Historical ImplicationsIndividual Assignment

Rebecca YamourTESOL 507

June 9, 2014Nona Hall

Italian Immigration• Italians immigrated to the United States in search of jobs, to avoid

overpopulation and poverty, and as a result of natural disasters.• Immigrants left Italy both temporarily with the intentions of

returning (“birds of passage”) and permanently.• From 1880-1920 approximately 4 million Italians came to

America.• In the early 1900’s “Little Italies” were formed in major cities

honoring their motherland and being highly populated with Italians forming a sense of community.

• 1981-2001 fewer that 15,000 Italians came to America; declining heavily since the 1970’s due to immigration restrictions.

1880-1920 Major Immigration Years – 4miiion Italians come too America

1924 National Origins Act is passed, limiting Italian immigration

Italian Immigration Timeline

1892 Ellis Island Opens

I1986Immigration Reform and Control Act

1939 WWI Germany and Italy become allies

1945 US invades Italy

1964 Civil Rights Act1981-2001 less than 15,000 move to US

Italian Population in the United States(Based on the Census Bureau, 1980)

Source: http://columbus.vanderkrogt.net/texts/shd_paper.html

ReflectionSummary of Italian Immigration

Italian immigration was highest between 1880-1940 (Powel, 2005). The majority of Italian immigrants entered America through Ellis Island. They came to America in search for jobs and to get away from famine, poverty, and natural disasters that their country faced. Many left with plans to return, while other had plans to stay, sending money home to loved ones. Harsh conditions were common on ships over sea including overcrowded boats filled with disease. Often upon arriving to America, conditions were not much better. Many of the rules and regulations were oppressive to all immigrants, including the Italians and they were forced to assimilate. Unable to speak English, many Italian immigrants were forced to take low paying manual labor job sand often taken advantage of (Powel, 2005). Although they had many hardships, this cultural group did not face as harsh of discrimination as other groups have. Over time, as laws were passed that restricted immigration and the number of Italians moving to America decreased. Between 1981-2001 less than 15,000 have moved to the United States (Powel, 2005).

Reflection Cont.Approaches in Teaching

• Diversity can be taught using immigration history in a variety of ways. Looking at the history of a cultural group and the challenges they faced can help students gain the perspective of that group and others. Focusing on the challenges and our human rights can help students understand what it is newcomers face when coming to America. Additionally looking at the history of immigration shows that all of our cultural groups were all new to this country at some point. America is a melting pot, a country made up of diverse groups and continued to be populated by these diverse groups.

• Multicultural Education is the key to equal education for all. A key to this is becoming aware of our own prejudices and biases, and helping our students do the same. Self-reflection on our own beliefs is needed prior to, during and after working in successful multicultural classrooms . A safe, open-minded, accepting, and honest classroom environment with a commitment to celebrating and understanding diversity is critical. Teachers must build their classrooms around accepting, appreciating, and valuing each other.

• Global Education looks at our world community. It involves consideration of world views, planet issues, cultural awareness, interrelationship of the global systems, and participation in all settings including national and international (Brown & Kysilka, 2009 ). Teaching students to be proactive and involved in the issues of the world is an essential part of global education. Providing facts and insights to how people live in other parts of the world, as well as what problems they face and how those problems can impact the entire world, is also important.

• In creating classroom with multicultural and global education, the six applications from What Every Teacher Should Know about Multicultural and Global Education., should be considered and emphasized. These include: celebrating diversity, honoring human rights, seeking out multiple perspectives, developing Interconnectedness and interdependence, practicing co-responsibility, and experiencing global society (Brown & Kysilka, 2009).

Reflection ContinuedLesson Ideas for Culturally Responsive Teaching

• Learning Journal – I would ask students to journal daily about topics related to diversity, and ideas and beliefs about cultural groups. Reflection on their own thoughts, background, prejudices, and experiences would be a major part of these private journals. Part of the goal would be to have students realize how their own backgrounds impact their beliefs and how they treat others.

• Classroom Ground Rules (Classroom “Human Rights”) – I would ask the class to brainstorm and create a list of classroom rights and rules to establish a safe, open-minded, and accepting learning environment. We would discuss why it is important for every member of our class to be heard, valued, and respected.

• Discrimination Scenarios – I would provide the class with different scenarios in which a person or people were victims of discrimination. I would ask them to put themselves in their shoes and imagine what it would feel like to be that person. The students would write about their thoughts and feelings in their reflection learning journal. The would also be asked to propose solutions or prevention to the problems in the scenarios. I would also have them discuss the situations in cooperative learning groups.

References• Brown, S. C., & Kysilka, M. L. (2009). What every teacher should know

about multicultural and global education. Boston, MA: Pearson.• Chartock, R. K. (2010). Strategies and lessons for culturally responsive

teaching: A primer for K-12 teachers. Boston, MA: Pearson.• Powell, John. "Italian immigration." Encyclopedia of North American

Immigration. Facts On File, Inc., 2005. American History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?ItemID=WE52&iPin=ENAI0169&SingleRecord=True (accessed June 8, 2014).

• Van der Krogt, P. (n.d.). Columbus Monuments Pages. Retrieved from http://columbus.vanderkrogt.net