The Great American
Meltin' Pot
Schoolhouse Rock -- Clip.url
America was founded by the English
But also by the Germans, Duch, and French,
The principal still sticks
Our heritage is mixed
So any kid could be the president
You simply melt right in,
It doesn't matter what your skin.
It doesn't matter where you're from,
Or your religion, You jump right in
To the great American meltin' pot.
Great American meltin' pot
Provenzo Chapter 8
Immigration,
Education,
and
Multiculturalism
E Pluribus Unum
(one from many)
European traditions and beliefs

Most immigrants
before 1890:
Protestants from
Northern Europe

U.S. culture at that
time reflected the
traditions and
beliefs of northern
Europe.
Legitimate versus imposters



Conflicts between old
and new immigrant
groups common.
Earlier groups
considered themselves
to be legitimate U.S.
citizens.
Established groups
viewed new
immigrants imposters
or trespassers.
Nativist Movement: 1830 – 1840’s

Antiforeign groups

Believed new
immigrants subvert
democratic values.

Catholics feared to owe
allegiance to the Pope
Legislation restricting immigration
1860 and 1890 population doubled (30
million to 60) million.
 1880s immigrants from southern and
eastern European countries.
 Legislation restricting immigration: first
time in 1882.

The Americanization of Immigrants
 Education
primary
means to
Americanize
and
assimilate
new
immigrants.
Excluded
from the melting pot

“Melting Pot”: immigrants
assimilated into culture through
education and acculturation.

Does not correspond with reality of
U.S. experience.

Many immigrant groups maintained
their ethnic identity.

Melting pot did not take into
account immigrants and ethnic
groups who did not easily blend
into the culture.

Asians, African Americans, Native
Americans, and others were
excluded from this process of
fusion and amalgamation.
E Pluribus Unum: One from many
Many
cultures
coming
together to
create single
culture
Cultural Pluralism
Immigrants preserve best of old-world
cultures
 Gradually assuming U.S. customs, beliefs.
 Ethnic minorities encouraged to preserve
own traditions
 While taking active part in economic and
social life of the United States.
 Strength as a nation derives in large part
from the diversity of its ethnic cultures.

Pluralism embraces all people
Regardless
of
backgrounds,
beliefs.
WASP remains
only on of many
groups within the
culture.
Traditional mainstream assumptions
Monoculturalism
 Argues diverse ethnic, racial
groups need become like
traditional mainstream
culture
Liberal multiculturalism
•Individuals from diverse groups
share natural equality and
common humanity
•Toward a universal equality
made up almost exclusively of
Western and white middle-class
assumptions
Pluralist multiculturalism

Most widely
accepted model of
multiculturalism.

Emphasizes
difference between
various ethnic and
cultural groups
rather than focusing
on sameness.
Left-essentialist multiculturalism
Essential, unchanging
characteristics define
culture.
 Exclusiveness and
solidarity preclude
outside understanding,
involvement.
 FUBU,
 Radical feminism

Critical multiculturalism



Recognizes humans
as social beings
Shaped by range of
economic, political,
cultural forces.
Understanding
power and power
relationships is
essential in this
model.
Ethnicity

Extraordinarily complex
phenomena.

Sense of peoplehood
developed through language,
traditions.
Bilingualism and U.S. Education
Most immigrants have learn a
new language
 As a national language, English
is a powerful force in their
assimilation.
 Bilingualism: controversial,
emotional issue.
 Federal support for bilingual
education began in 1968 with
Title VII, the Bilingual Education
Act, amended the Elementary and
Secondary Education Act (ESEA)
of 1965.

Reflection questions:
1.
What are the advantages of the diversity (gender, age, ethnicity, sexual
orientation, occupation, religion or denomination, political affiliation) in the
United States?
2.
What are some of the serious problems that arise from this country being a
multicultural society?
3.
How important is it for the schools to Americanize immigrant children?
4.
What are some of the problems that can occur when the schools take on this
task?
5.
Should quotas be set on the number of people allowed to immigrate to the
United States?
6.
If yes, how should the quotas be determined?
7.
Is bilingual education something that should be supported by the schools and
the culture in general?
CPS question: What do you think?
Can schools and the
educational system
support immigrant
traditions and U.S.
values simultaneously?
(Provenzo 170)
Historical Events

Clayton, Jackson, McGhie Hanging
The lynching of nineteen-year-old Elias Clayton,
nineteen-year-old Elmer Jackson, and twenty-yearold Isaac McGhie. June 15, 1920, Duluth, Minnesota.
Cultural Event: GLBT pride festival
1.
2.
3.
4.
Teams of three: sign
bearer
Create three or more
signs with words,
symbols, slogans
found in parade, on
sidewalk, in support,
in protest of parade
Identify the Provenzo
cultural stance of
sign bearer
Offer individual’s
argument for sign
1. Teams of three:
journalists
2. Prepare two or more
interview questions
for sign bearers
from each Provenzo
cultural stance
3. Remember you’ll
interview supportive
folks and
nonsupportive follks
4. Practice your
questions on each
other