Unit Immigration
Created by:
Gina Giannone
Evelyn Gomez
Dondre Jones
Scott Lercher
James Rodriguez
Big Idea/Enduring
Understanding
Throughout American history and up to
present day immigration has changed the
face of American life.
Essential Questions
What impact does immigration have on American
Society?
What was urban life like in the early 1900s?
Evaluate the conditions people work under during the
late 1800s.
Describe what led to immigration restriction.
Evaluate if your immigrant experience to America is
different or similar to past immigrants.
Common Core Standards and
Indicators
•RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
•RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
•RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies
(e.g., how a bill becomes law, how interest rates are raised or lowered).
•RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
•RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
•RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
•RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
•RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
•WH.6-8.1. Write arguments to support claims in an analysis of substantive topics or texts using
valid reasoning and relevant and sufficient evidence.
•WH.6-8. 4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
•WH.6-8. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
•WH.6-8. 9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Content
• Content Students will be
expected to know:
• Explain the different
viewpoints for and against
immigration restriction during
the early 20th century.
• Explain how tenement life
affected immigrant families.
• Describe the working
conditions children worked
under during the late 1800s.
• Evaluate how the Triangle Shirt
Fire changed American society
forever.
• Evaluate if your immigrant
experience to America is
different or similar to past
immigrants.
Skills/ Strategies
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Skills / Strategies Students will be able to:
Comprehension
Comparing and contrasting ideas
Identify case and effect
Drawing inferences and making conclusions
Paraphrasing; evaluating content
Research and Writing Skills
Getting information; using various note-taking
strategies
Identifying and using primary and secondary sources
Supporting a position with relevant facts and
documents.
Graph and image
Decoding images (graphs, cartoons, paintings,
photographs)
Analysis skills
Interpreting graphs and other images
Drawing conclusions and making predictions
Sequencing and Chronology Skills
Using he vocabulary of time and chronology
Understanding the concepts of time, continuity and
change
Using sequence and order to plan and accomplish
task.
Task 1
Assessment
Students will complete Double
Entry Journals to analyze a
primary source document and
create written reflections,
reactions and commentary about
tenement life in the Lower East
Side of New York as depicted in
Jacob Riis’ “How the Other Half
Lives.”
Depth of Knowledge
Level 3
Determine the author’s purpose
and describe how it affects the
interpretation of a reading
selection.
Apply a concept in other contexts.
Level 4
Analyze and
Synthesize information from
multiple sources.
Task 1
Using a Double Entry Journal students will
read excerpts from Jacob Riis’ “How the Other
Half Lives.” The students will be separated into
four groups and each group will be charged
with discovering/uncovering examples of
tenement life by identifying the particular
ethnic group, elements and effects of the living
conditions. Afterwards the students will be reorganized into jig-saw groups with
representatives from the original pairings and
share their expertise learned from reading the
excerpts. Working in cooperative groups, each
student will develop potential questions and
answers about the rigors of tenement life.
(James Rodriguez)
Task 2
Assessment
Students will analyze and compare
data from newspaper articles and
testimony on the Triangle fire and
Imperial Foods Company fire which
killed twenty-five people in a North
Carolina chicken processing plant in
1991. Although there were no
children involved in the Imperial fire,
many of the victims were single
parents impacting children’s lives
nonetheless. Students will then write a
letter to the editor of a newspaper of
today using evidence from the
accompanying chart concerning the
deplorable conditions of labor then
and now.
Depth of Knowledge
Level 3
Determine the author’s purpose and describe
how it affects the interpretation of a reading
selection.
Apply a concept in other contexts.
Level 4
Analyze and
Synthesize information from multiple sources
Task 2
In this activity, students will watch the documentary Heaven Will Protect
the Working Girl in sections, with documents and exercises designed to
support and reinforce the film's key concepts: workers challenging the
effects of industrial capitalism, the impact on immigrant families of
young women earning money in the garment industry, and the
methods used by women to improve working conditions in factories
during the Progressive Era. “Setting the Scene” Active Viewing Sheet
Heaven Will Protect the Working Girl
The creators of this documentary use the first 2 minutes 40 seconds to
interest, excite, and instruct the viewer on the themes and events of the
turn of the 20th century in New York City. Students will partner up
with someone as we dissect this introduction that uses mostly film
footage from 100 years ago, along with photos and quotes.
The class will be split into 2 groups (A and B). Each group will have a
different activity for the same portion of the DVD; within the group,
you will work with a partner to complete the assigned task. The
students will view the opening scenes twice. In the first viewing take
mental notes. During the second viewing everyone please take actual
notes.
The students in group A will watch the DVD, and note the scene, photo,
and phrase(s) that the creators of the documentary use to introduce the
main themes in the following three categories:
City Life Labor problems Immigration
The students in group B will note the scene, photo, and phrase(s) that
the creators of the documentary use to introduce the main themes. Look
for examples in the following five categories:
Transportation Buildings Clothing
Activities conducted by people
Types of people (race, gender, class)
Complete the following phrase: The major themes or ideas being
presented are…
(Dondre Jones)
Task 3
Assessment
Students will complete graphic
organizer while analyzing a
primary document and answer
evaluation question (5-8 sentences).
Evaluate how the Triangle Shirt Fire
changed American society forever.
Depth of Knowledge
Level 3
Determine the author’s purpose and
describe how it affects the
interpretation of a reading selection.
Apply a concept in other contexts.
Level 4
Analyze and
Synthesize information from
multiple sources
Task 3
• Using graphic organizer students
will analyze a primary document
on the Triangle Shirtwaist Factory
Fire. Students with different
documents will from a group and
share-out their analysis with the
group. Groups will than come up
with an essential question they
would use their documents to
answer. Groups will create an
exhibit board with their
documents that answer their
essential question. Students will
present their exhibits to the class
and explain how the primary
sources they used in their exhibit
answer their essential question.
After presentations students will
answer evaluation question on
graphic organizer.
(Gina Giannone)
The people began to throw themselves out
of the windows. All the machines were
bubbling with flames. I had my fur coat
and hat with two feathers and a green
woolen skirt which I pulled over my hat
and my head. I know I ran to the windows
but then I backed away. I know I was all
wet but it could not have been from the
firemen's hose. I cannot remember whether
I wet myself with a pail of water or
somebody threw it at me. I ran back
toward the freight elevator through the
open aisle which was the last aisle after the
machines and I went to the back staircase
door. I remember there was a big barrel of
oil near that door and when I opened the
door and ran through and began to go
down the staircase I heard a loud bursting
noise. Maybe the barrel of oil exploded.
Anna Pidone Job: Forelady 9th floor
Interview: September 10, 1957
Triangle Factory Fire Cartoon Document Analysis
Graphic Organizer
Visual
List the objects or people you see in the cartoon.
Which of the objects on your list are symbols?
Text
Identify the cartoon caption and/or title.
Locate two words or phrases used by the cartoonist to
identify objects or people within the cartoon. Which
words or phrases in the cartoon appear to be the most
significant? Why do you think so?
List adjectives that describe the emotions portrayed in
the cartoon.
What background knowledge comes to mind when
analyzing this document?
Triangle Factory Fire Photo Document Analysis
Graphic Organizer
Visual
Inferences
List the objects, people or activities you see in the
photo.
Based on what you have observed in this photo describe
three things you have inferred about this photo
List adjectives that describe the emotions portrayed in
the Photo.
Why do you think this picture was taken?
What background knowledge comes to mind when
analyzing this document?
Triangle Factory Fire Text Document Analysis
Graphic Organizer
Text Information
What type of document is this?
List any unique physical qualities of the document:
Date(s) of Document:
Author (or creator) of the document:
For what audience was the document written?
Interpreting the Text
Describe two things this text tells you about life in the
United States at the time this was written.
List adjectives that describe the emotions portrayed in
the text.
What background knowledge comes to mind when
analyzing this document?
Evaluate how the Triangle Shirt Fire changed American society forever.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Task 4
Assessment
After presenting their findings the class
will then be asked to compare their
answers from the Oil Painting, 1827
document to their findings from the
Table of Emigrant Savings Bank
Account Records.
Students will compare how each
document presents the neighborhood.
Comparison should be between
working class neighborhood or
slum/dangerous neighborhood.
Students will then determine which
document shows the most amount of
bias towards the Five Points
neighborhood and which document
gives an accurate representation of the
neighborhood.
Task 4
Students will be able to compare and contrast
the validity of two primary sources that
detail life in the Five Points neighborhood of
New York City.
• In their groups, students will be given a
document titled Five Points, 1827 and a
corresponding worksheet.
• Teacher will briefly model the task and
review with students what the expectations
of the activity.
• Students will complete the Analysis
Worksheet for the document.
• In groups, students will be given a document
titled Table of Emigrant Savings Bank
Account Records and a corresponding
worksheet.
• Teacher will briefly model the task and
decode with headings of the account table
with the students.
• Students will complete the analysis
worksheet for the document.
•
Analysis Worksheet:
Five Points, 1827
1.
•
•
•
2.
Find and circle each of the following in the image:
PUBLIC WELL
STONE BUILDINGS
HORSE-DRAWN CARRIAGES
How many of each of the following do you see in the image?
Fights/Confrontations
Two or more people having a conversation
Words referring to alcohol
Streets
Women looking from second-floor windows
African Americans
3. Circle One: In the image there are MORE (well-dressed people OR people in work clothes).
4. Read each of the following statements and decide which one you agree with. Circle your choice. Then explain your reasoning,
5. citing evidence from the image to support your conclusions.
The Five Points as shown in this painting is a thriving neighborhood.
The Five Points as shown in this painting is a troubled neighborhood.
Because
Task: After analyzing the Five Points, 1827 painting and the Emigrant Savings Bank Account Records, complete
the
t-chart below by citing specific information from each document to show how the Five Points neighborhood
was portrayed.
Five Points, 1827- Painting
Example: It doesn’t appear as if a lot of people
are working.
Emigrant Savings Bank Account
Example: Most people living in the Five Points
neighborhood had jobs.
In your opinion, which document provides a more reliable representation of the Five Points neighborhood? Use specific information from the
documents to support your answer. Your paragraph should be five to eight sentences long and cite TWO specific examples from the documents to
support your answer.
Task 5
Assessment
Students will write their
own story about their
immigration experiences to
the United States.
Depth of Knowledge
Level 4
Analyze and synthesize
information from multiple
sources
Task 5
Students will listen and
watch a video based on two
songs about immigration
(Neil Sedaka’s, “The
immigrant” and “Neil
Diamond’s, “America”).
After listening to the songs,
they will answer a set of
questions.
(Evelyn Gomez)
Neil Sedaka Lyrics
" The Immigrant "
1. What is the message in Neil
Sedaka’s, The Immigrant?
2. According to The Immigrant, how
were immigrants treated in the past?
3. According to The Immigrant, what
can we infer about how immigrants
are treated now?
Harbors open their arms to the young searching foreigner
Come to live in the light of the beacon of liberty
Plains and open skies
Billboards would advertise
Was it anything like that when you arrived
Dream boats carried the future to the heart of America
People were waiting in line for a place by the river
It was time when strangers were welcome here
Music would play they tell me the days were sweet and clear
It was a sweeter tune
And there was so much room
That people could come from everywhere
Now he arrives with hopes and his heart set on miracles
Come to marry his fortune with a hand full of promises
To find they've closed the door
They don't want him anymore
There isn't any more to go around
Turning away he remembers he once heard a legend
That spoke of a mystical magical land called America
It was time when strangers were welcome here
Music would play they tell me the days were sweet and clear
It was a sweeter tune
And there was so much room
That people could come from everywhere
It was time when strangers were welcome here
Music would play they tell me the days were sweet and clear
It was a sweeter tune
And there was so much room
That people could come from everywhere
[url=http://www.lyricstime.com/neil-sedaka-the-immigrant-lyrics.html]Neil
Sedaka - The Immigrant Lyrics @ LyricsTime.com[/url] 1974
Neil Diamond Lyrics
" America "
1. What is the message in Neil
Diamond’s, America?
2. What are the reasons that people
continue to come to America in the
song?
3. Do you agree with the reasons?
Why/why not?
4. Do you think that the song America
has a negative tone? Why/why not?
5. How does Neil Sedaka’s song, The
Immigrant, differ from that of Neil
Diamond’s, America?
6. Which song do you relate to more?
Why/why not?
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
Ev'ry 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, Today, Today, Today, Today...
[url=http://www.lyricstime.com/neil-diamond-america-lyrics.html]Neil Diamond - America
Lyrics @ LyricsTime.com[/url] 1980
Culminating
Task
Assessment
Students will complete a
Document Based Question
Essay.
Depth of Knowledge
Level 4
Analyze and
Synthesize information from
multiple sources
End of Unit (summative)-At
the end of this unit, students
will understand that….
Throughout American
history immigration has
changed American
landscape politically,
economically and socially.
Culminating Task
DBQ
This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of these
documents have been edited for the purpose of the question. As you analyze the documents, take into account the source of each
document and any point of view that may be presented.
Directions: Write a well organized essay that includes an introduction two body paragraphs, and a conclusion. Use evidence from all documents
in your essay. Support your response with relevant facts, examples, and details. Include additional outside information.
Historical Context:
The United States is a nation of immigrants. For a variety of reasons, groups of people from foreign lands left their native countries and relocated
to the United States. Many of these immigrants have changed the face of American life. .
Task:
Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your
answers to the questions will help you write the Part B essay in which you will be asked to:
______________________________________________________________________________
Explain how immigration has changed the American landscape politically, economically and socially.
______________________________________________________________________________
Discuss & explain means “to make observations about something using facts, reasoning, and argument; to present in some detail.”
Guidelines:
In your essay be sure to:
Develop all aspects of the task
Incorporate information from all documents (one for each part of the task)
Incorporate relevant outside information
Support the theme with relevant facts, examples, and details
Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme
Document 1 A
The people began to throw themselves out of the windows. All the machines were bubbling with flames. I had my fur coat and hat with two feathers and a
green woolen skirt which I pulled over my hat and my head. I know I ran to the windows but then I backed away. I know I was all wet but it could not have
been from the firemen's hose. I cannot remember whether I wet myself with a pail of water or somebody threw it at me. I ran back toward the freight elevator
through the open aisle which was the last aisle after the machines and I went to the back staircase door. I remember there was a big barrel of oil near that door
and when I opened the door and ran through and began to go down the staircase I heard a loud bursting noise. Maybe the barrel of oil exploded.
Anna Pidone Job: Forelady 9th floor Interview: September 10, 1957
Document 1 B
The following is a portion of the Preliminary Report of the New York Factory Investigating Commission, 1912
TO THE LEGISLATURE OF THE STATE OF NEW YORK:
That exits to outside fire-escapes and to interior stairways, especially when they lead through other portions of the loft, were often unknown to many of the
operatives. It certainly is necessary to indicate clearly the location of these exits.
A contributing cause to the loss of life in the Triangle Waist Company fire was the lack of clear passageways leading to the fire-escapes and stairways. The
employees were so crowded together, seated at tables containing machines, with chairs back to back, that when a great number of them attempted to leave at
the same time there was panic and confusion.
In the report made by the Superintendent of the New York Board of Fire Underwriters, it was stated that 20 dead bodies were found near the machines
"apparently overcome before they could extricate themselves from the crowded aisles." The necessity for clear and unobstructed passageways to exits should
be absolutely insisted upon, otherwise with the slightest panic, even without a fire, severe injuries, if not loss of life, would occur.
Describe the types of hazards in the work place that caused this fire.
Explain what has been put in place in factories in America today to prevent a fire like
the Triangle factory fire from happening again.
Document 2
Explain why these boys had to work.
Could a photo like this be taken in an American Factory today? Justify your answer.
Document 3
What can you infer based on the fact that many Irish immigrants living in the Five Points had a bank
account at the Emigrant Savings Bank?
After analyzing the bank account record, what can you infer about family life in the Five Points
neighborhood?
Document 5
Based on this photograph, explain two reason that living in a tenement was often difficult for
immigrants.
Document 4
“The Immigrant” by Neil Sedaka
Harbours opened their arms to the young searching foreigner
Come to live in the light of the beacon of liberty
Planes and open skies, billboards would advertise
Was it anything like that when you arrived
Dreamboats carry the future to the heart of America
People were waiting in line for a place by the river
It was a time when strangers were welcome here
Music would play, they tell me the days were sweet and clear
It was a sweeter tune and there was so much room that people could come from everywhere
Now he arrives with his hopes and his heart set on miracles
Come to marry his fortune with a hand full of promises
to find they've closed the door, they don't want him anymore
isn't anymore to go around
Turning away he remembers he once heard
a legend that spoke of a mystical magical land called America
There was a time when strangers were welcome here
Music would play, they tell me the days were sweet and clear
It was a sweeter tune and there was so much room that people could come from everywhere
There was a time when strangers were welcome here
Music would play, they tell me the days were sweet and clear
There was a time when strangers were welcome here
Music would play, they tell me the days were sweet and clear
According to Neil Sedaka’s song the “Immigrant” name two reasons foreigners
came to America.
Culminating Task DBQ Rubric
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth
• Is both analytical and descriptive (analyzes, evaluates, and/or creates* information)
• Incorporates relevant information from at least four documents
• Incorporates substantial relevant outside information related to the topic
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing all aspects of the task for one example more thoroughly than for the second
example of
effect for both examples of technology
• Is both descriptive and analytical (applies, analyzes, evaluates and/or creates*
information)
• Incorporates relevant information from at least four documents
• Incorporates relevant outside information
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme
Note: At score levels 5 and 4, all components of the task should be developed.
Score of 3:
• Develops all aspects of the task with little depth or develops most aspects of the task in some depth
• Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
• Incorporates some relevant information from some of the documents
• Incorporates limited relevant outside information
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme
Score of 2:
• Minimally develops all aspects of the task or develops some aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents
• Presents little or no relevant outside information
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed;
may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents
• Presents no relevant outside information
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed;
may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the historical
context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank