Million Per Year Accounts for over 62% of Costs

State Costs to Taxpayers are Also Soaring (1996 Net Costs % up from 1992): California: $28 billion up 35% New York: $14 billion up 29% Texas: $7 billion up 37% Florida: $6 billion up 77%

The nearly 26 million legal and illegal immigrants settling in the United States since 1970 cost taxpayers a net $69 billion in 1997 alone, in excess of taxes those immigrants paid. This represents a cost of $260 in additional taxes paid by each U.S. resident or $1,030 in additional taxes paid by each family of four. This cost is a substantial increase over the net immigration costs of $65 billion ins 1996, $51 billion ins 1994, $44 billion in 1993, and $43 billion in 1992. Add 1997 total costs for illegal immigration of $41 billion and subtract an estimated $108 billion in taxes paid by all immigrants (legal and illegal) in 1997 toobtain the overall net figure of $69 billion charged to you, and other American taxpayers.

1. If current immigration trends continue, the current U.S. population of 274 million will nearly double to over 500,000,000 by 2050. (The U.S. was 135 million at the end of WWII.)

2. Harvard Professor George Borjas demonstrated that mass immigration costs American workers $133 billion per year in wage depression and job loss.

Foreigners displacing high-tech workers Study: Firms pay immigrants less while Americans lose jobs An immigration-reform group says American companies are abusing foreign-worker programs in the high-tech industry to the America's high-tech sector, companies are electing to import cheaper foreign workers instead of rehiring U.S. counterparts. detriment of U.S. workers, even as industries close to home create "a growing pool of available [American] labor."

Temporary foreign workers are paid less than American counterparts, "driving down the prevailing wage and putting American workers at a competitive disadvantage."

• To cut costs and increase profits, companies are shedding more expensive American workers and "replacing them with cheaper foreign workers under the H-1B and L-1 programs." Furthermore, the study says, there is no law preventing this practice.

• The visa programs are "rife" with abuse and are not subjected to the required amount of government scrutiny. "The required government review of H-1B applications is a rubber stamp operation and is not safeguarding American jobs as Congress intended," said the study.

• The visa programs were created to fill professional worker shortages but "no evidence" of such a shortage in the high-tech industry exists. "… To the contrary, the market is filled with laid off, unemployed American high-tech workers," analysts concluded.

• So "blatant" is the abuse of the programs that American employees are being required to train their foreign replacements before being laid off.

"Labor dynamics are changing. Major companies can now hire people with top skills for $60,000 a year. We don’t need people on H-1Bs anymore. We can replenish staff from our own population," Howard Rubin, former adviser on technology issues to President Clinton, said in a February 2002 interview with InformationWeek.


The Benefits from Immigration

Benefits from immigration include increases in economic welfare, increase in cultural diversity, and increases in the standard of living of immigrants.

1. Gains in economic welfare. We argued earlier that a 10 percent rise in immigration lowers native wages by up to 1 percent, or possibly $44 billion per year. However, these wage reductions don't just disappear. To the extent that immigrants provide low-cost labor, either more income accrues to the employers, or cost reductions are passed on to the consumer. Therefore, the host economy benefits by an equal amount that native workers lose from the cheap labor of the immigrants. In other words, the $44 billion is simply redistributed to other people in the economy, and the net effect washes out. But the gains from the low wages go beyond the $44 billion from lower wages. The goods produced by immigrant workers also generate additional profits for employers because they are able to sell more of their products at the lower price. Borjas estimates this gain to be $7 billion per year.

2. Increase in cultural diversity. This aspect of life is difficult to quantify but consumers benefit at a minimum by the increase in product diversity (for example, ethnic restaurants, cultural centers in cities, and so on). However, diversity also leads to costs including more crime, ethnic violence, and so on. Since these aspects are so difficult to quantify, we will take the easy way out and simply assume that the positive and negative aspects of diversity cancel each other out.

3. Increases in standard of living of immigrants. Most immigrants' quality of life must increase or else immigrants would not stay and new ones would not keep coming. This benefit though is not internalized by the host country. Therefore, it is not appropriate to include this in the cost-benefit analysis that we are doing.

Since we are only summing the economic welfare benefits, the economy gains $44 billion is lower costs and/or prices from immigrant labor, and gains $7 billion more on top of that by generating more profits for employers. Thus the total benefits to immigration are on the order of $51 billion annually.

The Benefits that Immigration Brings by Jacob G. Hornberger, May 2000

"Another cycling story this week! While cycling last weekend, I noticed a street corner where about 100 Hispanic guys were hanging out, all of whom appeared rather impoverished. I dismounted my bike and went up and asked (in Spanish) what was going on. They said that they were waiting for work. They explained that each morning, prospective employers drive by that particular corner to hire workers. The employer announces, for example, that he needs a roofer or a painter and then selects which of the workers he wishes to hire. So, here was a classic example of the spontaneous order -- a labor market with no overhead popping up to satisfy the needs of employers, workers, and consumers. One of the younger men (23) told me that he was from Honduras. After arriving in Nuevo Laredo, Mexico (which is directly across from my hometown of Laredo, Texas), he paid $1,000 to a 'coyote' to cross him into the U.S. by swimming across the Rio Grande (a dangerous undertaking at Laredo due to the currents). From there, he traveled north to Washington. I asked him why he risked his life to do this and he responded, 'To make money.' He told me that he sends part of his money back to Honduras to help his mother and saves the other part for when he ultimately returns home. I thanked them for coming to the U.S. and for helping us out, got back on my bike, and rode off, reflecting on the wonders of human nature and the market process."


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Appendix H


65

Part A Short-Answer Questions Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided. Document 1

1 Why did Leland Stanford believe that Chinese laborers were important to the completion of the railroad? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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2 What does the cartoon show about United States immigration policy in 1880? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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3a According to this passage, why did the agents encourage Italians to emigrate to America? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

b How did the agents encourage Italians to go to America? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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4a According to this passage, how did the Chinese Exclusion Act affect the immigration of Chinese people to the United States? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

b According to this passage, what reason did the United States government give for passing this law? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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5 According to this chart, what effect did the quota laws have on immigration to the United States? [2] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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6 State two reasons the speaker in this passage believed he was brought to trial. [2] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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7a According to this passage, what was the basis for admitting immigrants to the United States in the forty years before 1965? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

b According to this passage, how did the Immigration Act of 1965 change the basis for admitting immigrants to the United States? [1] ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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For test scoring guide please consult the attached website:

http://www.nysedregents.org/testing/socstre/socstudarch/ushgscorau02.pdf


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