Weekly Plans 10.2710.31
IMMIGRATION & URBANIZATION
MR. ARMSTRONG
Monday | October 27th
Topic/ Focus: Chinese Exclusion Act (1882)
AIM #6: How were the Chinese, who helped build the Transcontinental Railroad,
eventually treated by the American government?
DO NOW:
1. Take back your Jacob Riis Packets and finish your
short responses for HW tonight if you weren’t able
to finish on Friday.
2. Answer the DO NOW questions in Today’s
Chinese Exclusion Act Packet on a separate sheet of
paper. Be ready to discuss your answers to the
political cartoons.
Possible DO NOW Answers
1.
According to this cartoon, communists, nihilists, fenians and socialists were allowed into the United States,
while “chinamen” were not.
2.
We’ve seen this phrase in Emma Lazarus’; The New Colossus
3.
The Workman’s Party of California wanted the Chinese immigrants to leave California.
4.
This was probably the case because the Chinese immigrated to the west coast of America (Angel Island), and
began taking jobs that Californians would have otherwise had.
5.
According to the cartoon, “white” immigrants were allowed into the United States while immigrants of oriental
dissent were not.
6.
This political cartoon shows that law makers in the United States were of very narrow mindsets. The laws favor
immigrants who are not as noticeably different from current Americans (white immigrants). These laws were
later considered to be discriminatory.
Reading: The Chinese Exclusion Act, 1882
Directions:
1.
First, read the historical overview and background information on the first page of today’s
packet. This will help familiarize you with the reasons why the United States government
enacted the “CEA” which would prohibit Chinese immigrants from entering the United
States.
2.
After reviewing the background information and historical overview as a class, join your
group members and attempt to break down/ analyze the different sections of the CEA that
have been outlined in your packet. You should attempt to summarize and explain your
understanding of each of the sections. Use quotes to help you identify the main idea of each
section.
Tuesday | October 28th
Topic/ Focus: Chinese Exclusion Act (1882) Students Teaching
AIM #7: How were the Chinese, who helped build the Transcontinental Railroad,
eventually treated by the American government?
DO NOW:
1. Turn in your Jacob Riis short responses to your bin in the back of the room.
SEPARATE YOUR RESPONSES FROM THE REST OF THE PACKET. MAKE SURE YOUR
NAME IS ON IT!
2. Copy down tonight’s HW (20-2 PRACTICE QUIZ p. 590-595 & GRA
20-3, p. 597-602)
3. Take out yesterday’s Chinese Exclusion Act Packet and continue
analyzing your assigned sections in your groups.
Reading: The Chinese Exclusion Act, 1882
Directions:
1.
First, read the historical overview and background information on the first page of today’s
packet. This will help familiarize you with the reasons why the United States government
enacted the “CEA” which would prohibit Chinese immigrants from entering the United
States.
2.
After reviewing the background information and historical overview as a class, join your
group members and attempt to break down/ analyze the different sections of the CEA that
have been outlined in your packet. You should attempt to summarize and explain your
understanding of each of the sections. Use quotes to help you identify the main idea of each
section.
Teaching Each Other: Chinese Exclusion
Act, 1882
Directions:
1. Elect someone from your group to go up to the computer and
type the group’s analysis/ understanding of each section
2. If you are in the group that is presenting, be ready to share your
findings if you are called on
3. Members of the other group, make sure you are staying engaged
and copying down the notes that the other group is presenting.
Another Political Cartoon:
U.S.: the melting pot. Our new immigration restrictions. Europe.
Undesirables.
On April 12, 1924, the U.S. House of Representatives
passed an immigration bill that restricted the number of
immigrants admitted from any country to two percent of
the 1890 U.S. population from that country, nearly
eliminating immigration from southern and eastern
Europe. The formula remained the law of the land until
1965, when the national origins quota system was
replaced by a policy that based admission on skills and
family ties with U.S. citizens.
Reproduced by permission of the Los Angeles Times. Digital image courtesy of
ProQuest Historical Newspapers
1. What is the overall message being delivered in this political
cartoon?
2. How does this message differ from pro-immigration political
cartoons we’ve seen?
3. How does this paint America being hypocritical?
Possible Answers:
1. The overall message is as follows: America no longer wants or needs
immigrants from around the world.
2. This message differs from previous political cartoons because originally
we were looking at cartoons that encouraged immigrants to immigrate
to America. Previous cartoons highlighted all the wonderful possibilities
an immigrant could experience such as land, work, freedom, etc..
3. This paints America as being hypocrites because not long before this
cartoon, we were letting millions of people into the country and
encouraging people to immigrate. Now, the United States has taken the
opposite approach.
Wednesday | October 29th
Topic/ Focus: Jacob Riis Reading
AIM #8: How was Jacob Riis able to expose the horrendous working and living
conditions of new immigrants, here in the United States?
DO NOW:
1. Take out last night’s HW (Prac. Quiz 20-2 & GRA 20-3),
leave on desk
2. Copy down tonight’s HW (Reteaching 20-2 WKSHT, p.
590-595)
3. Answer the 3 questions followed by the political
cartoon on today’s handout
a. What two groups of people
are represented in this
political cartoon?
b.According to the caption,
what words would you
associate with the group
on the right side of the
cartoon?
c. In your own words, explain
the meaning or message of
this cartoon.
Possible DO NOW Answers:
A. The two groups being represented here are the wealth/upper class/businessmen (left) and the poor/lower class (right).
B. One would associate the following words with the group on the left according to the caption:
Lazy
Homeless
Poor
Un-motivated
Useless
Beggars
Uneducated
C. The gentlemen on the left of the cartoon is looking at the family on the right with disgust. The captain points out that the
gentlemen is probably thinking these people should exert themselves in a useful direction in order to obtain a better life, rather than
sit around and wait for it. Ironically, this man, like many other businessmen of his era, inherited a business from his family and likely
did not have to work all that hard to get the position. His wealth and success were essentially handed to him on a silver platter.
First; Reviewing Practice Quiz 20-2
Then; Reviewing GRA 20-3
How the Other Half Lives – Jacob Riis
Directions: Read the following excerpt from How the Other Half Lives, independently, then begin to answer the
5 questions that follow. Make sure you mark-up the reading in search of main ideas and answers to the
questions. Be ready to share.
Famous and Iconic Jacob Riis Photographs
Thursday | October 30th
Topic/ Focus: Melting Pot or Salad Bowl?
AIM #9: When assessing the era of immigration, do we identify cultural assimilation
or cultural preservation as being the more dominant theme?
DO NOW:
1. Take out last night’s HW (Re-Teaching 20-2) and leave it on your desk.
2. Answer the questions that pertain to the pictures on the cover of today’s packet.
Possible DO NOW Answers:
A. Italians, Chinese and Irish
B.
These different immigrant groups found ways to preserve their culture by establishing
neighborhoods or “ethnic ghettos” which incorporated many aspects of every day life in their
homeland. These neighborhoods often offered food, goods, clothing and services that were
similar to those offered in their respective homelands. The Irish may not have created a
specific neighborhood, but they were able to create a parade that would take place every
year, in which they could celebrate and express their Irish heritage/culture.
C.
With all of these cultures and ethnicities represented in New York City and America as a
whole, one could make the argument that in the grand scheme of this discussion, the
cultures and customs of immigrants have been mixed and melted, into one greater identity,
and that is an “American” identity. These cultures, according to this perspective, would
identify themselves as Americans first, and then their nationalities, second.
Defining Terms for the “Melting Pot” &
“Salad Bowl” Discussion
Assimilationist: Someone who identifies
the process of adapting or adjusting to the
culture of a nation (Melting Pot)
Multiculturalist: Someone who identifies the presence of
multiple cultures or ethnicities within a larger group, rather
than identifying a single culture/ethnicity/nationality (Salad
Bowl)
Melting Pot & Salad Bowl Reading
i.
ii.
iii.
iv.
v.
Students will be given a reading that discusses the idea of America
being known as a “Melting Pot” and/or a “Salad Bowl.”
Students will read an overview that discusses the terms or phrases
previously listed
Students will then read sections that specifically address the idea of a
Melting Pot and Salad Bowl Viewpoint.
While reading, students will have to extract main ideas from both
sides, and record them on a T-Chart which will be provided for them.
It’s important that students recognize arguments from both sides of
the discussion before making their own judgment or interpretation on
the debate.
Friday | October 31st
Topic/ Focus: Melting Pot or Salad Bowl Computer Lab
AIM #10: When assessing the era of immigration, do we identify cultural
assimilation or cultural preservation as being the more dominant theme?
DO NOW:
1. Copy down tonight’s HW (FINISH NEWS ARTICLE STARTED IN CLASS)
Due Monday
2. Take out yesterday’s notes on “Melting Pot” & “Salad Bowl,” then
review your main ideas and findings with a classmate.
3. Await further instructions from Mr. Armstrong
News Article:
What it needs to include:
1. Title – A way to grab the attention of your audience
2. Author’s Name – That’s YOU!
3. Date – October 31st, 2014
4. Newspaper – What newspaper are you writing for? (Ex: New York Times,
Newsday, Daily News, etc.)
5. Article – Your opinion of whether or not America should be considered a
“Melting Pot” or “Salad Bowl”…or something else
6. Picture/Image – Provide a visual that relates to your article
7. Caption – Explain your image
8. Questions for the Reader – What questions would you ask the reader of your
article after having read it? (2-3 questions)