Lesson Plan – Immigration: Push & Pull Factors
Objectives
1. Students will identify reasons why immigrants in the early 20th century and today left their
countries and came to the U.S. (Push and Pull factors)
2. Students will analyze political cartoons from the past and present on the subject of
immigration.
3. Students will compare and contrast immigration issues throughout history.
4. Students will draw upon what they’ve learned about immigration to create their own political
cartoon on the subject.
Homework Due Today: (see attachment A)
A. Anticipatory Set
Students come in to questions on the overhead:
1. Generalizations that you can make regarding immigration in the past 130 years.
2. Were you born in the area? If not, where did you move here from? What brought you here?
B. Class Discussion Teacher leads a quick discussion soliciting student answers. Teacher will
write responses on the board.
C. Images of Immigration Show images of Mexican immigrants to the U.S. on projector/PP.
http://www.washingtonpost.com/wp-dyn/content/nation/?nav=left
http://www.turkishpress.com/news.asp?id=118119
http://www.usnews.com/usnews/photography/borders/borderwars10.htm
-Solicit student comments on why they think persons are leaving Mexico (Push factors) and
coming here (Pull Factors). Are these reasons similar to the ones previously discussed for
coming to Eugene/Oregon?
D. Lecture on push and pull factors
insert lecture here!
E. Early 20th c. political cartoons on immigrants/immigration.
http://sunsite.berkeley.edu/Goldman/Curricula/Immigration/cartoon.html
http://www.mhhe.com/socscience/history/usa/david4/graphics/davidson4non/ch20/intex/chap20i
ntex.htm
1. Hand out the cartoon analysis worksheet (attachment C) and talk them through it, including a
discussion of the main themes of People, Actions, Words, Symbols, PoV (point of view).
2. Show the aforementioned cartoons (web addresses above) and analyze them as a group.
3. Students will then work in pairs (teacher assigns pairs) to analyze (PAWS PoV) early 20th c.
immigration cartoons. Students will use the cartoon analysis worksheet (1 per pair).
F. Homework Assignment - design your own political cartoon. (see attachment B)
Attachment A
Document 1
--file 27671/44, Americanization files, Records of the Immigration and Naturalization Service, Record
Group 85 Source: Teaching With Documents: Using Primary Sources From the National Archives,
National Archives Trust Fund Board (adapted)
Document 2
“Welcome to All,” 1880
NOTE:
Caption above Uncle Sam: U.S. Ark of Refuge. Caption on small sign next to Uncle Sam: Free education,
free land, free speech, free ballot, free lunch.
--Source: The Granger Collection (adapted)
Document 3
“. . . one of those agents from the big bosses in America came to Bugiarno to get men
for some iron mines in Missouri. The company paid for the tickets, but the men had
to work for about a year to pay them back, and they had to work another year before
they could send for their wives and families. So this time, when that agent came,
Santino and some of his friends joined the gang and went off to America.”
— Rosa Cristoforo, an Italian immigrant, 1884
Document 4
As a class, they [Chinese laborers] are quiet, peaceable, patient, industrious, and economical.
More prudent and economical [than white laborers], they are content with
less wages. We find them organized for mutual aid and assistance. Without them, it
would be impossible to complete the western portion of this great national enterprise
[transcontinental railroad] within the time required by the Act of Congress.
—Leland Stanford, President of the Central Pacific Railroad, 1865
Document 5
Immigration Before and
After Quota Laws
Average annual number of
immigrants before quotas
(1907-1914)
Emergency Quota Act of 1921
Emergency Quota Act
Amended, 1924
National Origins Act of 1929
From Northern and Western
Europe
From Southern and Eastern
Europe
176,983
685,531
198,082
158,367
140,999
21,847
132,323
20,251
Document 6
This bill says simply that from this day forth those wishing to immigrate to America
shall be admitted on the basis of their skills and their close relationship to those already
here.
This is a simple test, and it is a fair test. Those who can contribute most to this
country—to its growth, to its strength, to its spirit—will be the first that are admitted
to this land.
The fairness of this standard is so self-evident that we may well wonder that it has
not always been applied. Yet the fact is that for over four decades the immigration policy
of the United States has been twisted and has been distorted by the harsh injustice
of the national origins quota system.
Under that system the ability of new immigrants to come to America depended
upon the country of their birth. . . .
Families were kept apart because a husband or a wife or a child had been born in
the wrong place.
Men of needed skill and talent were denied entrance because they came from
southern or eastern Europe or from one of the developing continents. . . .
— President Lyndon B. Johnson, remarks at the signing of the Immigration Act of 1965
Document 7
For decades, the United States has not been in complete control of its borders. As a result, many who want
to work in our economy have been able to sneak across our border, and millions have stayed.
Once here, illegal immigrants live in the shadows of our society. Many use forged documents to get jobs,
and that makes it difficult for employers to verify that the workers they hire are legal. Illegal immigration
puts pressure on public schools and hospitals, it strains state and local budgets, and brings crime to our
communities. These are real problems. Yet we must remember that the vast majority of illegal immigrants
are decent people who work hard, support their families, practice their faith, and lead responsible lives.
They are a part of American life, but they are beyond the reach and protection of American law.
We're a nation of laws, and we must enforce our laws. We're also a nation of immigrants, and we must
uphold that tradition, which has strengthened our country in so many ways. These are not contradictory
goals. America can be a lawful society and a welcoming society at the same time. We will fix the
problems created by illegal immigration, and we will deliver a system that is secure, orderly, and fair. So I
support comprehensive immigration reform that will accomplish five clear objectives.
--President George W. Bush, Address to the Nation, May 15, 2006
US History
Immigration, Industrialization and Urbanization Unit
Directions:
1. Please read and study the preceding three passages and images dealing with immigration in the
United States from the 1880s to the present. Make note of changing attitudes over time as well as
things that have remained constant. Once you have completed your study, use the space below to
write down at least FIVE generalizations regarding immigration to the United States in the last 130
years. This list will due tomorrow at the beginning of class.
2. Consider your own situation: Were you born in this area? If not, where did you live before? What
brought you and your family to this area? If you’re not sure, ask your parents or another relative. Write
down what you’ve learned.
Attachment B
US History - Immigration, Urbanization and Industrialization Unit
Issues in Immigration Political Cartoon Homework
During class today, you analyzed two political cartoons on immigration. Your task for homework tonight
is to create an original political cartoon that addresses immigration/the immigrant experience, either
historical or modern. You may use the same issues discussed in class today, however your concept,
caption and artwork must be your own.
The Basics:
Your cartoon must include a title or caption, people and/or symbols related to immigration and your point
of view on the issue you choose must be clear. Other than that, it is up to you to be creative and produce
an original cartoon. The rubric below will be used to assess your cartoon for a grade.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The political cartoon contains all the needed items or information.
1 2 3 4 5
2. The message of the political cartoon is clear and appropriate to the topic.
1 2 3 4 5
3. An appropriate caption accompanies and explains the political cartoon.
1 2 3 4 5
4. The political cartoon is clean and neat, and the information on it well organized.
1 2 3 4 5
5. The political cartoon is creative.
1 2 3 4 5
6. The spelling, punctuation, and grammar of any text on the political cartoon are accurate.
1 2 3 4 5
7. The artwork on the political cartoon is appropriate and carefully executed.
1 2 3 4 5
8. The political cartoon demonstrates understanding of its topic and related concepts.
1 2 3 4 5
9. The political cartoon fulfills the requirements of the assignment.
1 2 3 4 5
10. Overall, the final result represents the student’s full potential.
1 2 3 4 5
Additional Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Total Points/Grade: _________
Rubric source: http://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?sr9%20rubrics
Attachment C: Cartoon Analysis Worksheet: People, Actions, Words, Symbols, PoV (point of view).
Study the cartoon you’ve been given and analyze it according to the PAWS-PoV method we’ve learned.
1. People – Who are the people, creatures or principal characters depicted in this cartoon? Do they
represent actual identifiable individuals, or stereotypes?
2. Actions – What is occurring in the cartoon? Who is doing what?
3. Words – What, if any, words are used within the cartoon? Are they spoken, or written in order to
identify characters, processes and/or issues? Explain.
4. Symbols – What, if any symbols are being used in this cartoon? What are they being used to
represent? Explain.
,
5. PoV (point of view). – What is the cartoonist’s point of view toward the issue? Explain the reasons
for your answer.